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This first OECD Skills Outlook presents the initial results of the Survey of Adult Skills (PIACC), which evaluates the skills of adults in 22 OECD member countries and two partner countries. The survey was designed to provide insights into the availability of some key skills and how they are used at work and at home through the direct assessment of key information processing skills
Education GPS is the source for internationally comparable data on education policies and practices, opportunities and outcomes. Accessible any time, in real time, the Education GPS provides you with the latest information on how countries are working to develop high-quality and equitable education systems.
Unemployment is high and large numbers of children and adults do not have the basic skills necessary to thrive in today’s global economy. We need to kick-start a global skills revolution and build the policies that will save a whole generation, said OECD Secretary-General.
England should expand the provision of postsecondary vocational training in order to meet the changing needs of students and employers, according to a new OECD report.
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This year, more than 23 million people across the OECD and other G20 countries will start university for the first time. They are about to commit themselves to years of study, expecting to gain not just a diploma but also the specific knowledge and skills required to fulfil the needs of their profession and their everyday life.
The NZ labour market is among the most flexible in the OECD, and outcomes for its young people have been among the best. However, labour-market opportunities are heavily determined by initial education, where New Zealand’s system is also successful and innovative in many ways.
Education at a Glance 2013: Highlights summarises the OECD’s flagship compendium of education statistics, Education at a Glance.
The new university year has not even begun for millions of students worldwide and already many are worrying about how they will pay their tuition fees. But for those asking themselves if it is all worth it, the answer is reassuring.
Both women and men need to be sufficiently financially literate to effectively participate in economic activities and to take appropriate financial decisions for themselves and their families, but women often have less financial knowledge and lower access to formal financial products than men. Women therefore have specific and additional financial literacy needs.
The report discusses the results of the OECD “Leveraging Training and Skills Development in SMEs” (TSME) project which examines access to training by SMEs across seven regions in six OECD countries: New Zealand, Poland, Belgium, UK, Turkey and Canada.