<?xml version="1.0" encoding="utf-8"?>
<rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom">
<channel>
  <title><![CDATA[OECD.org - Education]]></title>
  <link>http://www.oecd.org</link>
<description>www.oecd.org</description>
<language>en-gb</language>
<copyright>Copyright: (C).OECD</copyright>
   <docs>http://www.oecd.org/RSS</docs>
		      <managingEditor>webmaster@oecd.org</managingEditor>
		      <webMaster>webmaster@oecd.org</webMaster>	

  


<item>
<title><![CDATA[PISA in Focus No. 80 - In which countries and schools do disadvantaged students succeed?]]></title>
<description><![CDATA[PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science. 

]]></description>
<link>https://doi.org/10.1787/66e037e8-en
</link>
<guid isPermaLink="true">https://doi.org/10.1787/66e037e8-en
</guid>
<pubDate>Mon, 29 Jan 2018 18:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Learning for careers: The career pathways movement in the United States (OECD Education Today Blog)]]></title>
<description><![CDATA[Digitisation is expected to profoundly change the way we learn and work – at a faster pace than previous major drivers of transformation. Many children entering school today are likely to end up working in jobs that do not yet exist. ]]></description>
<link>https://oecdeducationtoday.blogspot.com/2018/01/succeeding-with-resilience-lessons-for.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.com/2018/01/succeeding-with-resilience-lessons-for.html</guid>
<pubDate>Mon, 29 Jan 2018 18:36:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Learning for careers: The career pathways movement in the United States (OECD Education Today Blog)]]></title>
<description><![CDATA[Over the last generation, it has become clear that something has gone awry in how the United States prepares its young people for life. In spite of millions of young people pursuing university education, fewer than one in three young Americans successfully attain a bachelor’s degree, while millions of good middle-skills jobs go begging.
]]></description>
<link>https://oecdeducationtoday.blogspot.com/2018/01/learning-for-careers-career-pathways.html
</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.com/2018/01/learning-for-careers-career-pathways.html
</guid>
<pubDate>Wed, 24 Jan 2018 11:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching for Global Competence in a Rapidly Changing World 
]]></title>
<description><![CDATA[This new publication sets forward the PISA framework for global competence developed by the OECD, which aligns closely with the definition developed by the Center for Global Education at Asia Society. 
]]></description>
<link>http://www.oecd-ilibrary.org/education/teaching-for-global-competence-in-a-rapidly-changing-world_9789264289024-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/teaching-for-global-competence-in-a-rapidly-changing-world_9789264289024-en</guid>
<pubDate>Mon, 22 Jan 2018 15:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How to prepare students for the complexity of a global society (OECD Education Today Blog)]]></title>
<description><![CDATA[The world’s growing complexity and diversity present both opportunity and challenge. On the one hand, globalization can bring important new perspectives, innovation, and improved living standards. But on the other, it can also contribute to economic inequality, social division, and conflict.
]]></description>
<link>https://oecdeducationtoday.blogspot.fr/2018/01/how-to-prepare-students-for-complexity.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.fr/2018/01/how-to-prepare-students-for-complexity.html</guid>
<pubDate>Mon, 22 Jan 2018 13:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 20 - What does teaching look like? A new video study
]]></title>
<description><![CDATA[While teachers can make a great difference to student outcomes, we know little about how they teach and what makes “good” teaching. The TALIS Video Study is a new OECD project that aims at understanding what teaching practices are used, how they are interrelated, and which ones are most related to students’ cognitive and non-cognitive outcomes.]]></description>
<link>http://dx.doi.org/10.1787/948427dc-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/948427dc-en</guid>
<pubDate>Wed, 17 Jan 2018 13:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What does teaching look like? A new video study (OECD Education Today Blog) ]]></title>
<description><![CDATA[Looking – literally – at how teachers around the world teach can be a game changer to improve education. The evidence is clear that teachers are what makes the greatest difference to learning, outside students’ own backgrounds. It is widely recognised that the quality of an education system is only as good as the quality of its teachers. Yet we know relatively little about what makes a good and effective teacher.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2018/01/what-does-teaching-look-like-new-video.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2018/01/what-does-teaching-look-like-new-video.html</guid>
<pubDate>Wed, 17 Jan 2018 13:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving productivity and job quality of low-skilled workers in the United Kingdom]]></title>
<description><![CDATA[More than a quarter of adults in the United Kingdom have low basic skills, which has a negative impact on career prospects, job quality and productivity growth.]]></description>
<link>https://doi.org/10.1787/14dfd584-en</link>
<guid isPermaLink="true">https://doi.org/10.1787/14dfd584-en</guid>
<pubDate>Wed, 10 Jan 2018 12:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[France: Improving the efficiency of the health-care system]]></title>
<description><![CDATA[France’s health-care system offers high-quality care. Average health outcomes are good, public satisfaction with the health-care system is high, and average household out-of-pocket expenditures are low.]]></description>
<link>https://doi.org/10.1787/09e92b30-en</link>
<guid isPermaLink="true">https://doi.org/10.1787/09e92b30-en</guid>
<pubDate>Wed, 10 Jan 2018 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[France: Promoting economic opportunities and well-being in poor neighbourhoods]]></title>
<description><![CDATA[Thanks to a highly developed welfare state, poverty is moderate on average in France, but – as in other countries – highly concentrated in some neighbourhoods.]]></description>
<link>https://doi.org/10.1787/266e91e1-en</link>
<guid isPermaLink="true">https://doi.org/10.1787/266e91e1-en</guid>
<pubDate>Wed, 10 Jan 2018 11:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Income redistribution through taxes and transfers across OECD countries]]></title>
<description><![CDATA[Redistribution is quantified as the relative reduction in market income inequality achieved by personal income taxes, employees’ social security contributions and cash transfers, based on household-level micro data.]]></description>
<link>http://dx.doi.org/10.1787/bc7569c6-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/bc7569c6-en</guid>
<pubDate>Fri, 22 Dec 2017 09:15:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 57: Is labour market demand keeping pace with the rising educational attainment of the population?]]></title>
<description><![CDATA[Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market outcomes. 

]]></description>
<link>http://dx.doi.org/10.1787/1410f36e-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/1410f36e-en</guid>
<pubDate>Thu, 21 Dec 2017 13:57:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What the expansion of higher education means for graduates in the labour market  (OECD Education Today Blog)]]></title>
<description><![CDATA[A university degree has always been considered as key to a good job and higher wages. But as the share of tertiary-educated adults across OECD countries has almost doubled over the last two decades, can the labour market absorb this growing supply of skills? ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/12/what-expansion-of-higher-education.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/12/what-expansion-of-higher-education.html</guid>
<pubDate>Thu, 21 Dec 2017 13:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Raising and mobilising skills to boost productivity and inclusiveness in Belgium]]></title>
<description><![CDATA[A highly educated and skilled workforce has been an important driver of productivity performance and prosperity in Belgium.]]></description>
<link>http://dx.doi.org/10.1787/651613cb-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/651613cb-en</guid>
<pubDate>Tue, 19 Dec 2017 16:55:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus  No. 79: Is too much testing bad for student performance and well-being? ]]></title>
<description><![CDATA[Standardised tests help measure student’s progress at school and can inform education policy about existing shortfalls. However, too much testing could lead to much pressure on students and teachers to learn and teach for a test, something that would take the joy out of the learning process.]]></description>
<link>http://dx.doi.org/10.1787/2109a667-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/2109a667-en</guid>
<pubDate>Tue, 19 Dec 2017 14:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Busting the myth about standardised testing  (OECD Education Today Blog)]]></title>
<description><![CDATA[Standardised testing has received a bad rap in recent years. Parents and educators argue that too much testing can make students anxious without improving their learning. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/12/busting-myth-about-standardised-testing.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/12/busting-myth-about-standardised-testing.html</guid>
<pubDate>Tue, 19 Dec 2017 13:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Citizenship and education in a digital world (OECD Education Today Blog) ]]></title>
<description><![CDATA["Everyone believes in the atrocities of the enemy and disbelieves in those of his own side, without ever bothering to examine the evidence”, George Orwell wrote in 1943. And in an era of ‘fake news’ and post-truth, it resembles our world today.
]]></description>
<link>https://oecdeducationtoday.blogspot.com/2017/12/citizenship-and-education-in-digital.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.com/2017/12/citizenship-and-education-in-digital.html</guid>
<pubDate>Fri, 15 Dec 2017 11:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Italy should strengthen reform implementation to boost skills]]></title>
<description><![CDATA[Recent reforms of Italy’s education system (“Buona Scuola”), labour market (“Jobs Act”) and industrial policy (“Industria 4.0”) have clear synergies and could reduce worrying imbalances between the supply and demand of skills on the Italian labour market, according to the new OECD report Getting Skills Right: Italy.  ]]></description>
<link>http://www.oecd.org/education/italy-should-strengthen-reform-implementation-to-boost-skills.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/italy-should-strengthen-reform-implementation-to-boost-skills.htm</guid>
<pubDate>Fri, 15 Dec 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving skills would boost growth and job creation in France]]></title>
<description><![CDATA[France’s economy is growing and the labour market is gradually improving. However, the share of people out of work for more than 12 months remains high and many young people are on temporary contracts, with weak long-term job prospects and little opportunity for training. ]]></description>
<link>http://www.oecd.org/education/improving-skills-would-boost-growth-and-job-creation-in-france.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/improving-skills-would-boost-growth-and-job-creation-in-france.htm</guid>
<pubDate>Thu, 14 Dec 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Educating our youth to care about each other and the world (OECD Education Today Blog)]]></title>
<description><![CDATA[In 2015, 193 countries committed to achieving the 17 Sustainable Development Goals (SDGs) of the United Nations, a shared vision of humanity that provides the missing piece of the globalisation puzzle. The extent to which that vision becomes a reality will in no small way depend on what is happening in today’s classrooms. Indeed, it is educators who hold the key to ensuring that the SDGs become a real social contract with citizens.]]></description>
<link>https://oecdeducationtoday.blogspot.com/2017/12/educating-our-youth-to-care-about-each.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.com/2017/12/educating-our-youth-to-care-about-each.html</guid>
<pubDate>Tue, 12 Dec 2017 15:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Ensuring a dynamic skills-training and life-long learning system in Switzerland]]></title>
<description><![CDATA[Switzerland makes more use of its human resources than most other OECD countries. Labour force
participation is high and the unemployment rate low for most segments of society.]]></description>
<link>http://dx.doi.org/10.1787/438423d9-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/438423d9-en</guid>
<pubDate>Tue, 12 Dec 2017 11:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The middle income plateau: trap or springboard?]]></title>
<description><![CDATA[The mixed growth performance of emerging market economies has revived angst about a "middle-income trap".]]></description>
<link>http://dx.doi.org/10.1787/9cba114b-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/9cba114b-en</guid>
<pubDate>Tue, 12 Dec 2017 11:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How can countries close the equity gap in education? (OECD Education Today Blog)]]></title>
<description><![CDATA[Education plays a dual role when it comes to social inequality and social mobility. It is the main way for societies to foster equality of opportunity and support upward social mobility for children from disadvantaged backgrounds. But the evidence is overwhelming that education often reproduces social divides in societies, through the impact that parents’ economic, social and cultural status has on children’s learning outcomes.
]]></description>
<link>https://oecdeducationtoday.blogspot.fr/2017/12/how-can-countries-close-equity-gap-in.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.fr/2017/12/how-can-countries-close-equity-gap-in.html</guid>
<pubDate>Wed, 06 Dec 2017 14:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[More efforts needed to help children from disadvantaged families succeed]]></title>
<description><![CDATA[Too many people from disadvantaged backgrounds are falling behind in education and future job market, according to a new OECD report. Educational Opportunity For All says that children, students and adults from socio-economically disadvantaged backgrounds receive too little support to succeed in school and in learning opportunities later in life. 
]]></description>
<link>http://www.oecd.org/education/more-efforts-needed-to-help-children-from-disadvantaged-families-succeed.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/more-efforts-needed-to-help-children-from-disadvantaged-families-succeed.htm</guid>
<pubDate>Wed, 06 Dec 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Brochure - Social and Emotional Skills Well-being, connectedness and success
]]></title>
<description><![CDATA[Education systems need to prepare students for their future, rather than for our past. In these times, digitalisation is connecting people, cities and continents to bring together a majority of the world’s population in ways that vastly increases our individual and collective potential.

]]></description>
<link>http://www.oecd.org/education/school/Social-Emotional-Skills-Well-being-connectedness-success.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/Social-Emotional-Skills-Well-being-connectedness-success.pdf</guid>
<pubDate>Tue, 05 Dec 2017 11:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 56: Who really bears the cost of education? How the burden of education expenditure shifts from the public to the private]]></title>
<description><![CDATA[Despite the obvious benefits derived from education, governments face difficult trade-offs when balancing the share of public and private contributions to education. ]]></description>
<link>http://dx.doi.org/10.1787/4c4f545b-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/4c4f545b-en</guid>
<pubDate>Mon, 04 Dec 2017 13:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Who really bears the cost of education? (OECD Education Today Blog)]]></title>
<description><![CDATA[It can be difficult to get your head around education finance. Who actually pays for it, where does the money come from, and how is it spent are all crucial questions to ask if you want to understand how the money flows in education. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/12/who-really-bears-cost-of-education.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/12/who-really-bears-cost-of-education.html</guid>
<pubDate>Mon, 04 Dec 2017 13:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[TopClass Podcast Episode 1: What is ‘neurodiversity’ in the classroom and how should we respond to it?]]></title>
<description><![CDATA[Not every student’s brain works and learns in the same way. Classrooms are increasingly becoming more aware of what is known as "neurodiversity" among their students, a term used to describe neurodevelopmental disorders such as ADHD and ASD. 
]]></description>
<link>https://soundcloud.com/oecdtopclasspodcast/what-is-neurodiversity-in-the-classroom-and-how-should-we-respond-to-it</link>
<guid isPermaLink="true">https://soundcloud.com/oecdtopclasspodcast/what-is-neurodiversity-in-the-classroom-and-how-should-we-respond-to-it</guid>
<pubDate>Thu, 30 Nov 2017 18:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[TopClass Podcast Episode 2: Listen to the teacher! The Teaching and Learning International Survey ]]></title>
<description><![CDATA[The Teaching and Learning International Survey (otherwise known as TALIS) is a survey conducted every five years that asks teachers and school leaders from around the world about the working conditions and the learning environment in their schools.
]]></description>
<link>https://soundcloud.com/oecdtopclasspodcast/episode-2-listen-to-the-teacher-the-teaching-and-learning-international-survey</link>
<guid isPermaLink="true">https://soundcloud.com/oecdtopclasspodcast/episode-2-listen-to-the-teacher-the-teaching-and-learning-international-survey</guid>
<pubDate>Thu, 30 Nov 2017 18:24:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[TopClass Podcast Episode 3: What collaborative problem solving can tell us about students' social skills ]]></title>
<description><![CDATA[Do today’s students really know how to work well together? For the first time ever, the Programme for International Student Assessment 2015 (otherwise known as PISA) examined students’ ability to collaborate to solve problems and the necessary social skills involved in that process.

]]></description>
<link>https://soundcloud.com/oecdtopclasspodcast/what-collaborative-problem-solving-can-tell-about-students-social-skills
</link>
<guid isPermaLink="true">https://soundcloud.com/oecdtopclasspodcast/what-collaborative-problem-solving-can-tell-about-students-social-skills
</guid>
<pubDate>Thu, 30 Nov 2017 18:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The quantification of structural reforms: extending the framework to emerging market economies]]></title>
<description><![CDATA[This paper estimates and quantifies the impact of structural reforms on per capita income for a large set of OECD and non-OECD countries.]]></description>
<link>http://dx.doi.org/10.1787/f0a6fdcb-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/f0a6fdcb-en</guid>
<pubDate>Wed, 29 Nov 2017 11:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Aggregate multi-factor productivity: measurement issues in OECD countries]]></title>
<description><![CDATA[This paper analyses for 34 OECD countries the extent to which the calculation of aggregate multi-factor productivity (MFP) is sensitive to alternative parameterisations.]]></description>
<link>http://dx.doi.org/10.1787/5c80faf8-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5c80faf8-en</guid>
<pubDate>Wed, 29 Nov 2017 11:32:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market and collective bargaining in Iceland: sharing the spoils without spoiling the shares]]></title>
<description><![CDATA[Iceland has high living standards, low poverty, high inclusiveness and one of the most sustainable pension systems.]]></description>
<link>http://dx.doi.org/10.1787/851fc29b-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/851fc29b-en</guid>
<pubDate>Mon, 27 Nov 2017 16:16:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How self-sorting affects migrants’ labour market outcomes]]></title>
<description><![CDATA[Assuming that immigrants select destinations according to absolute returns to their observable and unobservable human capital, I present a human capital model of migration accounting for taxes, transfers and limited portability of skills.]]></description>
<link>http://dx.doi.org/10.1787/77fe9f63-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/77fe9f63-en</guid>
<pubDate>Thu, 23 Nov 2017 16:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Urbanisation and Household Consumption in China]]></title>
<description><![CDATA[This paper focusses on the link between urbanisation and consumption behaviour in China.]]></description>
<link>http://dx.doi.org/10.1787/d8eef6ad-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/d8eef6ad-en</guid>
<pubDate>Thu, 23 Nov 2017 10:57:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - "PISA 2015 Results (Volume V) - Collaborative Problem Solving"]]></title>
<description><![CDATA[with  Andreas Schleicher - Director for the Directorate of Education and Skills (November 21, 2017)]]></description>
<link>https://youtu.be/ZGRhnvqXt3Y</link>
<guid isPermaLink="true">https://youtu.be/ZGRhnvqXt3Y</guid>
<pubDate>Tue, 21 Nov 2017 18:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 78 - Collaborative problem solving ]]></title>
<description><![CDATA[This month’s PISA in Focus provides an overview of the assessment’s results and shows that collaborative problem-solving performance is positively related to performance in the core PISA subjects (science, reading and mathematics). The results also show, among other findings, that girls perform significantly better than boys in collaborative problem solving in every country and economy that participated in the assessment.
]]></description>
<link>http://www.oecd-ilibrary.org/education/collaborative-problem-solving_cdae6d2e-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/collaborative-problem-solving_cdae6d2e-en</guid>
<pubDate>Tue, 21 Nov 2017 11:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are school systems ready to develop students’ social skills? (OECD Education Today Blog)]]></title>
<description><![CDATA[Successes and failures in the classroom will increasingly shape the fortunes of countries.  And yet, more of the same education will only produce more of the same strengths and weaknesses. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/11/are-school-systems-ready-to-develop.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/11/are-school-systems-ready-to-develop.html</guid>
<pubDate>Tue, 21 Nov 2017 11:57:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Breaking the shackles: zombie firms, weak banks and depressed restructuring in Europe]]></title>
<description><![CDATA[This paper explores the connection between “zombie” firms (firms that would typically exit in a competitive market) and bank health and the consequences for aggregate productivity in 11 European countries.]]></description>
<link>http://www.oecd-ilibrary.org/economics/breaking-the-shackles_0815ce0c-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/breaking-the-shackles_0815ce0c-en</guid>
<pubDate>Tue, 21 Nov 2017 11:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Raising living standards and supporting investment by boosting skills in Slovenia]]></title>
<description><![CDATA[Higher living standards and well-being, as well as convergence with more advanced economies, will depend on achieving higher productivity, which in turn would be boosted by more investment in capital.]]></description>
<link>http://www.oecd-ilibrary.org/economics/raising-living-standards-and-supporting-investment-by-boosting-skills-in-slovenia_7ead5985-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/raising-living-standards-and-supporting-investment-by-boosting-skills-in-slovenia_7ead5985-en</guid>
<pubDate>Tue, 21 Nov 2017 11:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Inclusive labour markets in the digital era: the case of Austria]]></title>
<description><![CDATA[Digitalisation is one of the megatrends affecting societies and labour markets, alongside demographic change and globalisation.]]></description>
<link>http://www.oecd-ilibrary.org/economics/inclusive-labour-markets-in-the-digital-era_c2331c20-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/inclusive-labour-markets-in-the-digital-era_c2331c20-en</guid>
<pubDate>Tue, 21 Nov 2017 11:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Structural policy indicators database for economic research (SPIDER)]]></title>
<description><![CDATA[The database contains indicators capturing structural policies (including institutions, framework condition policies and policies specifically related to labour markets and  drivers of productivity and investment such as trade, skills and innovation).]]></description>
<link>http://www.oecd-ilibrary.org/economics/structural-policy-indicators-database-for-economic-research-spider_39d69dff-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/structural-policy-indicators-database-for-economic-research-spider_39d69dff-en</guid>
<pubDate>Tue, 21 Nov 2017 10:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Girls better than boys at working together to solve problems, finds new OECD PISA global education survey]]></title>
<description><![CDATA[Girls are much better than boys at working together to solve problems, according to the first OECD PISA assessment of collaborative problem solving.]]></description>
<link>http://www.oecd.org/education/girls-better-than-boys-at-working-together-to-solve-problems-finds-new-oecd-pisa-global-education-survey.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/girls-better-than-boys-at-working-together-to-solve-problems-finds-new-oecd-pisa-global-education-survey.htm</guid>
<pubDate>Tue, 21 Nov 2017 08:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Boosting skills would drive UK growth and productivity]]></title>
<description><![CDATA[To boost growth, productivity and earnings, the UK should encourage lifelong learning among adults and promote better skills utilisation, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/boosting-skills-would-drive-uk-growth-and-productivity.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/boosting-skills-would-drive-uk-growth-and-productivity.htm</guid>
<pubDate>Mon, 20 Nov 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How much will the literacy level of working-age people change from now to 2022? (OECD Education Today Blog)]]></title>
<description><![CDATA[Taken as a whole, the OECD’s Programme for International Student Assessment (PISA) and Survey of Adult Skills (PIAAC) present a mixed picture for Korea and Singapore. As their economies have grown, these two countries’ education systems have seen fast and impressive improvements; both now rank among PISA’s top performers. 
]]></description>
<link>https://oecdeducationtoday.blogspot.com/2017/11/how-much-will-literacy-level-of-working.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.com/2017/11/how-much-will-literacy-level-of-working.html</guid>
<pubDate>Fri, 17 Nov 2017 11:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Is the growth of international student mobility coming to a halt? (OECD Education Today Blog)]]></title>
<description><![CDATA[Higher education is one of the most globally integrated systems of the modern world. There still are important barriers to the international recognition of degrees or the transfer of credits, but some of the basic features of higher education enjoy global convergence and collaboration.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/11/is-growth-of-international-student.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/11/is-growth-of-international-student.html</guid>
<pubDate>Thu, 16 Nov 2017 11:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Is free higher education fair? (OECD Education Today Blog)]]></title>
<description><![CDATA[Skills have become the currency of 21st century economies and, despite the significant increase the UK has seen in university graduation over the last decade, the earnings of workers with a Master’s degree remain over 80% higher than those of workers with just five good GCSEs or an equivalent vocational qualification. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/11/is-free-higher-education-fair.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/11/is-free-higher-education-fair.html</guid>
<pubDate>Wed, 15 Nov 2017 15:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[New OECD data expose deep well-being divisions]]></title>
<description><![CDATA[New well-being data released today expose deep divisions in our society along fault lines of age, wealth, gender and education. The OECD’s latest How’s Life? report shows that while some aspects of well-being have improved since 2005, too many people are unable to share the benefits of the modest recovery that is underway in many OECD countries.  
]]></description>
<link>http://www.oecd.org/education/new-oecd-data-expose-deep-well-being-divisions.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/new-oecd-data-expose-deep-well-being-divisions.htm</guid>
<pubDate>Wed, 15 Nov 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Register for the webinar - PISA 2015 Results (Volume V): Collaborative Problem Solving (Tuesday, 21 November,16:00 Paris time)]]></title>
<description><![CDATA[The assessment examines students’ ability to work with two or more people to try to solve a problem. The report highlights how students’ gender, socio-economic status and immigrant background are related to their performance in the assessment and to their attitudes towards collaboration in general.]]></description>
<link>http://newsletter.oecd.org/q/119z3DAUc5TM/wv
</link>
<guid isPermaLink="true">http://newsletter.oecd.org/q/119z3DAUc5TM/wv
</guid>
<pubDate>Tue, 14 Nov 2017 11:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 19: How do teachers become knowledgeable and confident in classroom management? Insights from a pilot study]]></title>
<description><![CDATA[The Innovative Teaching for Effective Learning (ITEL) Teacher Knowledge Survey is the first international study to explore the nature, function and development of teachers’ pedagogical knowledge, i.e. what teachers know about teaching and learning. 
]]></description>
<link>https://doi.org/10.1787/8b69400e-en</link>
<guid isPermaLink="true">https://doi.org/10.1787/8b69400e-en</guid>
<pubDate>Thu, 09 Nov 2017 11:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What matters for managing classrooms? (OECD Education Today Blog)]]></title>
<description><![CDATA[Teaching is a demanding profession. Teachers are responsible for developing the skills and knowledge of their students, helping them overcome social and emotional hurdles and maintaining equitable, cohesive and productive classroom environments. On top of their teaching responsibilities, they are also expected to engage in continued professional development activities throughout their careers. ]]></description>
<link>https://oecdeducationtoday.blogspot.fr/2017/11/what-matters-for-managing-classrooms.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.fr/2017/11/what-matters-for-managing-classrooms.html</guid>
<pubDate>Thu, 09 Nov 2017 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[India-OECD Global Symposium on Financial Education]]></title>
<description><![CDATA[New Delhi, India, 8-9 November 2017. This symposium looked at how to implement effective financial education policies in a changing financial landscape with a focus on financial education in the digital age.]]></description>
<link>http://www.oecd.org/education/india-oecd-fined-symposium-2017.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/india-oecd-fined-symposium-2017.htm</guid>
<pubDate>Wed, 08 Nov 2017 17:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education and Skills Newsletter - October 2017]]></title>
<description><![CDATA[What's new in education and skills at the OECD?]]></description>
<link>http://newsletter.oecd.org/q/13XaBeYqATb0bxOh7RzqF/wv</link>
<guid isPermaLink="true">http://newsletter.oecd.org/q/13XaBeYqATb0bxOh7RzqF/wv</guid>
<pubDate>Wed, 01 Nov 2017 11:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 77: How does PISA measure students’ ability to collaborate?]]></title>
<description><![CDATA[Solving unfamiliar problems on one’s own is important, but in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their goals. Teamwork has numerous benefits, from a diverse range of opinions to synergies among team members, and assigning tasks to those who are best suited to them.
]]></description>
<link>http://www.oecd-ilibrary.org/education/how-does-pisa-measure-students-ability-to-collaborate_f21387f6-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/how-does-pisa-measure-students-ability-to-collaborate_f21387f6-en</guid>
<pubDate>Tue, 31 Oct 2017 18:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How PISA measures students’ ability to collaborate (OECD Education Today Blog)]]></title>
<description><![CDATA[Late next month (21 November, to be exact) we’ll be releasing the results PISA’s first-ever assessment of students’ ability to solve problems collaboratively. Why has PISA focused on this particular set of skills? Because in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their objectives, both in the workplace and in their personal lives.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/10/how-pisa-measures-students-ability-to.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/10/how-pisa-measures-students-ability-to.html</guid>
<pubDate>Tue, 31 Oct 2017 18:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus N° 55 - What are the gender differences and the labour market outcomes across the different fields of study?]]></title>
<description><![CDATA[Although girls and boys perform similarly in the PISA science assessment at age 15, girls are less likely than boys to envision a career in science and engineering, even in countries where they outperform them.
]]></description>
<link>http://dx.doi.org/10.1787/7913d157-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/7913d157-en</guid>
<pubDate>Tue, 31 Oct 2017 11:41:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The fork in the road towards gender equality (OECD Education Today Blog) ]]></title>
<description><![CDATA[Gender biases can be persistent. Too persistent. A simple exercise to illustrate the point: Picture a doctor or a professor. You will most likely think of a man. Now think of nurses and teachers and you are likely to imagine a woman. This unconscious gender bias is rooted in years of associating male and female attributes to specific roles in society. Inevitably, it also influences students’ career choices.]]></description>
<link>https://oecdeducationtoday.blogspot.com/2017/10/the-fork-in-road-towards-gender-equality.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.com/2017/10/the-fork-in-road-towards-gender-equality.html</guid>
<pubDate>Mon, 30 Oct 2017 14:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How can we tell if artificial intelligence threatens work? (OECD Education Today Blog)]]></title>
<description><![CDATA[New technologies tend to shift jobs and skills. New technologies bring new products, which shift jobs across occupations: with the arrival of cars, the economy needed more assembly line workers and fewer blacksmiths. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/10/how-can-we-tell-if-artificial.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/10/how-can-we-tell-if-artificial.html</guid>
<pubDate>Fri, 27 Oct 2017 13:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teachers for tomorrow (OECD Education Today Blog) ]]></title>
<description><![CDATA[Anyone flying into Abu Dhabi or Dubai is amazed how the United Arab Emirates has been able to transform its oil and gas into shiny buildings and a bustling economy. But more recently, the country is discovering that far greater wealth than all the oil and gas together lies hidden among its people.

]]></description>
<link>https://oecdeducationtoday.blogspot.fr/2017/10/teachers-for-tomorrow.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.fr/2017/10/teachers-for-tomorrow.html</guid>
<pubDate>Thu, 19 Oct 2017 18:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Towards more inclusive growth in Colombia]]></title>
<description><![CDATA[Growth has become more inclusive in recent years in Colombia. Strong growth and targeted social policies have reduced absolute poverty.]]></description>
<link>http://www.oecd-ilibrary.org/economics/towards-more-inclusive-growth-in-colombia_334902e0-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/towards-more-inclusive-growth-in-colombia_334902e0-en</guid>
<pubDate>Wed, 18 Oct 2017 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Trends Shaping Education Spotlight 12: Neurodiversity]]></title>
<description><![CDATA[Diversity in the classroom includes differences in the way students’ brains learn, or neurodiversity. Neurodevelopmental disorders such as autism spectrum disorder (asd) and attention deficit hyperactive disorder (adhd) affect increasingly large numbers of students. 
]]></description>
<link>http://www.oecd.org/education/innovation-education/Spotlight12-Neurodiversity.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/innovation-education/Spotlight12-Neurodiversity.pdf</guid>
<pubDate>Thu, 12 Oct 2017 16:16:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Different, not disabled: Neurodiversity in education (OECD Education Today Blog)]]></title>
<description><![CDATA[Diversity in the classroom includes differences in the way students brains learn, or neurodiversity. Diagnoses of neurodevelopmental disorders such as autism spectrum disorder (ASD) and attention deficit hyperactive disorder (ADHD) have risen dramatically in the last two decades. 
]]></description>
<link>https://oecdeducationtoday.blogspot.com/2017/10/different-not-disabled-neurodiversity.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.com/2017/10/different-not-disabled-neurodiversity.html</guid>
<pubDate>Wed, 11 Oct 2017 12:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Adapting to the changing labour market in New Zealand]]></title>
<description><![CDATA[Technological change is increasing the productivity of highly skilled workers but creating more challenging labour-market conditions for their low-skilled counterparts.]]></description>
<link>http://www.oecd-ilibrary.org/economics/adapting-to-the-changing-labour-market-in-new-zealand_e6ced642-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/adapting-to-the-changing-labour-market-in-new-zealand_e6ced642-en</guid>
<pubDate>Wed, 11 Oct 2017 09:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Luxembourg: reaping the benefits of a diverse society through better integration of immigrants]]></title>
<description><![CDATA[Luxembourg’s large foreign-born population is a pillar of the country’s prosperity: they have brought skills and knowledge to many sectors of the economy.]]></description>
<link>http://www.oecd-ilibrary.org/economics/luxembourg-reaping-the-benefits-of-a-diverse-society-through-better-integration-of-immigrants_9f37a4ce-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/luxembourg-reaping-the-benefits-of-a-diverse-society-through-better-integration-of-immigrants_9f37a4ce-en</guid>
<pubDate>Wed, 11 Oct 2017 09:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Luxembourg: harnessing skills for more inclusive growth]]></title>
<description><![CDATA[Luxembourg’s workforce is highly skilled, reflecting the concentration in the country of sophisticated firms in the financial sector and other top-end international services.]]></description>
<link>http://www.oecd-ilibrary.org/economics/luxembourg-harnessing-skills-for-more-inclusive-growth_c1386349-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/luxembourg-harnessing-skills-for-more-inclusive-growth_c1386349-en</guid>
<pubDate>Wed, 11 Oct 2017 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why teaching matters more than ever before (OECD Education Today Blog)]]></title>
<description><![CDATA[Teaching and learning lie at the heart of what it means to be human. While animals teach and learn from each other through direct demonstration, observation and experience, humans are unique in their ability to convey vast quantities of information and impart skills across time and space. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/10/why-teaching-matters-more-than-ever.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/10/why-teaching-matters-more-than-ever.html</guid>
<pubDate>Thu, 05 Oct 2017 19:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education and Skills Newsletter - September 2017]]></title>
<description><![CDATA[What's new in education and skills at the OECD?	]]></description>
<link>http://newsletter.oecd.org/q/1mJokwrXIoUYG1QLOIgX/wv</link>
<guid isPermaLink="true">http://newsletter.oecd.org/q/1mJokwrXIoUYG1QLOIgX/wv</guid>
<pubDate>Thu, 05 Oct 2017 19:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Italy should continue reforms to improve people’s skills and boost growth]]></title>
<description><![CDATA[Full and effective implementation of recent reforms, including the Jobs Act and the Good Schools reform, would help boost growth in Italy by improving people’s skills and ensuring their more effective use across the country, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/italy-should-continue-reforms-to-improve-peoples-skills-and-boost-growth.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/italy-should-continue-reforms-to-improve-peoples-skills-and-boost-growth.htm</guid>
<pubDate>Thu, 05 Oct 2017 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why innovation becomes imperative in education (OECD Education Today Blog)]]></title>
<description><![CDATA[Since Harvard economists Goldin & Katz published their ground-breaking book The Race between Technology and Education (2008), education has come face-to-face with the challenges of a world continuously altered by technological innovation. Education is generally perceived to be a laggard social system, better equipped to transmit the heritage of the past than to prepare for the future. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/10/why-innovation-becomes-imperative-in.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/10/why-innovation-becomes-imperative-in.html</guid>
<pubDate>Wed, 04 Oct 2017 13:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why it matters if you can't read this (OECD Education Today Blog)]]></title>
<description><![CDATA[Adults who lack basic skills – literacy and numeracy – are penalised both in professional and private life. They are more likely to be unemployed or in precarious jobs, earn lower wages, have more health issues, trust others less, and engage less often in community life and democratic processes.]]></description>
<link>https://oecdeducationtoday.blogspot.fr/2017/09/why-it-matters-if-you-cant-read-this.html
</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.fr/2017/09/why-it-matters-if-you-cant-read-this.html
</guid>
<pubDate>Fri, 29 Sep 2017 13:21:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education reform in Wales: A national mission (OECD Education Today Blog)]]></title>
<description><![CDATA[It’s an exciting time for education in Wales. This was noted by the OECD earlier this year, when it recognised that government and sector are working closely together with a commitment to improvements that are “visible at all levels of the education system”.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/09/education-reform-in-wales-national.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/09/education-reform-in-wales-national.html</guid>
<pubDate>Wed, 27 Sep 2017 12:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 76 - How do schools compensate for socio-economic disadvantage?  ]]></title>
<description><![CDATA[As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses an additional challenge.
]]></description>
<link>http://dx.doi.org/10.1787/a77ee9d5-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/a77ee9d5-en</guid>
<pubDate>Tue, 26 Sep 2017 12:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Advocating for equality among schools? Resources matter (OECD Education Today Blog)]]></title>
<description><![CDATA[Disadvantaged students don’t have as many resources at home as their advantaged peers so ideally schools would need to compensate by providing more support. However, often schools reinforce social disparities rather than moderate them. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/09/advocating-for-equality-among-schools.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/09/advocating-for-equality-among-schools.html</guid>
<pubDate>Tue, 26 Sep 2017 11:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Schools at the crossroads of innovation (OECD Education Today Blog) ]]></title>
<description><![CDATA[Innovative schools challenge the boundaries – in time, space, and also in curricula and learning processes – that tradition seems to impose on schools today. They often have different approaches to the learning process and especially how its pedagogical core is organised.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/09/schools-at-crossroads-of-innovation.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/09/schools-at-crossroads-of-innovation.html</guid>
<pubDate>Mon, 25 Sep 2017 13:32:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 18: “How do teachers teach? Insights from teachers and students"]]></title>
<description><![CDATA[Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and enhanced learning activities in their classroom.]]></description>
<link>http://dx.doi.org/10.1787/9a824d83-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/9a824d83-en</guid>
<pubDate>Mon, 18 Sep 2017 18:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Entering the “black box”: Teachers’ and students’ views on classroom practices (OECD Education Today Blog)]]></title>
<description><![CDATA[What happened in school today?” is a question that many parents across the world ask their children when they get home. Many parents also attend school meetings in order to understand how their child’s learning is developing.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/09/entering-black-box-teachers-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/09/entering-black-box-teachers-and.html</guid>
<pubDate>Mon, 18 Sep 2017 12:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - Education at a Glance 2017 (with Andreas Schleicher, Director for the Directorate of Education and Skills, OECD)- September 12,2017]]></title>
<description><![CDATA[Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world.]]></description>
<link>https://youtu.be/oylwtJMQFhU</link>
<guid isPermaLink="true">https://youtu.be/oylwtJMQFhU</guid>
<pubDate>Wed, 13 Sep 2017 11:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Which careers do students go for? (OECD Education Today Blog)]]></title>
<description><![CDATA[Career decisions are wrought in complexities. Many students start by looking at their interests, selecting a career in line with their personal affinities or aspirations.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/09/which-careers-do-students-go-for.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/09/which-careers-do-students-go-for.html</guid>
<pubDate>Tue, 12 Sep 2017 19:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Benefits of university education remain high but vary widely across fields of study]]></title>
<description><![CDATA[Tertiary enrolment is expanding rapidly, with very strong returns for individuals and taxpayers, but new evidence shows that universities can fail to offer, and individuals fail to pursue, the fields of study that promise the greatest labour-market opportunities, according to a new OECD report. ]]></description>
<link>http://www.oecd.org/education/benefits-of-university-education-remain-high-but-vary-widely-across-fields-of-study.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/benefits-of-university-education-remain-high-but-vary-widely-across-fields-of-study.htm</guid>
<pubDate>Tue, 12 Sep 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market resilience: the role of structural and macroeconomic policies]]></title>
<description><![CDATA[This paper provides an overview of labour market resilience in the wake of the Great Recession of 2008-09 and the role played by macroeconomic and structural policies.]]></description>
<link>http://dx.doi.org/10.1787/d5c950fc-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/d5c950fc-en</guid>
<pubDate>Mon, 04 Sep 2017 16:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Awarding – and imagining – teaching excellence (OECD Education Today Blog)]]></title>
<description><![CDATA[Tertiary qualifications have become the entrance ticket for modern societies. Never before have those with advanced qualifications had the life chances they enjoy today, and never before have those who struggled to acquire a good education paid the price they pay today.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/09/awarding-and-imagining-teaching.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/09/awarding-and-imagining-teaching.html</guid>
<pubDate>Mon, 04 Sep 2017 12:40:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market resilience: the role of structural and macroeconomic policies]]></title>
<description><![CDATA[This paper provides an overview of labour market resilience in the wake of the Great Recession of 2008 09 and the role played by macroeconomic and structural policies.]]></description>
<link>http://dx.doi.org/10.1787/d5c950fc-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/d5c950fc-en</guid>
<pubDate>Mon, 04 Sep 2017 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education and Skills Newsletter - July/August 2017]]></title>
<description><![CDATA[What's new in education and skills at the OECD?]]></description>
<link>http://newsletter.oecd.org/q/119z2x67TxHG/wv</link>
<guid isPermaLink="true">http://newsletter.oecd.org/q/119z2x67TxHG/wv</guid>
<pubDate>Fri, 01 Sep 2017 12:15:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 54 - Transition from school to work:  How hard is it across different age groups?]]></title>
<description><![CDATA[The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer. ]]></description>
<link>http://dx.doi.org/10.1787/1e604198-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/1e604198-en</guid>
<pubDate>Thu, 31 Aug 2017 20:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What happens with your skills when you leave school? (OECD Education Today Blog)]]></title>
<description><![CDATA[Moving from the world of school to the world of work is one of the most dramatic changes in the lives of young people. And for many youngsters this transition does not go smoothly.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/08/what-happens-with-your-skills-when-you.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/08/what-happens-with-your-skills-when-you.html</guid>
<pubDate>Thu, 31 Aug 2017 19:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus  No.  75 - Does the quality of learning outcomes fall when education expands to include more disadvantaged students?]]></title>
<description><![CDATA[Globally, enrolment in secondary education has expanded dramatically over the past decades. This expansion is also reflected in PISA data, particularly for low- and middle-income countries. Between 2003 and 2015, Indonesia added more than 1.1 million students, Turkey and Brazil more than 400 000 students, and Mexico more than 300 000 students, to the total population of 15-year-olds eligible to participate in PISA.]]></description>
<link>http://dx.doi.org/10.1787/06c8a756-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/06c8a756-en</guid>
<pubDate>Tue, 29 Aug 2017 13:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Do countries have to choose between more educated or better-educated children? (OECD Education Today Blog)]]></title>
<description><![CDATA[Increasing the educational attainment of young adults has been the focus of much effort over recent decades. But we all know that having children spend more time in school does not guarantee that every student will learn. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/08/do-countries-have-to-choose-between.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/08/do-countries-have-to-choose-between.html</guid>
<pubDate>Tue, 29 Aug 2017 13:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Raising skills in Portugal]]></title>
<description><![CDATA[Despite significant progress made, improving skills remains one of Portugal’s key challenges for raising growth, living standards and well-being.]]></description>
<link>http://www.oecd-ilibrary.org/economics/raising-skills-in-portugal_fca87bb4-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/raising-skills-in-portugal_fca87bb4-en</guid>
<pubDate>Mon, 28 Aug 2017 11:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Youth are not the future; they are the present” (OECD Education Today Blog)]]></title>
<description><![CDATA[The challenge that youth are facing, first and foremost, is skills for employability. It is a fundamental issue. What we have realised in education is that going to school has not necessarily translated into quality learning. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/08/youth-are-not-future-they-are-present.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/08/youth-are-not-future-they-are-present.html</guid>
<pubDate>Thu, 24 Aug 2017 16:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving education outcomes for Indigenous students (OECD Education Today Blog)]]></title>
<description><![CDATA[Indigenous peoples are the first inhabitants of their lands, but are often poorly served by the education systems in their countries. Why? Is it necessary to wait until issues such as poverty or appropriate legal recognition for Indigenous peoples are resolved? 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/08/improving-education-outcomes-for.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/08/improving-education-outcomes-for.html</guid>
<pubDate>Wed, 09 Aug 2017 11:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The Global Income Distribution for High-Income Countries]]></title>
<description><![CDATA[This paper presents the global income distribution between all individuals living in the developed world.]]></description>
<link>http://dx.doi.org/10.1787/65206dc1-en </link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/65206dc1-en </guid>
<pubDate>Mon, 07 Aug 2017 09:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How education can spur progress towards inclusive growth (OECD Education Today Blog)]]></title>
<description><![CDATA[Costa Rica is recognised across Latin America as a leader in education. The country was among the first in the region to enrol all children in primary school and combat adult illiteracy. 
]]></description>
<link>https://oecdeducationtoday.blogspot.fr/2017/08/how-education-can-spur-progress-towards.html</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.fr/2017/08/how-education-can-spur-progress-towards.html</guid>
<pubDate>Thu, 03 Aug 2017 17:36:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[“Digital literacy will probably be the only kind of literacy there is” (OECD Education Today Blog)
]]></title>
<description><![CDATA[Interview with Matthew D’Ancona, political columnist for the Guardian and the New York Times]]></description>
<link>https://oecdeducationtoday.blogspot.fr/2017/07/digital-literacy-will-probably-be-only.html
</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.fr/2017/07/digital-literacy-will-probably-be-only.html
</guid>
<pubDate>Thu, 27 Jul 2017 13:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Register to receive the Directorate for Education and Skills newsletter every month ]]></title>
<description><![CDATA[The highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://contact.oecd.org/?utm_source=myoecdcampaignTaylorJuly&amp;utm_medium=websitetext&amp;utm_campaign=myoecd#myoecd</link>
<guid isPermaLink="true">http://contact.oecd.org/?utm_source=myoecdcampaignTaylorJuly&amp;utm_medium=websitetext&amp;utm_campaign=myoecd#myoecd</guid>
<pubDate>Thu, 20 Jul 2017 15:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Trends Shaping Education Spotlight No. 11 - People on the Move]]></title>
<description><![CDATA[International mobility is on the rise, and the growing number of people coming and going across borders leads to increasingly diverse communities. Education has an important role to play in developing the competencies required for our increasingly global world. ]]></description>
<link>https://www.oecd.org/edu/ceri/spotlight11-PeopleontheMove.pdf</link>
<guid isPermaLink="true">https://www.oecd.org/edu/ceri/spotlight11-PeopleontheMove.pdf</guid>
<pubDate>Thu, 20 Jul 2017 14:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[People on the move: growing mobility, increasing diversity (OECD Education Today Blog)]]></title>
<description><![CDATA[In August 2015, a newspaper published a story about Sam Cookney’s commute to work. Pretty boring, one would think, as long commutes are nothing new for most of us. However, Sam’s story is not so common. He works in London and commutes, several times per month, from Barcelona!]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/07/people-on-move-growing-mobility.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/07/people-on-move-growing-mobility.html
</guid>
<pubDate>Thu, 20 Jul 2017 14:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 74: How much of a problem is bullying at school? ]]></title>
<description><![CDATA[For the first time, the 2015 round of PISA collected data on students’ exposure to bullying. These data show that bullying is widespread. On average across OECD countries, around 11% of students reported that they are frequently (at least a few times per month) made fun of, 8% reported that they are frequently the object of nasty rumours in school, and 7% reported that they are frequently left out of things.]]></description>
<link>http://dx.doi.org/10.1787/728d6464-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/728d6464-en</guid>
<pubDate>Tue, 18 Jul 2017 12:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Can bullying be stopped? (OECD Education Today Blog)]]></title>
<description><![CDATA[The latest PISA in Focus tells some basic facts about bullying. First, bullying is widespread. Second, all types of students – boys and girls, rich and poor – face some risk of being bullied. ]]></description>
<link>https://oecdeducationtoday.blogspot.fr/2017/07/can-bullying-be-stopped.html
</link>
<guid isPermaLink="true">https://oecdeducationtoday.blogspot.fr/2017/07/can-bullying-be-stopped.html
</guid>
<pubDate>Tue, 18 Jul 2017 12:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 53 - How have teachers’ salaries evolved and how do they compare to those of tertiary-educated workers?]]></title>
<description><![CDATA[The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and smaller salary gaps between levels of education. ]]></description>
<link>http://dx.doi.org/10.1787/b5f69f4c-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/b5f69f4c-en</guid>
<pubDate>Fri, 07 Jul 2017 13:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Do countries pay their teachers enough? (OECD Education Today Blog)
]]></title>
<description><![CDATA[Teachers enter the profession for a variety of reasons. Intrinsic motivations that have to do with the nature of the job and the intangible rewards associated with being an effective teacher play an important role.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/07/do-countries-pay-their-teachers-enough.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/07/do-countries-pay-their-teachers-enough.html
</guid>
<pubDate>Fri, 07 Jul 2017 13:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Enhancing employability and skills to meet labour market needs in Italy]]></title>
<description><![CDATA[The various deficiencies of the labour market and the educational system have resulted in high unemployment, low labour force participation, low skills levels and high skill mismatch.]]></description>
<link>http://www.oecd-ilibrary.org/economics/enhancing-employability-and-skills-to-meet-labour-market-needs-in-italy_260deeb4-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/enhancing-employability-and-skills-to-meet-labour-market-needs-in-italy_260deeb4-en</guid>
<pubDate>Fri, 30 Jun 2017 12:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 52 -  Who bears the cost of early childhood education and how does it affect enrolment?]]></title>
<description><![CDATA[Local governments are the main contributors to the financing of early childhood education, particularly with regards to core goods and services such as staff salaries and school buildings. Households and other private entities bear a greater share of the cost than in other levels of education, particularly for ancillary services such as meals, school health services and transport.

]]></description>
<link>http://dx.doi.org/10.1787/e1a6c198-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/e1a6c198-en</guid>
<pubDate>Wed, 28 Jun 2017 15:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are countries ready to invest in early childhood education? (OECD Education Today Blog)]]></title>
<description><![CDATA[There is now a widespread consensus that high-quality early childhood education is critically important for children. Research continues to find that early childhood education can compensate for a lack of learning opportunities at home, and can help children begin to develop the social and emotional skills needed for success later in life.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/06/are-countries-ready-to-invest-in-early.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/06/are-countries-ready-to-invest-in-early.html
</guid>
<pubDate>Wed, 28 Jun 2017 14:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Realising Slovenia’s bold vision for skills (OECD Education Today Blog)]]></title>
<description><![CDATA[Small in size but not in its ambitions, Slovenia has a bold vision for a society in which people learn for and through life, are innovative, trust one another, enjoy a high quality of life and embrace their unique identity and culture. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/06/realising-slovenias-bold-vision-for.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/06/realising-slovenias-bold-vision-for.html</guid>
<pubDate>Mon, 26 Jun 2017 15:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Investigating the complexities of school funding (OECD Education Today Blog)]]></title>
<description><![CDATA[Back in 2013, when we launched the OECD's first international review of school resource policies, we may not have been fully prepared for the detective-type work we were getting into. The OECD Review of School Resources covers 18 school systems and aims to shed light on a part of education policy that has been surprisingly left in the dark.

]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/06/investigating-complexities-of-school.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/06/investigating-complexities-of-school.html</guid>
<pubDate>Mon, 26 Jun 2017 15:21:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Rethinking the learning environment (OECD Education Today Blog) 
]]></title>
<description><![CDATA[What do innovative learning environments around the world look like? How might they be led and evaluated? What policy strategies stimulate and support them? For the past decade the OECD’s Centre for Education Research and Innovation (CERI) has addressed these and similar questions in an international study called Innovative Learning Environments.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/06/rethinking-learning-environment.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/06/rethinking-learning-environment.html</guid>
<pubDate>Fri, 23 Jun 2017 11:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Fighting gender inequality in Sweden]]></title>
<description><![CDATA[Sweden ranks among the best OECD countries in terms of gender equality.]]></description>
<link>http://www.oecd-ilibrary.org/economics/fighting-gender-inequality-in-sweden_37b4d789-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/fighting-gender-inequality-in-sweden_37b4d789-en</guid>
<pubDate>Fri, 23 Jun 2017 11:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Income, wealth and equal opportunities in Sweden]]></title>
<description><![CDATA[Sweden is an egalitarian society in international comparison, and has managed to combine equity with economic efficiency.]]></description>
<link>http://www.oecd-ilibrary.org/economics/income-wealth-and-equal-opportunities-in-sweden_e900be20-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/income-wealth-and-equal-opportunities-in-sweden_e900be20-en</guid>
<pubDate>Fri, 23 Jun 2017 10:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar -  Transitions from Early Childhood Education and Care to Primary Education]]></title>
<description><![CDATA[The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. ]]></description>
<link>https://youtu.be/1-iy4JX27f0</link>
<guid isPermaLink="true">https://youtu.be/1-iy4JX27f0</guid>
<pubDate>Thu, 22 Jun 2017 14:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improve early education and care to help more children get ahead and boost social mobility]]></title>
<description><![CDATA[Countries should step up their efforts to provide affordable and high-quality early childhood education and care (ECEC) to improve social mobility and give all children the chance to fulfil their potential, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/improve-early-education-and-care-to-help-more-children-get-ahead-and-boost-social-mobility.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/improve-early-education-and-care-to-help-more-children-get-ahead-and-boost-social-mobility.htm</guid>
<pubDate>Wed, 21 Jun 2017 14:24:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Priming up for primary school (OECD Education Today Blog)]]></title>
<description><![CDATA[Quality transitions that are well-prepared and child centred, managed by highly educated staff who are collaborating professionally, and guided by appropriate and aligned curricula, can go a long way to ensure that  the positive impacts of early learning and care will last through primary school and beyond.]]></description>
<link>http://oecdeducationtoday.blogspot.com/2017/06/priming-up-for-primary-school.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2017/06/priming-up-for-primary-school.html</guid>
<pubDate>Wed, 21 Jun 2017 13:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 73 - Do students spend enough time learning? ]]></title>
<description><![CDATA[In some countries and economies, such as Beijing-Shanghai-Jiangsu-Guangdong (China), Qatar,Thailand, Tunisia and the United Arab Emirates, students spend at least 54 hours per week learning at and outside of school combined, whereas in others, like Finland, Germany, Sweden, Switzerland and Uruguay, students spend less than 40 hours studying.]]></description>
<link>http://www.oecd-ilibrary.org/education/do-students-spend-enough-time-learning_744d881a-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/do-students-spend-enough-time-learning_744d881a-en</guid>
<pubDate>Tue, 20 Jun 2017 13:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Studying more may not make you a top-performer (OECD Education Today Blog)
]]></title>
<description><![CDATA[As this month’s PISA in Focus reveals, students spend considerably more time learning in some countries than in others, but this does not necessarily translate into better learning outcomes.

]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/06/studying-more-may-not-make-you-top.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/06/studying-more-may-not-make-you-top.html</guid>
<pubDate>Tue, 20 Jun 2017 13:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Who makes it into PISA? (OECD Education Today Blog)]]></title>
<description><![CDATA[Unlike earlier PISA reports, the 2015 PISA report (Volume I  and Volume II) highlights differences in sample coverage – how many students were eligible to participate in PISA – between countries. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/06/who-makes-it-into-pisa.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/06/who-makes-it-into-pisa.html</guid>
<pubDate>Mon, 19 Jun 2017 17:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Register for the webinar - Transitions from Early Childhood Education and Care to Primary Education (Wednesday, 21 June, at 17:00 Paris time)
]]></title>
<description><![CDATA[Join Andreas Schleicher, Director of the OECD Directorate for Education and Skills, and Éric Charbonnier, analyst in the Early Childhood and Schools division, who will present the main findings from Starting Strong V - Transitions from Early Childhood Education and Care to Primary Education.]]></description>
<link>http://newsletter.oecd.org/q/119z1CtsjxxG/wv</link>
<guid isPermaLink="true">http://newsletter.oecd.org/q/119z1CtsjxxG/wv</guid>
<pubDate>Thu, 15 Jun 2017 18:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Risky Business (OECD Education Today Blog)]]></title>
<description><![CDATA[As our world becomes increasingly interconnected, so do the risks we face. A disease breaking out in a village in Africa, a bank crashing on Wall Street or a protest in a distant country can all potentially “snowball” and influence the world financial, health or security order.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/06/risky-business.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/06/risky-business.html</guid>
<pubDate>Tue, 13 Jun 2017 10:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Boosting R&D outcomes in Australia]]></title>
<description><![CDATA[R&D activity can play a central role in raising productivity.]]></description>
<link>http://www.oecd-ilibrary.org/economics/boosting-r-d-outcomes-in-australia_93d19106-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/boosting-r-d-outcomes-in-australia_93d19106-en</guid>
<pubDate>Thu, 08 Jun 2017 12:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Regulation, institutions and aggregate investment: new evidence from OECD countries]]></title>
<description><![CDATA[This paper investigates the relationship linking investment (capital stock) and structural policies.]]></description>
<link>http://www.oecd-ilibrary.org/economics/regulation-institutions-and-aggregate-investment_a4ece3c5-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/regulation-institutions-and-aggregate-investment_a4ece3c5-en</guid>
<pubDate>Thu, 08 Jun 2017 11:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Creating good conditions for innovation-driven productivity gains in Australia]]></title>
<description><![CDATA[Innovation is key to boosting Australia’s productivity and inclusiveness.]]></description>
<link>http://www.oecd-ilibrary.org/economics/creating-good-conditions-for-innovation-driven-productivity-gains-in-australia_bf77f9e1-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/creating-good-conditions-for-innovation-driven-productivity-gains-in-australia_bf77f9e1-en</guid>
<pubDate>Thu, 08 Jun 2017 11:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - PISA Q&A Webinar - Students' Financial Literacy" with  Andreas Schleicher - Director for the Directorate of Education and Skills]]></title>
<description><![CDATA[PISA 2015 Results (Volume IV): Students’ Financial Literacy, explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.]]></description>
<link>https://youtu.be/KG3wdqqUdUs</link>
<guid isPermaLink="true">https://youtu.be/KG3wdqqUdUs</guid>
<pubDate>Thu, 01 Jun 2017 14:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Business brief: Empowering the next generation of scientists to change the world]]></title>
<description><![CDATA[Education has transformed over the last 20 years from being a means to an end to becoming a change agent on the battleground to improve the life chances of all individuals, regardless of where they live, their economic status, gender, ability or religious persuasion. Education has been revitalised as the gateway for equal opportunity.]]></description>
<link>http://www.oecd.org/education/business-brief-empowering-the-next-generation-of-scientists.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/business-brief-empowering-the-next-generation-of-scientists.htm</guid>
<pubDate>Wed, 31 May 2017 15:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why are immigrants less proficient in literacy than native-born adults? (OECD Education Today Blog)]]></title>
<description><![CDATA[Why is it that even highly educated migrants to OECD countries are less likely to be employed than native-born adults who are similarly educated, even if the migrants have lived in their host country for several years? ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/05/why-are-immigrants-less-proficient-in.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/05/why-are-immigrants-less-proficient-in.html</guid>
<pubDate>Wed, 31 May 2017 11:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reforms for more and better quality jobs in Spain]]></title>
<description><![CDATA[The Spanish economy is growing strongly, but there is a risk that many people are being left behind.]]></description>
<link>http://www.oecd-ilibrary.org/economics/reforms-for-more-and-better-quality-jobs-in-spain_72275f0b-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/reforms-for-more-and-better-quality-jobs-in-spain_72275f0b-en</guid>
<pubDate>Tue, 30 May 2017 16:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Is more choice always a good thing? (OECD Education Today Blog)]]></title>
<description><![CDATA[Many education systems around the world are looking for ways to give parents more choice over where they send their children to school. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/05/is-more-choice-always-good-thing.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/05/is-more-choice-always-good-thing.html</guid>
<pubDate>Thu, 25 May 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Many teenagers struggle to understand money matters]]></title>
<description><![CDATA[Around one in four students in the 15 countries and economies* that took part in the latest OECD Programme for International Student Assessment (PISA) test of financial literacy are unable to make even simple decisions on everyday spending, while only one in ten can understand complex issues, such as income tax. ]]></description>
<link>http://www.oecd.org/education/many-teenagers-struggle-to-understand-money-matters.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/many-teenagers-struggle-to-understand-money-matters.htm</guid>
<pubDate>Wed, 24 May 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Dollars and sense? Financial literacy among 15-year-olds (OECD Education Today Blog)]]></title>
<description><![CDATA[Two in three 15-year-old students earn money from work activity, and more than one in two hold a bank account.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/05/dollars-and-sense-financial-literacy.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/05/dollars-and-sense-financial-literacy.html</guid>
<pubDate>Wed, 24 May 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Launch: OECD PISA financial literacy assessment of students]]></title>
<description><![CDATA[24 May 2017: PISA 2015 Results (Volume IV): Students’ Financial Literacy explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.]]></description>
<link>http://www.oecd.org/education/launch-pisa-financial-literacy-students-2017.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/launch-pisa-financial-literacy-students-2017.htm</guid>
<pubDate>Wed, 24 May 2017 10:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving education and training will boost growth and productivity in Greece]]></title>
<description><![CDATA[Greece should prioritise investment in education and training and improve the quality of teaching and educational leadership in order to boost medium and long-term growth prospects, according to a new OECD report. ]]></description>
<link>http://www.oecd.org/education/improving-education-and-training-will-boost-growth-and-productivity-in-greece.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/improving-education-and-training-will-boost-growth-and-productivity-in-greece.htm</guid>
<pubDate>Tue, 23 May 2017 16:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Knowing and actively debating why, the heart of every policy (OECD Education Today Blog)]]></title>
<description><![CDATA[What makes some of the largest companies in the world successful? According to consultant Simon Sinek in a very popular TedTalk it is because they start with the ‘why’. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/05/knowing-and-actively-debating-why-heart.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/05/knowing-and-actively-debating-why-heart.html</guid>
<pubDate>Wed, 17 May 2017 14:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Who benefits when international students pay higher tuition fees? (OECD Education Today Blog)]]></title>
<description><![CDATA[In 2014, over 3 million students in OECD countries – more than double the amount in 2000 – were studying outside their country of citizenship.]]></description>
<link>http://oecdeducationtoday.blogspot.com/2017/05/who-benefits-when-international.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2017/05/who-benefits-when-international.html</guid>
<pubDate>Mon, 15 May 2017 11:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 51 - Tuition fee reforms and international mobility]]></title>
<description><![CDATA[In most countries with available data, public educational institutions charge different tuition fees for national and foreign students enrolled in the same programme. In Australia, Austria, Canada, New Zealand and the United States, foreign students pay on average about twice or more the tuition fees charged to national students.]]></description>
<link>http://dx.doi.org/10.1787/2dbe470a-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/2dbe470a-en</guid>
<pubDate>Mon, 15 May 2017 11:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[We must invest in the transformational power of higher education]]></title>
<description><![CDATA[Despite people’s perceptions of us, we economists are neither futurologists, nor historians. But we do see trends that we try to interpret, by applying objectivity where subjectivity abounds, and using the (rather few) tools we have developed to address (very many) major social problems. ]]></description>
<link>http://www.oecd.org/education/we-must-invest-in-the-transformational-power-of-higher-education.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/we-must-invest-in-the-transformational-power-of-higher-education.htm</guid>
<pubDate>Fri, 12 May 2017 11:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Do new teachers feel prepared for teaching? (OECD Education Today Blog)]]></title>
<description><![CDATA[One of the greatest challenge for new teachers, does not come from not knowing what to teach, but from not knowing how to teach what they know and how to manage a classroom in all its strange and exciting complexity. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/05/do-new-teachers-feel-prepared-for.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/05/do-new-teachers-feel-prepared-for.html</guid>
<pubDate>Tue, 09 May 2017 11:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 17: “Do new teachers feel prepared for teaching?”
]]></title>
<description><![CDATA[New teachers are more likely to feel prepared in the content of their subject field(s), rather than the pedagogy or classroom practice of their subject field(s).]]></description>
<link>http://dx.doi.org/10.1787/980bf07d-en
</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/980bf07d-en
</guid>
<pubDate>Tue, 09 May 2017 11:26:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How to surf the new wave of globalisation (OECD Education Today Blog)]]></title>
<description><![CDATA[Globalisation is connecting people, cities, countries and continents, bringing together a majority of the world’s population in ways that vastly increase our individual and collective potential, and creating an integrated market in products and services. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/05/how-to-surf-new-wave-of-globalisation.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/05/how-to-surf-new-wave-of-globalisation.html</guid>
<pubDate>Thu, 04 May 2017 11:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving adult skills can help countries benefit from globalisation]]></title>
<description><![CDATA[In an increasingly competitive international environment, providing workers with the right mix of skills can help ensure that globalisation translates into new jobs and productivity gains rather than negative economic and social outcomes, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/improving-adult-skills-can-help-countries-benefit-from-globalisation.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/improving-adult-skills-can-help-countries-benefit-from-globalisation.htm</guid>
<pubDate>Thu, 04 May 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD to launch Skills Outlook 2017: Skills and global value chains, 09:00 GMT on Thursday 4 May ]]></title>
<description><![CDATA[Amid a growing debate over the benefits of globalisation, a new OECD report examines how the level and mix of skills in a country’s workforce can affect its chances of winning or losing from the globalised production chains that see workers dotted across different countries contributing to the design, manufacture and sale of a single product]]></description>
<link>http://www.oecd.org/education/oecd-to-launch-skills-outlook-2017-skills-and-global-value-chains.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecd-to-launch-skills-outlook-2017-skills-and-global-value-chains.htm</guid>
<pubDate>Wed, 26 Apr 2017 12:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Working together to build the culture of learning in the Netherlands (OECD Education Today Blog)]]></title>
<description><![CDATA[The Netherlands’ economy and society are being transformed by technological change, increased economic integration, population ageing, increased migration and other pressures.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/04/working-together-to-build-culture-of.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/04/working-together-to-build-culture-of.html</guid>
<pubDate>Thu, 20 Apr 2017 18:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The Netherlands should step up its efforts to give people the skills needed to thrive in an increasingly interconnected and rapidly changing world, according to a new OECD report.]]></title>
<description><![CDATA[The Dutch education system and the skills of the Dutch population are very strong overall. But there are concerns that too many people in the Netherlands are not developing the “right” skills to succeed or taking sufficient responsibility for maintaining and further developing their skills in adulthood.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/the-netherlands-should-step-up-its-efforts-to-give-people-the-skills-needed-to-thrive-in-an-increasingly-interconnected-and-rapidly-changing-world-according-to-a-new-oecd-report.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/the-netherlands-should-step-up-its-efforts-to-give-people-the-skills-needed-to-thrive-in-an-increasingly-interconnected-and-rapidly-changing-world-according-to-a-new-oecd-report.htm</guid>
<pubDate>Thu, 20 Apr 2017 16:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Ensuring financial education and consumer protection for all in the digital age]]></title>
<description><![CDATA[This report discusses the implications of the digitalisation of finance for financial education and relevant consumer protection issues and provides an overview of digital financial services around the world.]]></description>
<link>http://www.oecd.org/education/g20-oecd-report-on-ensuring-financial-education-and-consumer-protection-for-all-in-the-digital-age.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/g20-oecd-report-on-ensuring-financial-education-and-consumer-protection-for-all-in-the-digital-age.htm</guid>
<pubDate>Thu, 20 Apr 2017 09:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - PISA Q&A Webinar - New Data and Insights from PISA on Students' Well Being 
]]></title>
<description><![CDATA[with Andreas Schleicher, Director for the Directorate of Education and Skills]]></description>
<link>https://youtu.be/k8PyHVDmbZo</link>
<guid isPermaLink="true">https://youtu.be/k8PyHVDmbZo</guid>
<pubDate>Wed, 19 Apr 2017 16:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Learning in school as a social activity (OECD Education Today Blog)]]></title>
<description><![CDATA[Happy schools are places where children feel challenged but competent, where they work hard but enjoy it, where social relationships are rewarding and respectful, and where academic achievement is the product but not the sole objective. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/04/learning-in-school-as-social-activity.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/04/learning-in-school-as-social-activity.html</guid>
<pubDate>Wed, 19 Apr 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Most teenagers happy with their lives but schoolwork anxiety and bullying an issue]]></title>
<description><![CDATA[Teenagers who feel part of a school community and enjoy good relations with their parents and teachers are more likely to perform better academically and be happier with their lives, according to the first OECD PISA assessment of students’ well-being.]]></description>
<link>http://www.oecd.org/education/most-teenagers-happy-with-their-lives-but-schoolwork-anxiety-and-bullying-an-issue.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/most-teenagers-happy-with-their-lives-but-schoolwork-anxiety-and-bullying-an-issue.htm</guid>
<pubDate>Wed, 19 Apr 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reforming Brazil’s pension system]]></title>
<description><![CDATA[Brazil’s old-age pensions have reduced old-age poverty below OECD levels, but pension expenditures of 8.2% of GDP are expected to rise rapidly as the population ages. A pension reform is necessary to ensure the financial sustainability of the system.]]></description>
<link>http://www.oecd.org/education/labour/reforming-brazil-pension-system-april-2017-oecd-policy-memo.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/reforming-brazil-pension-system-april-2017-oecd-policy-memo.pdf</guid>
<pubDate>Wed, 19 Apr 2017 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - Tax incentives to invest in education and skills]]></title>
<description><![CDATA[This public session discussed the financial incentives to invest in education, with a particular focus on how tax systems impact skills development in OECD countries. The webinar presented some of the key findings from the OECD’s new report, Taxation and Skills and their implications for policy makers.
]]></description>
<link>https://youtu.be/8Gf6sZ38qpE</link>
<guid isPermaLink="true">https://youtu.be/8Gf6sZ38qpE</guid>
<pubDate>Tue, 18 Apr 2017 11:26:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Country Roads: Education and Rural Life (OECD Education Today Blog)]]></title>
<description><![CDATA[Some rural regions benefit today from their proximity to social and economic urban centres to attract people and enhance their economic competitiveness.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/04/country-roads-education-and-rural-life.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/04/country-roads-education-and-rural-life.html</guid>
<pubDate>Fri, 14 Apr 2017 12:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Developing an agenda for research and education in Wales (OECD Education Today Blog)]]></title>
<description><![CDATA[Wales is implementing a wave of reforms designed to improve delivery of teacher education. There is a new curriculum; new teacher and leadership standards for teachers; and new accreditation standards for providers of initial teacher education.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/04/developing-agenda-for-research-and.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/04/developing-agenda-for-research-and.html
</guid>
<pubDate>Thu, 13 Apr 2017 12:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Does the world need people who understand problems, or who can solve them? (OECD Education Today Blog)]]></title>
<description><![CDATA[A recently published OECD publication, The Nature of Problem Solving: Using Research to Inspire 21st Century Learning, explores the concept of problem solving in great depth. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/04/does-world-need-people-who-understand.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/04/does-world-need-people-who-understand.html</guid>
<pubDate>Tue, 11 Apr 2017 12:26:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Early Childhood Education and Care Staff Recruitement Retention - Kazakhstan]]></title>
<description><![CDATA[Well-designed policies could help address the outstanding issues in the ECEC profession and work environment in Kazakhstan. Some potential options for Kazakhstan are suggested in this report, based on its findings and the background report prepared by Kazakhstan and supplemented by a survey of policy options and country experiences.]]></description>
<link>http://www.oecd.org/education/school/Early-Childhood-Education-and-Care-Staff-Recruitement-Retention-Kazakhstan.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/Early-Childhood-Education-and-Care-Staff-Recruitement-Retention-Kazakhstan.pdf</guid>
<pubDate>Mon, 10 Apr 2017 13:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Register for the Q&A Webinar - Tax Incentives to Invest in Education and Skills (Thursday, 13 April, at 17:00 Paris time) ]]></title>
<description><![CDATA[This public session will discuss the financial incentives to invest in education, with a particular focus on how tax systems impact skills development in OECD countries. The webinar will present some of the key findings from the OECD’s new report, Taxation and Skills and their implications for policy makers.]]></description>
<link>http://www.oecd.org/education/school/QAWebinar-Tax-Incentives-to-Invest-in-Education-and-Skills.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/QAWebinar-Tax-Incentives-to-Invest-in-Education-and-Skills.htm</guid>
<pubDate>Thu, 06 Apr 2017 20:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Building tax systems to foster better skills (OECD Education Today Blog)]]></title>
<description><![CDATA[Investing in skills is crucial for fostering inclusive economic growth and creating strong societies. In an increasingly connected world, skills are particularly important for citizens to get the most out of new forms of capital, such as big data and robotics. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/04/building-tax-systems-to-foster-better.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/04/building-tax-systems-to-foster-better.html</guid>
<pubDate>Thu, 06 Apr 2017 11:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Empowering teachers to improve equity and inspire learning (OECD Education Today Blog)]]></title>
<description><![CDATA[Every year in March, education ministers and union leaders of the highest-performing and most rapidly improving education systems (according to PISA) meet to seek ways to improve the status of the teaching profession. Many countries could use such guidance. 

]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/04/preparing-teachers-for-change-in-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/04/preparing-teachers-for-change-in-and.html</guid>
<pubDate>Tue, 04 Apr 2017 09:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How to return to the “gold standard” for education (OECD Education Today Blog)]]></title>
<description><![CDATA[Sweden has one asset that few other countries in the Western world offer: a firm belief in the power of education to transform lives and promote social inclusion. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/04/how-to-return-to-gold-standard-for.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/04/how-to-return-to-gold-standard-for.html</guid>
<pubDate>Mon, 03 Apr 2017 09:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 50: Educational attainment and investment in education in Ibero-American countries]]></title>
<description><![CDATA[Despite the geographical distances between them, Ibero-American countries share some similarities in their educational attainment rates and private expenditure on educational institutions as a percentage of GDP.
]]></description>
<link>http://dx.doi.org/10.1787/48a205fb-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/48a205fb-en</guid>
<pubDate>Fri, 31 Mar 2017 13:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Have emerging Latin American countries chosen quantity over quality in education? (OECD Education Today Blog)]]></title>
<description><![CDATA[Developing human capital is an integral part of economic growth and social progress.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/03/have-emerging-latin-american-countries.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/03/have-emerging-latin-american-countries.html
</guid>
<pubDate>Fri, 31 Mar 2017 13:34:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Policy Outlook Country Profile - Latvia ]]></title>
<description><![CDATA[This policy profile on education in Latvia is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. ]]></description>
<link>http://www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Latvia.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Latvia.pdf</guid>
<pubDate>Fri, 31 Mar 2017 08:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Employment ins and outs in OECD countries]]></title>
<description><![CDATA[Labour markets are in a continual state of flux. Workers get employed, leave a job and become unemployed, join the labour force or leave the labour force. The balance of these flows determines the overall employment rate.]]></description>
<link>https://oecdecoscope.wordpress.com/2017/03/30/employment-ins-and-outs-in-oecd-countries/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2017/03/30/employment-ins-and-outs-in-oecd-countries/</guid>
<pubDate>Thu, 30 Mar 2017 12:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Empowering teachers to improve equity and inspire learning (OECD Education Today Blog)]]></title>
<description><![CDATA[The expectations for teachers are high and rising each day. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/03/empowering-teachers-to-improve-equity.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/03/empowering-teachers-to-improve-equity.html
</guid>
<pubDate>Thu, 30 Mar 2017 12:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - Empowering and Enabling Teachers to Improve Equity and Outcomes for All (with Andreas Schleicher, Director for the Directorate of Education and Skills, OECD) 

]]></title>
<description><![CDATA[Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. ]]></description>
<link>https://www.youtube.com/watch?v=0kh7AViV8wc</link>
<guid isPermaLink="true">https://www.youtube.com/watch?v=0kh7AViV8wc</guid>
<pubDate>Thu, 30 Mar 2017 11:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Adult Skills in Focus No. 5: Do socio-economic disparities in skills grow between the teenage years and young adulthood?]]></title>
<description><![CDATA[The striking cross-national variation in socio-economic disparities in skills gaps among 15-year-olds, and the evolution of these gaps between the ages of 15 and 27, raises the question of what policies and institutional arrangements may explain such variability. 
]]></description>
<link>http://dx.doi.org/10.1787/3c7dc862-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/3c7dc862-en</guid>
<pubDate>Tue, 28 Mar 2017 19:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How inequalities in acquiring skills evolve  (OECD Education Today Blog)]]></title>
<description><![CDATA[PISA data reveal large disparities in achievement not only across countries, but also within countries across different subgroups of students.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/03/how-inequalities-in-acquiring-skills.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/03/how-inequalities-in-acquiring-skills.html</guid>
<pubDate>Tue, 28 Mar 2017 19:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - March 2017]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://www.oecd.org/education/EDU-Newsletter-March-2017.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/EDU-Newsletter-March-2017.htm</guid>
<pubDate>Mon, 27 Mar 2017 11:52:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Ukraine should step up efforts to strengthen transparency and integrity in its education system ]]></title>
<description><![CDATA[Ukraine has taken  ambitious steps to tackle bribery and corruption across government, including public procurement and, law enforcement. It should now step up its efforts  to tackle integrity risks and violations in education, such as unmerited grades, misappropriated school funds, and preferential access to schools and study programmes - according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/ukraine-should-step-up-efforts-to-strengthen-transparency-and-integrity-in-its-education-system.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/ukraine-should-step-up-efforts-to-strengthen-transparency-and-integrity-in-its-education-system.htm</guid>
<pubDate>Mon, 27 Mar 2017 09:40:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 70: What do we know about teachers’ selection and professional development in high-performing countries?]]></title>
<description><![CDATA[In countries that performed above the OECD average in science, at least 80% of the students are in schools that invite specialists to conduct teacher training or organise in-service workshops for teachers or where teachers cooperate with each other. This is higher, on average, than what is observed among other countries.

]]></description>
<link>http://dx.doi.org/10.1787/87acdc87-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/87acdc87-en</guid>
<pubDate>Tue, 21 Mar 2017 16:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Finding and cultivating talented teachers: Insights from high-performing countries (OECD Education Today Blog)]]></title>
<description><![CDATA[In a rapidly changing world, having a strong knowledge base in their subject area, good classroom management skills and a commitment to helping students learn may no longer be enough to meet the expanding role of teachers. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/03/finding-and-cultivating-talented.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/03/finding-and-cultivating-talented.html</guid>
<pubDate>Tue, 21 Mar 2017 15:54:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - Gender differences in education - through the lens of PISA (March 8, 2017) ]]></title>
<description><![CDATA[In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals.]]></description>
<link>https://youtu.be/c8RjcjY-O_M</link>
<guid isPermaLink="true">https://youtu.be/c8RjcjY-O_M</guid>
<pubDate>Thu, 09 Mar 2017 11:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[7th International Summit on the Teaching Profession (ISTP) (Edinburgh, Scotland 30-31 March, 2017)]]></title>
<description><![CDATA[Since its inaugural edition in 2011 in New York City, the ISTP has become an important forum for open and constructive exchange on effective teacher policies and practices. It assembles governments and teacher organisations from a number of high-performing and rapidly improving school systems, as certified by recent results of the Programme for International Student Assessment (PISA).    
]]></description>
<link>http://www.istp2017.uk/</link>
<guid isPermaLink="true">http://www.istp2017.uk/</guid>
<pubDate>Tue, 07 Mar 2017 13:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Deconstructing income inequality in Costa Rica: an income source decomposition approach]]></title>
<description><![CDATA[Despite an improvement in overall macroeconomic performance in Costa Rica, income inequality has risen and is currently at its maximum historical value.]]></description>
<link>http://dx.doi.org/10.1787/77759015-en </link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/77759015-en </guid>
<pubDate>Tue, 07 Mar 2017 02:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 49 - Gender imbalances in the teaching profession]]></title>
<description><![CDATA[Historically across the OECD, the teaching profession has been largely dominated by women. The share of female teachers has been increasing over the past decade – reaching 68% in 2014 for all levels of education combined. The gender disparity decreases gradually with the level of education, from 97% of women in pre-primary education to 43% in tertiary education.]]></description>
<link>http://dx.doi.org/10.1787/54f0ef95-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/54f0ef95-en</guid>
<pubDate>Wed, 01 Mar 2017 12:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why do so many women want to become teachers? (OECD Education Today Blog)]]></title>
<description><![CDATA[According to the latest Education Indicators in Focus brief, the average share of female teachers across OECD countries increased from 61% in 2005 to 65% in 2010 and to 68% in 2014, in all education levels combined.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/03/why-do-so-many-women-want-to-become_1.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/03/why-do-so-many-women-want-to-become_1.html</guid>
<pubDate>Wed, 01 Mar 2017 12:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How Wales can ensure the successful implementation of its reforms (OECD Education Today Blog)]]></title>
<description><![CDATA[How Wales can ensure the successful implementation of its reforms (OECD Education Today Blog)]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/02/how-wales-can-ensure-successful.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/02/how-wales-can-ensure-successful.html</guid>
<pubDate>Tue, 28 Feb 2017 10:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Wales should continue reforms to boost quality and equity of school system]]></title>
<description><![CDATA[Wales should continue its efforts to reform the curriculum and raise the standards of teaching in order to improve the quality and equity of its school system, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/wales-should-continue-reforms-to-boost-quality-and-equity-of-school-system.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/wales-should-continue-reforms-to-boost-quality-and-equity-of-school-system.htm</guid>
<pubDate>Tue, 28 Feb 2017 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - "Pedagogical Knowledge and the Changing Nature of the Teaching Profession" (February 24th, 2017)]]></title>
<description><![CDATA[Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to  help students reach their full potential and become valuable members of 21st century society. ]]></description>
<link>https://youtu.be/jfErjDw-_ZU</link>
<guid isPermaLink="true">https://youtu.be/jfErjDw-_ZU</guid>
<pubDate>Mon, 27 Feb 2017 14:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 69 - What kind of careers in science do 15-year-old boys and girls expect for themselves? ]]></title>
<description><![CDATA[On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. This brief highlights the kinds of science careers 15-year-olds anticipate for themselves in the future.]]></description>
<link>http://dx.doi.org/10.1787/76e7442c-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/76e7442c-en</guid>
<pubDate>Mon, 27 Feb 2017 11:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Doctors and nurses are from Venus, scientists and engineers are from Mars (for now)  (OECD Education Today Blog)]]></title>
<description><![CDATA[There is little doubt that in OECD countries, the chances for boys and girls to succeed and contribute to society have become more equal over the past century. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/02/doctors-and-nurses-are-from-venus.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/02/doctors-and-nurses-are-from-venus.html</guid>
<pubDate>Mon, 27 Feb 2017 11:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - What do we know about the largest education system in the world  A snapshot of education in China (February 21) ]]></title>
<description><![CDATA[China has the largest education system in the world. With almost 260 million students and over 15 million teachers in about 514 000 schools (National Bureau of Statistics of China, 2014), excluding graduate education institutions, China’s education system is not only immense but diverse.]]></description>
<link>https://youtu.be/LW3KASL-lU0</link>
<guid isPermaLink="true">https://youtu.be/LW3KASL-lU0</guid>
<pubDate>Tue, 21 Feb 2017 16:24:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Knowing what teachers know about teaching (OECD Education Today Blog)
]]></title>
<description><![CDATA[In modern societies, most professionals become knowledge workers. Their professional practice is increasingly fuelled and inspired by various forms of knowledge. A good example is the medical profession, where the continuously growing body of scientific knowledge finds its way into professional practices.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/02/knowing-what-teachers-know-about.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/02/knowing-what-teachers-know-about.html</guid>
<pubDate>Tue, 21 Feb 2017 13:16:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Trends Shaping Education Spotlight 8]]></title>
<description><![CDATA[Inequality comes in many forms, including economic, social, cultural, and regional. Since the 1980s Income inequality has been growing in most OECD countries and is currently at its highest level in 30 years.
]]></description>
<link>http://www.oecd.org/edu/ceri/spotlight8-Inequality.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/edu/ceri/spotlight8-Inequality.pdf</guid>
<pubDate>Thu, 16 Feb 2017 19:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Mind the Gap: Inequality in education (OECD Education Today Blog)]]></title>
<description><![CDATA[Inequality has been growing in most OECD countries since the 1980s and is currently at its highest level in 30 years. Forecasts for 2060 suggest that gross earnings inequality could continue to rise dramatically across the OECD if current trends persist.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/02/mind-gap-inequality-in-education.html

</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/02/mind-gap-inequality-in-education.html

</guid>
<pubDate>Thu, 16 Feb 2017 19:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - "Where did equity improve", with Andreas Schleicher - Director for the Directorate of Education and Skills (February 6, 2017)]]></title>
<description><![CDATA[The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.]]></description>
<link>https://youtu.be/kIS0G_Tvq94</link>
<guid isPermaLink="true">https://youtu.be/kIS0G_Tvq94</guid>
<pubDate>Tue, 07 Feb 2017 14:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Portugal: Successful reforms have underpinned economic recovery]]></title>
<description><![CDATA[The Portuguese economy is gradually recovering from a deep recession thanks to a broad structural reform agenda that has led to rising economic growth, falling unemployment and remarkable progress in export performance. ]]></description>
<link>http://www.oecd.org/education/portugal-successful-reforms-have-underpinned-economic-recovery.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/portugal-successful-reforms-have-underpinned-economic-recovery.htm</guid>
<pubDate>Mon, 06 Feb 2017 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 68 - Where did equity in education improve over the past decade?]]></title>
<description><![CDATA[The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. ]]></description>
<link>http://dx.doi.org/10.1787/33602e45-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/33602e45-en</guid>
<pubDate>Tue, 31 Jan 2017 13:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Social inequalities in education are not set in stone (OECD Education Today Blog)]]></title>
<description><![CDATA[Most people see social inequities in education as stubbornly persistent.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/01/social-inequalities-in-education-are.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/01/social-inequalities-in-education-are.html</guid>
<pubDate>Tue, 31 Jan 2017 13:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 48 - A snapshot of 50 years of trends in expanding education]]></title>
<description><![CDATA[Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.]]></description>
<link>http://dx.doi.org/10.1787/409ceb2b-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/409ceb2b-en</guid>
<pubDate>Fri, 27 Jan 2017 11:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Who are the winners and losers of the expansion of education over the past 50 years? (OECD Education Today Blog)]]></title>
<description><![CDATA[Modern education systems, which are open to the middle classes and the poor, not just the elites, were established during the first industrial revolution in the 18th and 19th centuries. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/01/who-are-winners-and-losers-of-expansion.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/01/who-are-winners-and-losers-of-expansion.html</guid>
<pubDate>Fri, 27 Jan 2017 11:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Decoupling of wages from productivity: Macro-level facts
]]></title>
<description><![CDATA[This paper provides a quantitative description of decoupling in OECD countries over the past two decades, with the results suggesting that it is explained by declines in both labour shares and the ratio of median to average wages (a partial measure of wage inequality).]]></description>
<link>http://www.oecd.org/education/labour/Decoupling-of-wages-from-productivity-Macro-level-facts.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/Decoupling-of-wages-from-productivity-Macro-level-facts.pdf</guid>
<pubDate>Tue, 24 Jan 2017 18:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Decoupling of wages from productivity: Macro-level facts]]></title>
<description><![CDATA[This paper provides a quantitative description of decoupling in OECD countries over the past two decades, with the results suggesting that it is explained by declines in both labour shares and the ratio of median to average wages (a partial measure of wage inequality).]]></description>
<link>http://dx.doi.org/10.1787/d4764493-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/d4764493-en</guid>
<pubDate>Tue, 24 Jan 2017 15:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How student attitudes towards the value of education can be shaped by careers education – evidence from the OECD’s PISA study (OECD Education Today Blog)]]></title>
<description><![CDATA[As governments around the world seek to tackle stubbornly high levels of youth unemployment, new attention has been focused on the relationship between education and employment. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/01/how-student-attitudes-towards-value-of.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/01/how-student-attitudes-towards-value-of.html</guid>
<pubDate>Tue, 24 Jan 2017 15:41:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Building strong partnerships to tackle Mexico’s skills challenges (OECD Education Today Blog)]]></title>
<description><![CDATA[Skills are the foundation upon which Mexico must build future growth and prosperity. Mexico, being one of the youngest populations among OECD countries, has a strong demographic advantage and thus a unique window of opportunity. But it also faces common challenges to bring the skills of its population up to the requirements of the global digital economy.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2017/01/building-strong-partnerships-to-tackle.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2017/01/building-strong-partnerships-to-tackle.html</guid>
<pubDate>Mon, 23 Jan 2017 18:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - What does PISA reveal about teacher policy and practice ]]></title>
<description><![CDATA[For the first time in PISA a teacher questionnaire provides valuable information on teaching practices and learning activities in the classroom. This webinar will focus on insights from the PISA findings on teacher policy and practice.
]]></description>
<link>https://youtu.be/59Il2YxEFxo</link>
<guid isPermaLink="true">https://youtu.be/59Il2YxEFxo</guid>
<pubDate>Tue, 17 Jan 2017 16:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Boosting productivity in Malaysia]]></title>
<description><![CDATA[Productivity growth is essential to providing sustainable increases in living standards. Malaysia has reached a development stage where growth needs to be driven more by productivity gains than the sheer accumulation of capital and labour inputs.]]></description>
<link>http://dx.doi.org/10.1787/e8985a5b-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/e8985a5b-en</guid>
<pubDate>Wed, 11 Jan 2017 17:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Malaysia’s economic success story and challenges]]></title>
<description><![CDATA[Malaysia has sustained over four decades of rapid, inclusive growth, reducing its dependence on agriculture and commodity exports to become a more diversified, modern and open economy.]]></description>
<link>http://dx.doi.org/10.1787/cf7fddf2-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/cf7fddf2-en</guid>
<pubDate>Wed, 11 Jan 2017 17:26:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Fostering inclusive growth in Malaysia]]></title>
<description><![CDATA[Malaysia has followed a comparatively equitable development path, largely eliminating absolute poverty and greatly reduced ethnic inequality.]]></description>
<link>http://dx.doi.org/10.1787/24837aed-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/24837aed-en</guid>
<pubDate>Wed, 11 Jan 2017 15:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Fostering inclusive growth in Malaysia]]></title>
<description><![CDATA[Malaysia has followed a comparatively equitable development path, largely eliminating absolute poverty and greatly reduced ethnic inequality.]]></description>
<link>http://www.oecd.org/education/labour/Fostering-inclusive-growth-in-Malaysia.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/Fostering-inclusive-growth-in-Malaysia.pdf</guid>
<pubDate>Wed, 11 Jan 2017 09:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Boosting productivity in Malaysia]]></title>
<description><![CDATA[Productivity growth is essential to providing sustainable increases in living standards. Malaysia has reached a development stage where growth needs to be driven more by productivity gains than the sheer accumulation of capital and labour inputs.]]></description>
<link>http://www.oecd.org/education/labour/Boosting-productivity-in-Malaysia.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/Boosting-productivity-in-Malaysia.pdf</guid>
<pubDate>Wed, 11 Jan 2017 09:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Malaysia’s economic success story and challenges]]></title>
<description><![CDATA[Malaysia has sustained over four decades of rapid, inclusive growth, reducing its dependence on agriculture and commodity exports to become a more diversified, modern and open economy.]]></description>
<link>http://www.oecd.org/education/labour/Malaysia-s-economic-success-story-and-challenges.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/Malaysia-s-economic-success-story-and-challenges.pdf</guid>
<pubDate>Wed, 11 Jan 2017 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Structural reforms can be inclusive; it all depends on the details]]></title>
<description><![CDATA[Structural reforms are regularly assessed based on their ability to boost GDP per capita. This emphasis relies on the assumption that higher GDP per capita is systematically associated with rising living standards for the vast majority of citizens. This view is increasingly being challenged.]]></description>
<link>https://oecdecoscope.wordpress.com/2017/01/05/structural-reforms-can-be-inclusive-it-all-depends-on-the-details/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2017/01/05/structural-reforms-can-be-inclusive-it-all-depends-on-the-details/</guid>
<pubDate>Thu, 05 Jan 2017 11:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Closing the Achievement Gap - Archived webinar with Andreas Schleicher, Director for the Directorate of Education and Skills, OECD.]]></title>
<description><![CDATA[The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. 
]]></description>
<link>https://youtu.be/WCE_3HRjh40</link>
<guid isPermaLink="true">https://youtu.be/WCE_3HRjh40</guid>
<pubDate>Tue, 03 Jan 2017 15:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Enhancing skills to boost growth in Hungary]]></title>
<description><![CDATA[Skill requirements in the labour market have significantly changed over the past two decades. The restructuring of the economy is making the labour market increasingly knowledge-based.]]></description>
<link>http://dx.doi.org/10.1787/ba9ac297-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/ba9ac297-en</guid>
<pubDate>Thu, 22 Dec 2016 18:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Enhancing skills to boost growth in Hungary]]></title>
<description><![CDATA[Skill requirements in the labour market have significantly changed over the past two decades. The restructuring of the economy is making the labour market increasingly knowledge-based.]]></description>
<link>http://www.oecd.org/education/labour/Enhancing-skills-to-boost-growth-in-Hungary.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/Enhancing-skills-to-boost-growth-in-Hungary.pdf</guid>
<pubDate>Thu, 22 Dec 2016 09:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving School Leadership and Evaluation in Mexico: A State-level Perspective from Puebla]]></title>
<description><![CDATA[The education system of Puebla is undergoing a transformation. Ambitious national reforms have provided a new framework to improve teaching and evaluation practices, and ultimately raise student learning outcomes. At the same time, Puebla has also launched promising initiatives to improve the quality of education in the state.
]]></description>
<link>http://www.oecd.org/education/school/Improving-School-Leadership-and-Evaluation-in-Mexico-A-State-level-Perspective-from-Puebla.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/Improving-School-Leadership-and-Evaluation-in-Mexico-A-State-level-Perspective-from-Puebla.pdf</guid>
<pubDate>Wed, 21 Dec 2016 12:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The quantification of structural reforms in OECD countries: a new framework]]></title>
<description><![CDATA[This document describes and discusses a new supply side framework that quantifies the impact of structural reforms on per capita income in OECD countries.]]></description>
<link>http://dx.doi.org/10.1787/2d887027-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/2d887027-en</guid>
<pubDate>Tue, 20 Dec 2016 14:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No 47 - How are health and life satisfaction related to education?]]></title>
<description><![CDATA[Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys.
]]></description>
<link>http://dx.doi.org/10.1787/6b8ca4c5-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/6b8ca4c5-en</guid>
<pubDate>Tue, 20 Dec 2016 11:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The quantification of structural reforms in OECD countries: a new framework]]></title>
<description><![CDATA[This document describes and discusses a new supply side framework that quantifies the impact of structural reforms on per capita income in OECD countries.]]></description>
<link>http://www.oecd.org/education/labour/The-quantification-of-structural-reforms-in-OECD-countries-a-new-framework.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/The-quantification-of-structural-reforms-in-OECD-countries-a-new-framework.pdf</guid>
<pubDate>Tue, 20 Dec 2016 11:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education and skills foster health and well-being, but why is this a problem? (OECD Education Today Blog)]]></title>
<description><![CDATA[Traditional economics measure the benefits of education and skills in its economic gains in employment or earnings. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/12/education-and-skills-foster-health-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/12/education-and-skills-foster-health-and.html</guid>
<pubDate>Tue, 20 Dec 2016 11:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Coping with Creative Destruction: Reducing the Costs of Firm Exit]]></title>
<description><![CDATA[What happens to workers who lose their jobs due to firm exit – how quickly are they re-employed and what are the policies that can aid this process?]]></description>
<link>https://oecdecoscope.wordpress.com/2016/12/14/coping-with-creative-destruction-reducing-the-costs-of-firm-exit/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/12/14/coping-with-creative-destruction-reducing-the-costs-of-firm-exit/</guid>
<pubDate>Wed, 14 Dec 2016 16:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Register for a webinar "PISA 2015: Q&A Session Closing the Achievement Gap" with Andreas Schleicher (December 15th, 14h Paris time) 
]]></title>
<description><![CDATA[Register for a webinar "PISA 2015: Q&A Session Closing the Achievement Gap" with Andreas Schleicher (December 15th, 14h Paris time) 
]]></description>
<link>https://oecd1000.webex.com/oecd1000/onstage/g.php?MTID=eb394a1322f019d85c700a7f0bc8f9edd</link>
<guid isPermaLink="true">https://oecd1000.webex.com/oecd1000/onstage/g.php?MTID=eb394a1322f019d85c700a7f0bc8f9edd</guid>
<pubDate>Tue, 13 Dec 2016 14:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - December 2016]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Mon, 12 Dec 2016 11:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - PISA 2015 Q&A Session with Andreas Schleicher, Director of the OECD Directorate for Education and Skills discussing the PISA 2015 results.
]]></title>
<description><![CDATA[More than half a million 15-year-olds took part in the OECD’s latest global education survey, known as PISA. The main focus was on science, an increasingly important part of our economic and social lives.]]></description>
<link>https://youtu.be/dQDB1yhVTog</link>
<guid isPermaLink="true">https://youtu.be/dQDB1yhVTog</guid>
<pubDate>Thu, 08 Dec 2016 15:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making growth more inclusive by enhancing social protection: the case of Malaysia]]></title>
<description><![CDATA[Malaysia’s success in alleviating poverty has been achieved despite the absence of an integrated and comprehensive social protection system.]]></description>
<link>https://oecdecoscope.wordpress.com/2016/12/08/making-growth-more-inclusive-by-enhancing-social-protection-the-case-of-malaysia/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/12/08/making-growth-more-inclusive-by-enhancing-social-protection-the-case-of-malaysia/</guid>
<pubDate>Thu, 08 Dec 2016 09:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[シンガポールが1位 － OECD PISA学力調査]]></title>
<description><![CDATA[学校制度の質、公平性、効率を評価するOECDのPISA調査の最新結果によると、シンガポールの成績が世界の他の国々を凌ぎ、トップになりました。OECD加盟国で最も成績が良かったのは、日本、エストニア、フィンランド、カナダでした。]]></description>
<link>http://www.oecd.org/education/singapore-tops-latest-oecd-pisa-global-education-survey-japanese-version.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/singapore-tops-latest-oecd-pisa-global-education-survey-japanese-version.htm</guid>
<pubDate>Tue, 06 Dec 2016 19:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Singapore tops latest OECD PISA global education survey
]]></title>
<description><![CDATA[Singapore outperforms the rest of the world in the OECD’s latest PISA survey, which evaluates the quality, equity and efficiency of school systems. The top OECD countries were Japan, Estonia, Finland and Canada.
]]></description>
<link>http://www.oecd.org/education/singapore-tops-latest-oecd-pisa-global-education-survey.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/singapore-tops-latest-oecd-pisa-global-education-survey.htm</guid>
<pubDate>Tue, 06 Dec 2016 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Livestream - Global launch of the results of latest PISA survey on 6 December 2016 - 09:45 - 12:30 GMT]]></title>
<description><![CDATA[On December 6 2016 the Education Policy Institute will host the global launch of the 2015 results from the OECD's Programme for International Student Assessment (PISA) - a test of reading literacy, mathematics, and science given every three years to fifteen-year-olds in more than seventy countries and economies worldwide. This year's results will focus on science.]]></description>
<link>https://www.youtube.com/watch?v=q3TCpzSe4cs&amp;feature=youtu.be</link>
<guid isPermaLink="true">https://www.youtube.com/watch?v=q3TCpzSe4cs&amp;feature=youtu.be</guid>
<pubDate>Tue, 06 Dec 2016 09:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Looking forward to PISA (OECD Education Today Blog)]]></title>
<description><![CDATA[Tomorrow, the OECD will publish the 2015 PISA results. The world’s premier global metric for education will tell us which countries have the best school systems, based on the performance of 15-year-olds in science, mathematics and reading over a two-hour test. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/12/looking-forward-to-pisa.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/12/looking-forward-to-pisa.html</guid>
<pubDate>Mon, 05 Dec 2016 15:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Discover your talent! (OECD Education Today Blog) 
]]></title>
<description><![CDATA[In a changing and more competitive job market, Vocational Education and Training (VET) delivers specific skills and knowledge for the jobs of today and tomorrow, leading to great careers and good life prospects.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/12/discover-your-talent.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/12/discover-your-talent.html</guid>
<pubDate>Mon, 05 Dec 2016 10:55:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The ins and outs of employment in 25 OECD countries]]></title>
<description><![CDATA[This paper presents quantitative information on labour market flows for 25 OECD countries. It uses household surveys that offer the advantage of reporting monthly transitions between employment, unemployment and economic inactivity for individuals.]]></description>
<link>http://dx.doi.org/10.1787/3f9fa009-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/3f9fa009-en</guid>
<pubDate>Wed, 30 Nov 2016 18:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Enhancing Economic Flexibility: What Is in It for Workers?]]></title>
<description><![CDATA[Reforms that boost growth by enhancing economic flexibility often meet strong opposition related to concerns that they may imply adverse consequences for categories of workers. This study investigates how making product or labour market regulation more flexible changes workers’ risks of moving out of employment and jobless people’s chances of becoming employed.]]></description>
<link>http://www.oecd.org/education/labour/enhancing-economic-flexibility-what-is-in-it-for-workers.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/enhancing-economic-flexibility-what-is-in-it-for-workers.htm</guid>
<pubDate>Wed, 30 Nov 2016 16:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Effects of flexibility-enhancing reforms on employment transitions]]></title>
<description><![CDATA[Do flexibility-enhancing reforms imply more employment instability? Using individual-level data from harmonised household surveys for 26 advanced countries, this paper analyses the effects of product and labour market reforms on transitions in and out of employment.]]></description>
<link>http://dx.doi.org/10.1787/bd8e4c1f-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/bd8e4c1f-en</guid>
<pubDate>Wed, 30 Nov 2016 15:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 46: What influences spending on education? ]]></title>
<description><![CDATA[Results from the OECD Programme for International Student Assessment (PISA) show that, among countries with a comparatively high gross domestic product (GDP) per capita, the amount spent on education is less important than how those resources are used.
]]></description>
<link>http://dx.doi.org/10.1787/5jln041965kg-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jln041965kg-en</guid>
<pubDate>Wed, 30 Nov 2016 10:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[To contain the cost of education, should countries only consider teachers’ salaries? (OECD Education Today Blog)]]></title>
<description><![CDATA[High-performing education systems value teachers and invest a lot in them. And indeed, the human factor is crucial in creating effective and high-quality teaching and learning environments.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/11/to-contain-cost-of-education-should.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/11/to-contain-cost-of-education-should.html</guid>
<pubDate>Wed, 30 Nov 2016 10:57:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Skills are the key to unlocking prosperity in Peru (OECD Education Today Blog)]]></title>
<description><![CDATA[Peru has been one of the strongest economic performers in Latin America with steady GDP per capita growth over the past decade.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/11/skills-are-key-to-unlocking-prosperity_25.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/11/skills-are-key-to-unlocking-prosperity_25.html</guid>
<pubDate>Fri, 25 Nov 2016 11:16:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education in China - a snapshot]]></title>
<description><![CDATA[In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. Shanghai, which, like Beijing, is also a Chinese megacity of over 20 million people, has participated in PISA since 2009. 
]]></description>
<link>http://www.oecd.org/education/Education-in-China-a-snapshot.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Education-in-China-a-snapshot.pdf</guid>
<pubDate>Thu, 24 Nov 2016 10:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Inequality in Denmark through the Looking Glass]]></title>
<description><![CDATA[This paper delivers a broad assessment of income inequality in Denmark.]]></description>
<link>http://dx.doi.org/10.1787/5jln041vm6tg-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jln041vm6tg-en</guid>
<pubDate>Wed, 23 Nov 2016 15:13:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[New insights on teaching strategies (OECD Education Today Blog)]]></title>
<description><![CDATA[Education’s purpose is to prepare children for a fast-moving, ever-changing world. Teaching faces the additional challenge of classrooms becoming increasingly more culturally diverse. Now, more than ever, this requires an adaptation of current teaching strategies. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/11/new-insights-on-teaching-strategies_23.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/11/new-insights-on-teaching-strategies_23.html</guid>
<pubDate>Wed, 23 Nov 2016 13:52:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The gig economy will not abolish working 9 to 5]]></title>
<description><![CDATA[We have always had plumbers, electricians, and lawyers who do temporary work, and are not paid by a household when they are idle. However, do new apps such as Uber or Deliveroo mean the end of the 9 to 5 job, and do these platforms need to be regulated?]]></description>
<link>https://oecdecoscope.wordpress.com/2016/11/21/the-gig-economy-will-not-abolish-working-9-to-5/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/11/21/the-gig-economy-will-not-abolish-working-9-to-5/</guid>
<pubDate>Mon, 21 Nov 2016 10:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How do product market regulations affect workers? Evidence from the network industries]]></title>
<description><![CDATA[Knowing who gains and loses from regulatory reform is important for understanding the political economy of reform. Using micro-level data from 26 countries, this paper studies how regulatory reform of network industries, a policy priority in many advanced economies, influences the labour market situation of workers in network industries.]]></description>
<link>http://dx.doi.org/10.1787/5167d865-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5167d865-en</guid>
<pubDate>Sun, 20 Nov 2016 17:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The distributional impact of structural reforms]]></title>
<description><![CDATA[In a majority of OECD countries, GDP growth over the past three decades has been associated with growing income disparities.]]></description>
<link>http://dx.doi.org/10.1787/5jln041nkpwc-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jln041nkpwc-en</guid>
<pubDate>Thu, 17 Nov 2016 15:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The distribution of the growth dividends]]></title>
<description><![CDATA[Widespread increases in inequality over the past three decades have raised the question of the distribution of the growth dividends.]]></description>
<link>http://www.oecd.org/education/labour/The-distribution-of-the-growth-dividends.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/The-distribution-of-the-growth-dividends.pdf</guid>
<pubDate>Thu, 17 Nov 2016 12:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The distributional impact of structural reforms]]></title>
<description><![CDATA[In a majority of OECD countries, GDP growth over the past three decades has been associated with growing income disparities.]]></description>
<link>http://www.oecd.org/education/labour/The-distributional-impact-of-structural-reforms.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/The-distributional-impact-of-structural-reforms.pdf</guid>
<pubDate>Thu, 17 Nov 2016 12:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The distribution of the growth dividends]]></title>
<description><![CDATA[Widespread increases in inequality over the past three decades have raised the question of the distribution of the growth dividends.]]></description>
<link>http://dx.doi.org/10.1787/7c8c6cc1-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/7c8c6cc1-en</guid>
<pubDate>Thu, 17 Nov 2016 12:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Inequality in Denmark through the Looking Glass]]></title>
<description><![CDATA[This paper delivers a broad assessment of income inequality in Denmark.]]></description>
<link>http://www.oecd.org/education/labour/Inequality-in-Denmark-through-the-looking-glass.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/Inequality-in-Denmark-through-the-looking-glass.pdf</guid>
<pubDate>Thu, 17 Nov 2016 11:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 66 - How does PISA assess science literacy?]]></title>
<description><![CDATA[The most recent round of the assessment, PISA 2015, focused on 15-year-olds’ science literacy, defined as "the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen". 
]]></description>
<link>http://dx.doi.org/10.1787/5jln4nfnqt7l-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jln4nfnqt7l-en</guid>
<pubDate>Tue, 15 Nov 2016 13:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A peek at PISA (OECD Education Today Blog)]]></title>
<description><![CDATA[PISA 2015 focused on science, with the understanding that, although not every student is interested in becoming a scientist, all of us now need to be able to “think like a scientist” sometimes. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/11/a-peek-at-pisa.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/11/a-peek-at-pisa.html</guid>
<pubDate>Tue, 15 Nov 2016 13:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Balancing inclusiveness, work incentives and sustainability in Denmark]]></title>
<description><![CDATA[The generous Danish welfare state relies on a high degree of labour force participation both for financing and in order to ensure social cohesion. ]]></description>
<link>http://dx.doi.org/10.1787/5jln042kcjjg-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jln042kcjjg-en</guid>
<pubDate>Fri, 04 Nov 2016 17:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Policy Outlook - Korea]]></title>
<description><![CDATA[This policy profile on education in Korea is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries.]]></description>
<link>http://www.oecd.org/education/Education-Policy-Outlook-Korea.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Education-Policy-Outlook-Korea.pdf</guid>
<pubDate>Tue, 01 Nov 2016 02:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 45 - Fields of education, gender and the labour market ]]></title>
<description><![CDATA[More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and earnings than bachelor’s degrees.
]]></description>
<link>http://dx.doi.org/10.1787/5jlpgh1ppm30-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlpgh1ppm30-en</guid>
<pubDate>Fri, 28 Oct 2016 17:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Do men’s and women’s choices of field of study explain why women earn less than men? (OECD Education Today Blog]]></title>
<description><![CDATA[Why women and men choose to pursue different fields of study, and why those choices vary among countries, is not easy to determine.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/10/do-mens-and-womens-choices-of-field-of.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/10/do-mens-and-womens-choices-of-field-of.html</guid>
<pubDate>Fri, 28 Oct 2016 17:34:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour mobility in the European Union: a need for more recognition of foreign qualifications]]></title>
<description><![CDATA[Labour market mobility in the European Union is increasing, but it remains too low to provide sufficient adjustment in the face of diverging labour market developments.]]></description>
<link>https://oecdecoscope.wordpress.com/2016/10/27/labour-mobility-in-the-european-union-a-need-for-more-recognition-of-foreign-qualifications/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/10/27/labour-mobility-in-the-european-union-a-need-for-more-recognition-of-foreign-qualifications/</guid>
<pubDate>Thu, 27 Oct 2016 11:13:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[In case you haven’t heard (OECD Education Today Blog)]]></title>
<description><![CDATA[On 6 December, the latest results from the OECD Programme for International Student Assessment, better known as PISA, will be made public. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/10/in-case-you-havent-heard.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/10/in-case-you-havent-heard.html</guid>
<pubDate>Tue, 25 Oct 2016 14:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Mind the gaps: boost early childcare education and care in Costa Rica]]></title>
<description><![CDATA[Costa Rican well-being indicators are comparable or even above the OECD average in several dimensions (OECD, 2016a). Nevertheless, gaps with OECD countries are large in two dimensions:  labour market participation and education.]]></description>
<link>https://oecdecoscope.wordpress.com/2016/10/12/mind-the-gaps-boost-early-childcare-education-and-care-in-costa-rica/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/10/12/mind-the-gaps-boost-early-childcare-education-and-care-in-costa-rica/</guid>
<pubDate>Wed, 12 Oct 2016 15:21:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Realising and expanding opportunities in the United States]]></title>
<description><![CDATA[Measures that enable the acquisition of new skills and reduce mismatches between the demand and supply of existing skills can boost US economic growth and make its benefits more inclusive.]]></description>
<link>http://dx.doi.org/10.1787/5jlpq7t9vzbx-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlpq7t9vzbx-en</guid>
<pubDate>Tue, 11 Oct 2016 15:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The skills of Polish emigrants – evidence from PIAAC]]></title>
<description><![CDATA[Based on the OECD data from the Survey of Adult Skills (PIAAC) this paper sheds light on the skills of migrants.]]></description>
<link>http://dx.doi.org/10.1787/5jlpq7tg3hxs-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlpq7tg3hxs-en</guid>
<pubDate>Tue, 11 Oct 2016 15:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Empowering teachers with high-quality professional development (OECD Education Today Blog)]]></title>
<description><![CDATA[Exposure to high quality teacher professional development varies greatly both between and within countries, which broadens the scope of work for policy makers. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/10/empowering-teachers-with-high-quality_5.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/10/empowering-teachers-with-high-quality_5.html</guid>
<pubDate>Wed, 05 Oct 2016 15:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Raising well-being in Germany’s ageing society]]></title>
<description><![CDATA[Population ageing is setting in earlier in Germany than in most other OECD economies and will be marked.]]></description>
<link>http://dx.doi.org/10.1787/5jlr3ctrc8bn-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlr3ctrc8bn-en</guid>
<pubDate>Fri, 30 Sep 2016 11:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Educating for Innovation and Innovation in Education (OECD Education Today Blog) 
]]></title>
<description><![CDATA[Students unable to navigate through our complex digital landscape are simply no longer able to participate in our social, economic and cultural life.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/09/educating-for-innovation-and-innovation.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/09/educating-for-innovation-and-innovation.html</guid>
<pubDate>Mon, 26 Sep 2016 15:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - September 2016]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Fri, 23 Sep 2016 20:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Does decentralisation foster regional GDP convergence?]]></title>
<description><![CDATA[The growth pattern of OECD countries and their sub-national entities is puzzling. Between-country differences in GDP per capita are declining, yet the differences across jurisdictions within those countries tend to rise.]]></description>
<link>https://oecdecoscope.wordpress.com/2016/09/23/does-decentralisation-foster-regional-gdp-convergence/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/09/23/does-decentralisation-foster-regional-gdp-convergence/</guid>
<pubDate>Fri, 23 Sep 2016 17:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 15 - School leadership for developing professional learning communities]]></title>
<description><![CDATA[Instructional leadership is the set of practices that principals use in relation to the improvement of teaching and learning. It is a strong predictor of how teachers collaborate and engage in a reflective dialogue about their practice.
]]></description>
<link>http://dx.doi.org/10.1787/5jlr5798b937-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlr5798b937-en</guid>
<pubDate>Wed, 21 Sep 2016 15:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Leaders for learning  (OECD Education Today Blog)]]></title>
<description><![CDATA[The role of the school leader is essential for pupil and staff success, and although good practice exists, there is still room for improvement.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/09/leaders-for-learning_20.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/09/leaders-for-learning_20.html</guid>
<pubDate>Wed, 21 Sep 2016 15:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - School Leadership for Learning: Insights from TALIS 2013 (September 20, 2016)
]]></title>
<description><![CDATA[Archived webinar - School Leadership for Learning: Insights from TALIS 2013 (September 20, 2016)
]]></description>
<link>https://www.youtube.com/watch?v=n6BHj9VCPQM</link>
<guid isPermaLink="true">https://www.youtube.com/watch?v=n6BHj9VCPQM</guid>
<pubDate>Tue, 20 Sep 2016 11:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar of September 15,2016 with Andreas Schleicher, Director for Education and Skills, OECD, presenting the findings of Education at a Glance 2016.]]></title>
<description><![CDATA[Archived webinar of September 15,2016 with Andreas Schleicher, Director for Education and Skills, OECD, presenting the findings of Education at a Glance 2016.]]></description>
<link>https://youtu.be/MEws-0YGj8M</link>
<guid isPermaLink="true">https://youtu.be/MEws-0YGj8M</guid>
<pubDate>Fri, 16 Sep 2016 13:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2016 - Country Notes]]></title>
<description><![CDATA[Education at a Glance 2016 - Country Notes]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/education-at-a-glance-2016-country-notes.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/education-at-a-glance-2016-country-notes.htm</guid>
<pubDate>Thu, 15 Sep 2016 11:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Achieving Sustainable Development Goal for education by 2030 will be major challenge for all countries]]></title>
<description><![CDATA[OECD countries must step up their efforts to improve the quality and equity of their education systems as part of their commitments to meet the Sustainable Development Goal (SDG) for education by 2030, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/achieving-sustainable-development-goal-for-education-by-2030-will-be-major-challenge-for-all-countries.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/achieving-sustainable-development-goal-for-education-by-2030-will-be-major-challenge-for-all-countries.htm</guid>
<pubDate>Thu, 15 Sep 2016 11:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What makes education governance and reform work beyond the drawing table? (OECD Education Today Blog)]]></title>
<description><![CDATA[Today’s education systems need to adapt practices to local diversity while ensuring common goals.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/09/what-makes-education-governance-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/09/what-makes-education-governance-and.html</guid>
<pubDate>Fri, 09 Sep 2016 13:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Enhancing Greek exports is key to jobs and growth]]></title>
<description><![CDATA[With weak domestic demand and a relatively low export share in the economy there is much potential to raise exports. Despite a recent pick-up Greek export performance deteriorated in the last decade particularly in the service sector and by much more than in the Euro area on average]]></description>
<link>https://oecdecoscope.wordpress.com/2016/09/07/enhancing-greek-exports-is-key-to-jobs-and-growth/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/09/07/enhancing-greek-exports-is-key-to-jobs-and-growth/</guid>
<pubDate>Wed, 07 Sep 2016 10:34:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 65 - Should all students be taught complex mathematics?
]]></title>
<description><![CDATA[Exposure to complex mathematics concepts and tasks is related to higher performance in PISA among all students, including socio-economically disadvantaged students.
]]></description>
<link>http://dx.doi.org/10.1787/5jlsh10gd6lr-en
</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlsh10gd6lr-en
</guid>
<pubDate>Tue, 06 Sep 2016 14:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Complex mathematics isn’t for everyone (but maybe it should be) (OECD Education Today Blog)]]></title>
<description><![CDATA[PISA 2012 finds that, on average across OECD countries, about 70% of students attend schools where teachers believe that it is best to adapt academic standards to students’ capacities and needs.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/09/complex-mathematics-isnt-for-everyone.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/09/complex-mathematics-isnt-for-everyone.html</guid>
<pubDate>Tue, 06 Sep 2016 14:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Do labour markets welcome shorter tertiary degrees? (OECD Education Today Blog) ]]></title>
<description><![CDATA[At the turn of this century, two different models of higher education programmes prevailed in the world. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/08/do-labour-markets-welcome-shorter_23.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/08/do-labour-markets-welcome-shorter_23.html</guid>
<pubDate>Tue, 23 Aug 2016 15:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Age, skills and labour market outcomes in Finland
]]></title>
<description><![CDATA[Macro-simulations benchmarking employment in Finland to the Nordic average show that closing the large gaps in labour participation vis-à-vis the other Nordics across genders and age groups would boost employment significantly.]]></description>
<link>http://dx.doi.org/10.1787/5jlv23953gq1-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlv23953gq1-en</guid>
<pubDate>Wed, 27 Jul 2016 16:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Employment and skills in Finland]]></title>
<description><![CDATA[Policies to speed up tertiary graduation, improve work incentives and activation of the unemployed and postpone labour market exit are necessary to bring the employment rate closer to the level of other Nordics]]></description>
<link>http://dx.doi.org/10.1787/5jlv239kcq9r-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlv239kcq9r-en</guid>
<pubDate>Wed, 27 Jul 2016 16:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Costa Rica: boosting productivity to sustain income convergence]]></title>
<description><![CDATA[Boosting national productivity to sustain the convergence process towards OECD countries living standards will hinge on creating the right conditions for domestic firms to thrive and become more innovative and productive, while maintaining the long-standing commitment to open international markets and investment.]]></description>
<link>http://dx.doi.org/10.1787/5jlv23bhvnq7-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlv23bhvnq7-en</guid>
<pubDate>Wed, 27 Jul 2016 15:11:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Priorities for completing the European Union's Single Market]]></title>
<description><![CDATA[To support the recovery, structural reforms that yield short-run as well as long-run gains should be prioritised.]]></description>
<link>http://dx.doi.org/10.1787/5jlv2jhfnt48-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlv2jhfnt48-en</guid>
<pubDate>Wed, 27 Jul 2016 11:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Estimating the distributional impact of the Greek crisis (2009-2014)]]></title>
<description><![CDATA[This paper analyses the effects of the Greek crisis on inequality and poverty in 2009-2014 using the micro-simulation model EUROMOD.]]></description>
<link>http://dx.doi.org/10.1787/5jlv2jl6c9f3-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlv2jl6c9f3-en</guid>
<pubDate>Wed, 27 Jul 2016 10:41:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The effects of reform scenarios for unemployment benefits and social assistance on financial incentives to work and poverty in Lithuania]]></title>
<description><![CDATA[In 2015 the Lithuanian government launched an ambitious Social Model reform agenda aimed at balancing flexibility of the labour market and security provided through the system of social protection.]]></description>
<link>http://dx.doi.org/10.1787/5jlv2jmtmsmr-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlv2jmtmsmr-en</guid>
<pubDate>Tue, 26 Jul 2016 12:19:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Growing together: making Lithuania’s convergence process more inclusive]]></title>
<description><![CDATA[Although Lithuania’s growth has been impressive, inequality is high, the risk of poverty is one of the highest of European countries, and life expectancy is comparatively low and strongly dependent on socio-economic background.]]></description>
<link>http://dx.doi.org/10.1787/5jlv2zc7x6vh-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlv2zc7x6vh-en</guid>
<pubDate>Tue, 26 Jul 2016 11:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Is more vocational education the answer? (OECD Education Today Blog)
]]></title>
<description><![CDATA[Vocational education and training can mean very different things to different people.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/07/is-more-vocational-education-answer.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/07/is-more-vocational-education-answer.html</guid>
<pubDate>Tue, 19 Jul 2016 15:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A Brave New World: The new frontiers of technology and education (OECD Education Today Blog)]]></title>
<description><![CDATA[When we think of technology and education, we usually think of information and communication technologies (ICTs).]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/07/a-brave-new-world-new-frontiers-of.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/07/a-brave-new-world-new-frontiers-of.html
</guid>
<pubDate>Fri, 15 Jul 2016 13:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 64 - Are there differences in how advantaged and disadvantaged students use the Internet?]]></title>
<description><![CDATA[Even when all students, including the most disadvantaged, have easy access to the Internet,a digital divide, based on socio-economic status, still persists in how students use technology. ]]></description>
<link>http://www.oecd-ilibrary.org/education/are-there-differences-in-how-advantaged-and-disadvantaged-students-use-the-internet_5jlv8zq6hw43-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/are-there-differences-in-how-advantaged-and-disadvantaged-students-use-the-internet_5jlv8zq6hw43-en</guid>
<pubDate>Tue, 12 Jul 2016 13:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Can analogue skills bridge the digital divide? (OECD Education Today Blog)
]]></title>
<description><![CDATA[The digital divide has shifted.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/07/can-analogue-skills-bridge-digital.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/07/can-analogue-skills-bridge-digital.html</guid>
<pubDate>Tue, 12 Jul 2016 13:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What does country average mean (OECD Education Today Blog)]]></title>
<description><![CDATA[The international statistical system, one of the great achievements of international organisations, has mirrored the evolution of the nation-state.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/07/what-does-country-average-actually-mean.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/07/what-does-country-average-actually-mean.html</guid>
<pubDate>Fri, 08 Jul 2016 13:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How to transform schools into learning organisations? (OECD Education Today Blog)]]></title>
<description><![CDATA[Schools nowadays are required to learn faster than ever before in order to deal effectively with the growing pressures of a rapidly changing environment.]]></description>
<link>http://oecdeducationtoday.blogspot.com/2016/07/how-to-transform-schools-into-learning.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2016/07/how-to-transform-schools-into-learning.html</guid>
<pubDate>Thu, 07 Jul 2016 18:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What makes a school a learning organisation? (A guide for policy makers, school leaders and teachers)]]></title>
<description><![CDATA[Today’s schools must equip students with the knowledge and skills they’ll need to succeed in an uncertain, constantly changing tomorrow. But many schools look much the same today as they did a generation ago, and too many teachers are not developing the pedagogies and practices required to meet the diverse needs of 21st-century learners.
]]></description>
<link>http://www.oecd.org/education/school/school-learning-organisation.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/school-learning-organisation.pdf</guid>
<pubDate>Thu, 07 Jul 2016 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The effects of reform scenarios for unemployment benefits and social assistance on financial incentives to work and poverty in Lithuania]]></title>
<description><![CDATA[In 2015 the Lithuanian government launched an ambitious Social Model reform agenda aimed at balancing flexibility of the labour market and security provided through the system of social protection.]]></description>
<link>http://www.oecd.org/education/labour/the-effects-of-reform-scenarios-for-unemployment-benefits-and-social-assistance-on-financial-incentives-to-work-and-poverty-in-Lithuania.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/the-effects-of-reform-scenarios-for-unemployment-benefits-and-social-assistance-on-financial-incentives-to-work-and-poverty-in-Lithuania.pdf</guid>
<pubDate>Mon, 04 Jul 2016 17:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Growing together: making Lithuania’s convergence process more inclusive]]></title>
<description><![CDATA[Although Lithuania’s growth has been impressive, inequality is high, the risk of poverty is one of the highest of European countries, and life expectancy is comparatively low and strongly dependent on socio-economic background.]]></description>
<link>http://www.oecd.org/education/labour/growing-together-making-Lithuania-s-convergence-process-more-inclusive.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/growing-together-making-Lithuania-s-convergence-process-more-inclusive.pdf</guid>
<pubDate>Mon, 04 Jul 2016 14:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter  - Bringing you the highlights from the OECD Directorate for Education and Skills (July, 2016)]]></title>
<description><![CDATA[OECD Education and Skills Newsletter  - Bringing you the highlights from the OECD Directorate for Education and Skills (July, 2016)]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Fri, 01 Jul 2016 13:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Boosting skills for all in the Netherlands]]></title>
<description><![CDATA[Strong and adequate skills are essential to support workers’ productivity and to ensure robust employment outcomes. Developing workers’ skills would also increase their personal satisfaction and wages, contributing in making growth more inclusive. The Netherlands performs well in terms of competences of a large part of the population. Moreover, the country has been successful in adjusting the required level of skills over time.]]></description>
<link>http://dx.doi.org/10.1787/5jlwjg6j6lr1-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlwjg6j6lr1-en</guid>
<pubDate>Thu, 30 Jun 2016 15:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Revisiting policy options for more jobs]]></title>
<description><![CDATA[In many OECD countries, the labour market has yet to recover the lost ground suffered in the aftermath of the financial crisis. In some of them, unemployment has been persistently high, resulting in a very high incidence of long-term unemployment.]]></description>
<link>https://oecdecoscope.wordpress.com/2016/06/30/revisiting-policy-options-for-more-jobs/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/06/30/revisiting-policy-options-for-more-jobs/</guid>
<pubDate>Thu, 30 Jun 2016 10:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Ministers chart future path to boosting skills for productivity, innovation and inclusion at Skills Summit 2016 in Bergen]]></title>
<description><![CDATA[26 Ministers and State Secretaries representing 15 countries and the European Commission gathered in Bergen, Norway, for the first Skills Summit on 29-30 June 2016. The Summit, hosted by Norway, was opened by Prime Minister Erna Solberg and the OECD’s Secretary General, Angel Gurría.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/Ministers-chart-future-path-to-boosting-skills-for-productivity-innovation-and-inclusion-at-Skills-Summit-2016-in-Bergen.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/Ministers-chart-future-path-to-boosting-skills-for-productivity-innovation-and-inclusion-at-Skills-Summit-2016-in-Bergen.pdf</guid>
<pubDate>Wed, 29 Jun 2016 14:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar with Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presenting the findings of Skills Matter - Further Results from the Survey of Adult Skills]]></title>
<description><![CDATA[The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home.]]></description>
<link>https://youtu.be/tiHmg6byvZQ</link>
<guid isPermaLink="true">https://youtu.be/tiHmg6byvZQ</guid>
<pubDate>Wed, 29 Jun 2016 13:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why skills matter (OECD Education Today Blog)]]></title>
<description><![CDATA[It’s the time of year when young people in the northern hemisphere are finishing their formal studies for the year – or for the foreseeable future. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/06/why-skills-matter.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/06/why-skills-matter.html</guid>
<pubDate>Tue, 28 Jun 2016 16:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improve skills to build fairer, more inclusive societies]]></title>
<description><![CDATA[Poor skills severely reduce a person’s chance of a better-paying and more-rewarding job, and have a major impact on how the benefits of economic growth are shared within societies. In countries where large shares of adults have poor skills, it is difficult to introduce productivity-enhancing technologies and new ways of working, which stalls improvements in living standards, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/improve-skills-to-build-fairer-more-inclusive-societies.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/improve-skills-to-build-fairer-more-inclusive-societies.htm</guid>
<pubDate>Fri, 24 Jun 2016 16:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Closing the gap between education and employment (OECD Education Today Blog) ]]></title>
<description><![CDATA[Employer engagement in education and training has become a hot topic for policy makers and practitioners around the world. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/06/closing-gap-between-education-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/06/closing-gap-between-education-and.html</guid>
<pubDate>Thu, 23 Jun 2016 12:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Germany’s economic performance is strong but productivity and investment need a boost]]></title>
<description><![CDATA[The German economy has steadily recovered from the 2008 global crisis. Thanks to past reforms, the labour market has proved strong and export performance has been impressive. ]]></description>
<link>https://oecdecoscope.wordpress.com/2016/06/22/germanys-economic-performance-is-strong-but-productivity-and-investment-need-a-boost/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/06/22/germanys-economic-performance-is-strong-but-productivity-and-investment-need-a-boost/</guid>
<pubDate>Wed, 22 Jun 2016 10:54:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. No 63 - Are disadvantaged students given equal opportunities to learn mathematics?]]></title>
<description><![CDATA[On average across OECD countries, the 20% of students who are most exposed to pure mathematics tasks (equations) score, on the PISA mathematics test, the equivalent of almost two school years ahead of the 20% of students who are least exposed. 
 ]]></description>
<link>http://www.oecd-ilibrary.org/education/are-disadvantaged-students-given-equal-opportunities-to-learn-mathematics_5jlwpxwblzjf-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/are-disadvantaged-students-given-equal-opportunities-to-learn-mathematics_5jlwpxwblzjf-en</guid>
<pubDate>Mon, 20 Jun 2016 14:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making all students count (OECD Education Today Blog)]]></title>
<description><![CDATA[Many students who participated in PISA 2012 reported that they have hardly been exposed to fundamental concepts in mathematics, like arithmetic means or linear equations, which form the basis of the numeracy skills that they will need to thrive as adults. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/06/making-all-students-count.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/06/making-all-students-count.html
</guid>
<pubDate>Mon, 20 Jun 2016 12:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 42 - What are the benefits from early childhood education?]]></title>
<description><![CDATA[Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education.]]></description>
<link>http://www.oecd-ilibrary.org/fr/education/what-are-the-benefits-from-early-childhood-education_5jlwqvr76dbq-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/fr/education/what-are-the-benefits-from-early-childhood-education_5jlwqvr76dbq-en</guid>
<pubDate>Thu, 16 Jun 2016 14:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why should we improve learning opportunities for young kids (OECD Education Today Blog) ]]></title>
<description><![CDATA[More than hundred years ago, nations that are now members of the OECD introduced legislation to set the age compulsory education.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/06/why-should-we-improve-learning.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/06/why-should-we-improve-learning.html</guid>
<pubDate>Thu, 16 Jun 2016 11:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reform of Austria’s school governance crucial to deliver better value for money]]></title>
<description><![CDATA[Austria has taken important steps to improve its school system, but needs to reform its complex school governance to further improve quality and equity, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/reform-of-austrias-school-governance-crucial-to-deliver-better-value-for-money.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/reform-of-austrias-school-governance-crucial-to-deliver-better-value-for-money.htm</guid>
<pubDate>Thu, 09 Jun 2016 10:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All ]]></title>
<description><![CDATA[Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All ]]></description>
<link>https://youtu.be/6FmOZXfmjQ0</link>
<guid isPermaLink="true">https://youtu.be/6FmOZXfmjQ0</guid>
<pubDate>Wed, 08 Jun 2016 13:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making better use of skills and migration in Poland]]></title>
<description><![CDATA[To continue catching up with living standards in other OECD countries Poland needs to invest in higher skills.]]></description>
<link>http://dx.doi.org/10.1787/5jlwz8kr4c0q-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlwz8kr4c0q-en</guid>
<pubDate>Thu, 02 Jun 2016 16:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Action Plan on the Sustainable Development Goals]]></title>
<description><![CDATA[Sound public policies grounded in evidence – and implemented effectively – will be crucial for the achievement of the 2030 Agenda for Sustainable Development. This document outlines four broad areas for future action for the OECD, highlighting what it could do more of – or do differently – to support the achievement of the Sustainable Development Goals. C/MIN(2016)6.]]></description>
<link>http://www.oecd.org/education/OECD-action-plan-on-the-sustainable-development-goals-2016.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/OECD-action-plan-on-the-sustainable-development-goals-2016.pdf</guid>
<pubDate>Thu, 02 Jun 2016 14:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Towards better tools to measure social and emotional skills (OECD Education Today Blog)]]></title>
<description><![CDATA[Common sense and hard evidence point to the significant impact of socio-emotional skills such as perseverance and responsibility on children's lifetime success.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/05/towards-better-tools-to-measure-social.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/05/towards-better-tools-to-measure-social.html</guid>
<pubDate>Tue, 31 May 2016 19:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Forum 2016: Productive economies, Inclusive societies]]></title>
<description><![CDATA[Forum 2016, entitled Productive economies, Inclusive societies will be organised around the 3 cross-cutting themes of the OECD Week: inclusive growth and productivity, innovation and the digital economy, and international collaboration for implementing international agreements (COP21 and the Sustainable Development Goals) and standards (BEPS and automatic exchange of information).]]></description>
<link>http://www.oecd.org/forum</link>
<guid isPermaLink="true">http://www.oecd.org/forum</guid>
<pubDate>Tue, 31 May 2016 08:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making growth more inclusive in Costa Rica]]></title>
<description><![CDATA[In the past 30 years Costa Rica has grown steadily and social indicators have improved markedly. Well-being indicators are comparable or even above the OECD average in several dimensions, such as health, environment or life-satisfaction. This paper reviews the social progress that Costa Rica has achieved and identifies reducing inequality and poverty as the main challenges.]]></description>
<link>http://dx.doi.org/10.1787/5jlz4043b39w-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlz4043b39w-en</guid>
<pubDate>Thu, 26 May 2016 10:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Structural reforms to boost inclusive growth in Greece]]></title>
<description><![CDATA[This paper takes stock of the main structural reforms that Greece has undertaken since 2010, those currently proposed and that are in the process of implementation, and quantifies the medium and long‑term effects on output.]]></description>
<link>http://dx.doi.org/10.1787/5jlz404fx631-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlz404fx631-en</guid>
<pubDate>Thu, 26 May 2016 09:13:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Structural reforms in a difficult time]]></title>
<description><![CDATA[The pace of structural reforms is slowing just when the world economy needs decisive policy actions to strengthen fundamentals and restore healthy growth (the 2016 Going for Growth report). Policy makers may be concerned that introducing structural reforms in the current context involve trade-offs between the mid- to long-run gains in employment and productivity and short-run losses.]]></description>
<link>https://oecdecoscope.wordpress.com/2016/05/25/structural-reforms-in-a-difficult-time/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/05/25/structural-reforms-in-a-difficult-time/</guid>
<pubDate>Wed, 25 May 2016 16:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[No gain without (some) pain (OECD Education Today Blog) ]]></title>
<description><![CDATA[Across OECD countries, 32% of low-performing students reported that they give up easily when confronted with a difficult mathematics problem compared to only 13% of top performers.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/05/no-gain-without-some-pain.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/05/no-gain-without-some-pain.html</guid>
<pubDate>Wed, 25 May 2016 11:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Further reforms would boost equity and quality in Dutch education, says OECD

]]></title>
<description><![CDATA[The Dutch school system is one of the best in the OECD, but raising standards will require further reforms to improve early childhood education, motivate students to excel and develop a career structure that attracts more high performers to the teaching profession, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/further-reforms-would-boost-equity-and-quality-in-dutch-education-says-oecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/further-reforms-would-boost-equity-and-quality-in-dutch-education-says-oecd.htm</guid>
<pubDate>Wed, 25 May 2016 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Going beyond education policies – how can PISA help turn policy into practice? (OECD Education Today Blog)]]></title>
<description><![CDATA[How are policy makers in the United States using data to help districts maximise their impact? And, what tools do districts need to work together in order to build stronger communities? ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/05/going-beyond-education-policies-how-can.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/05/going-beyond-education-policies-how-can.html</guid>
<pubDate>Tue, 24 May 2016 12:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[On public education in Chile ]]></title>
<description><![CDATA[In 2011 the Social Movement for Public Education led the biggest demonstrations since Pinochet’s dictatorship in Chile. Since then, one of the main campaigns in Chilean society has been for the recognition of education as a social right, under the slogan of “free, quality, public education” (educación pública, gratuita y de calidad). ]]></description>
<link>http://www.oecd.org/education/on-public-education-in-chile.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/on-public-education-in-chile.htm</guid>
<pubDate>Mon, 23 May 2016 12:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Time, working and learning (OECD Education Today Blog)]]></title>
<description><![CDATA[At the beginning of work-based learning programmes employers make an investment. This pays off later on when, after receiving high quality training, skilled trainees achieve higher productivity and contribute to production.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/05/time-working-and-learning.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/05/time-working-and-learning.html</guid>
<pubDate>Fri, 20 May 2016 11:36:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Latvia is determined to build on its progress in education (OECD Education Today Blog)]]></title>
<description><![CDATA[In the 2012 PISA test, urban students in Latvia outperformed rural students by the equivalent of more than a year of schooling – half a year more than the average performance difference between these two groups of students across OECD countries.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/05/latvia-is-determined-to-build-on-its.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/05/latvia-is-determined-to-build-on-its.html</guid>
<pubDate>Thu, 19 May 2016 11:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Understanding the battle against extremism]]></title>
<description><![CDATA[Whoever has a hammer sees every problem as a nail. Those in the security business tend to see the answer to radicalism and terrorism in military might, and those in the financial business in cutting flows of money. ]]></description>
<link>http://www.oecd.org/education/understanding-the-battle-against-extremism.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/understanding-the-battle-against-extremism.htm</guid>
<pubDate>Thu, 19 May 2016 10:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Latvia should continue improving quality of education and focus more on equity]]></title>
<description><![CDATA[Latvia has made good progress improving its education system since independence in 1991, but more efforts are now needed to raise teaching standards and ensure that all students have access to a quality education, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/latvia-should-continue-improving-quality-of-education-and-focus-more-on-equity.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/latvia-should-continue-improving-quality-of-education-and-focus-more-on-equity.htm</guid>
<pubDate>Thu, 19 May 2016 09:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Latvia should continue improving quality of education and focus more on equity]]></title>
<description><![CDATA[Latvia has made good progress improving its education system since independence in 1991, but more efforts are now needed to raise teaching standards and ensure that all students have access to a quality education, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/latvia-should-continue-improving-quality-of-education-and-focus-more-on-equity.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/latvia-should-continue-improving-quality-of-education-and-focus-more-on-equity.htm</guid>
<pubDate>Thu, 19 May 2016 09:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Career education that works (OECD Education Today Blog)]]></title>
<description><![CDATA[The benefits of employers engaging with education has long been reported and promoted within policy circles.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/05/career-education-that-works.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/05/career-education-that-works.html</guid>
<pubDate>Wed, 18 May 2016 11:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Who pays for universities: taxpayers or students? (OECD Education Today Blog)]]></title>
<description><![CDATA[There are few issues in education that raise as much political and ideological controversy as tuition fees for higher education.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/05/who-pays-for-universities-taxpayers-or.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/05/who-pays-for-universities-taxpayers-or.html</guid>
<pubDate>Tue, 17 May 2016 16:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 41 - How much do tertiary students pay and what public support do they receive?  ]]></title>
<description><![CDATA[OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students.]]></description>
<link>http://dx.doi.org/10.1787/5jlz9zk830hf-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jlz9zk830hf-en</guid>
<pubDate>Fri, 13 May 2016 16:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Growing together: towards a more inclusive Ireland]]></title>
<description><![CDATA[The Irish economy is growing strongly, but there is a risk many households will be left behind despite robust growth. High joblessness especially among the low-educated and skill-biased wage differentials have induced high market income inequality, among the highest in the OECD.]]></description>
<link>http://www.oecd-ilibrary.org/economics/growing-together_5jm0s927f5vk-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/growing-together_5jm0s927f5vk-en</guid>
<pubDate>Thu, 28 Apr 2016 09:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Adult Skills in Focus No. 3  - What does age have to do with skills proficiency?]]></title>
<description><![CDATA[The Survey of Adult Skills finds that adults aged 55 to 65 are less proficient in literacy and numeracy than adults aged 25 to 34. But differences in skills proficiency that are related to age vary widely across countries, implying that skills policies can affect the evolution of proficiency over a lifetime. ]]></description>
<link>http://dx.doi.org/10.1787/5jm0mq158zjl-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm0mq158zjl-en</guid>
<pubDate>Wed, 27 Apr 2016 12:24:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Going grey, staying skilled (OECD Education&Skills Today Blog) ]]></title>
<description><![CDATA[Increased life expectancy represents one of the great achievements of modern societies: living longer and better has been a dream of past generations. At the same time, it implies changes to many aspects of life.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/04/going-grey-staying-skilled.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/04/going-grey-staying-skilled.html</guid>
<pubDate>Wed, 27 Apr 2016 12:21:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How well are teachers doing in solving problems using ICT?  (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[If one were to ask ministers of education what they consider to be the most important factor determining the quality of their education systems, the odds are high that they would refer to the quality of the teaching work force. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/04/how-well-are-teachers-doing-in-solving.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/04/how-well-are-teachers-doing-in-solving.html</guid>
<pubDate>Fri, 22 Apr 2016 15:11:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 40 - Teachers’ ICT and problem-solving skills: Competencies and needs]]></title>
<description><![CDATA[The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector.]]></description>
<link>http://dx.doi.org/10.1787/5jm0q1mvzqmq-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm0q1mvzqmq-en</guid>
<pubDate>Fri, 22 Apr 2016 15:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Colombia should improve equity and quality of education]]></title>
<description><![CDATA[Colombia’s education system has made impressive progress over the past two decades, but more needs to be done now to ensure that all children have access to a quality education, according to a new OECD report. ]]></description>
<link>http://www.oecd.org/education/colombia-should-improve-equity-and-quality-of-education.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/colombia-should-improve-equity-and-quality-of-education.htm</guid>
<pubDate>Thu, 21 Apr 2016 16:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Colombia’s moment of truth (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Over the past 15 years, Colombia’s education system has undergone an extraordinary transformation.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/04/colombias-moment-of-truth.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/04/colombias-moment-of-truth.html</guid>
<pubDate>Thu, 21 Apr 2016 07:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Skills in Ibero-America: Insights from PISA 2012]]></title>
<description><![CDATA[Despite the progress observed by PISA over the last decade, Latin American education systems still have a long way to go to reach world class standards. Ibero-American countries will also need to rethink their instructional system to better anticipate the knowledge and skills it will need to reignite its economy.]]></description>
<link>http://www.oecd.org/education/Skills-IberoAmerica.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Skills-IberoAmerica.pdf</guid>
<pubDate>Wed, 20 Apr 2016 14:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market transitions in Italy: job separation, re-employment and policy implications]]></title>
<description><![CDATA[Italy’s low employment rate is associated with adverse labour market dynamics characterised differently across different categories of people.]]></description>
<link>http://dx.doi.org/10.1787/5jm0s95j78s1-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm0s95j78s1-en</guid>
<pubDate>Tue, 19 Apr 2016 15:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Adult Skills in Focus No. 2: What does low proficiency in literacy really mean?]]></title>
<description><![CDATA[The Survey of Adult Skills finds that even adults with the lowest proficiency in literacy possess some basic reading skills, although the level of these skills varies considerably across countries. ]]></description>
<link>http://dx.doi.org/10.1787/5jm0v427jl9p-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm0v427jl9p-en</guid>
<pubDate>Thu, 14 Apr 2016 14:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making literacy everybody’s business (OECD Education&Skills Today Blog) ]]></title>
<description><![CDATA[Ensuring that all people have solid foundation skills has become one of the central aims of the post-2015 development agenda.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/04/making-literacy-everybodys-business.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/04/making-literacy-everybodys-business.html</guid>
<pubDate>Thu, 14 Apr 2016 14:11:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Chile: better skills for inclusive growth
]]></title>
<description><![CDATA[Improving education and skills is the linchpin to reduce income inequality and boost productivity growth. This paper argues that to improve, and make better use of, the skills of the labour force, Chile could gain a lot from a comprehensive and consistent Skills Strategy along three pillars: developing, activating and using skills effectively.]]></description>
<link>http://www.oecd-ilibrary.org/economics/chile-better-skills-for-inclusive-growth_5jm0xdwm456l-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/chile-better-skills-for-inclusive-growth_5jm0xdwm456l-en</guid>
<pubDate>Tue, 12 Apr 2016 14:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Bringing all Chileans on board]]></title>
<description><![CDATA[The Chilean economy has had an extraordinary performance over the last decades with strong growth and declining poverty rates. This paper discusses how to achieve greater social inclusiveness against the background of weaker medium-term growth.]]></description>
<link>http://www.oecd-ilibrary.org/economics/bringing-all-chileans-on-board_5jm0xdx0b06g-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/bringing-all-chileans-on-board_5jm0xdx0b06g-en</guid>
<pubDate>Tue, 12 Apr 2016 14:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving the pension system and the welfare of retirees in Israel]]></title>
<description><![CDATA[Israel is a young country with still dynamic population growth, but it is already beginning to face the consequences of population ageing.]]></description>
<link>http://www.oecd-ilibrary.org/economics/improving-the-pension-system-and-the-welfare-of-retirees-in-israel_5jm0xf1fsqvf-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/improving-the-pension-system-and-the-welfare-of-retirees-in-israel_5jm0xf1fsqvf-en</guid>
<pubDate>Tue, 12 Apr 2016 13:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Addressing the challenges in higher education in Norway]]></title>
<description><![CDATA[Norway’s predominately public and tuition-fee free tertiary education system encourages participation and has high attainment rates. However, challenges in spending efficiency, study times, skills demand, inclusiveness and quality remain. ]]></description>
<link>http://www.oecd-ilibrary.org/economics/addressing-the-challenges-in-higher-education-in-norway_5jm0xf28vw8s-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/addressing-the-challenges-in-higher-education-in-norway_5jm0xf28vw8s-en</guid>
<pubDate>Tue, 12 Apr 2016 11:19:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How far from the tree does the leaf fall? (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Equality of opportunity is a lofty ideal, but some societies get closer to achieving it than others.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/04/how-far-from-tree-does-leaf-fall.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/04/how-far-from-tree-does-leaf-fall.html</guid>
<pubDate>Tue, 05 Apr 2016 15:16:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Ireland…trading in the global talent pool]]></title>
<description><![CDATA[The data presented in the latest OECD Economic Survey of Ireland suggest that rather than "brain drain" Ireland exhibits "brains exchange", a large proportion of emigrants and immigrants are well qualified.]]></description>
<link>https://oecdecoscope.wordpress.com/2016/04/05/irelandtrading-in-the-global-talent-pool/</link>
<guid isPermaLink="true">https://oecdecoscope.wordpress.com/2016/04/05/irelandtrading-in-the-global-talent-pool/</guid>
<pubDate>Tue, 05 Apr 2016 11:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 61 - Is memorisation a good strategy for learning mathematics?]]></title>
<description><![CDATA[Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds in some of the English-speaking countries to whom they are often compared.
]]></description>
<link>http://dx.doi.org/10.1787/5jm29kw38mlq-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm29kw38mlq-en</guid>
<pubDate>Fri, 18 Mar 2016 12:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Learning by heart may not be best for your mind (OECD Education&Skills Today Blog) ]]></title>
<description><![CDATA[Students who avoid making an effort to understand mathematics concepts may succeed in some school environments; but a lack of deep, critical and creative thinking may seriously penalise these students later in life when confronted with real, complex problems.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/03/learning-by-heart-may-not-be-best-for.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/03/learning-by-heart-may-not-be-best-for.html
</guid>
<pubDate>Fri, 18 Mar 2016 11:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - March 2016]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills
]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Mon, 14 Mar 2016 23:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 39 - The internationalisation of doctoral and master's studies]]></title>
<description><![CDATA[One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level. ]]></description>
<link>http://dx.doi.org/10.1787/5jm2f77d5wkg-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm2f77d5wkg-en</guid>
<pubDate>Wed, 09 Mar 2016 13:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Is international academic migration stimulating scientific research and innovation? (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Today, around 5 million students study and do research in a country other than their own, attracted by the quality of overseas universities and willing to complement their education portfolio with international experience.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/03/is-international-academic-migration_9.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/03/is-international-academic-migration_9.html</guid>
<pubDate>Wed, 09 Mar 2016 13:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The drivers of public health spending: integrating policies and institutions]]></title>
<description><![CDATA[This paper investigates the impact of policies and institutions on health expenditures for a large panel of OECD countries for the period 2000-10.]]></description>
<link>http://dx.doi.org/10.1787/5jm2f76rnhkj-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm2f76rnhkj-en</guid>
<pubDate>Wed, 09 Mar 2016 10:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar -  Teaching Excellence through Professional Learning and Policy Reform - Lessons from around the World (March 2, 2016) ]]></title>
<description><![CDATA[If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force.]]></description>
<link>https://youtu.be/7defPG1uOwA</link>
<guid isPermaLink="true">https://youtu.be/7defPG1uOwA</guid>
<pubDate>Mon, 07 Mar 2016 13:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[We can do better on educational reform (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[A generation ago, teachers could expect that what they taught would equip their students with the skills needed for the rest of their lives.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/03/we-can-do-better-on-educational-reform.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/03/we-can-do-better-on-educational-reform.html</guid>
<pubDate>Thu, 03 Mar 2016 10:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Long-term wellbeing of European societies is at stake (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Children and young people are among the biggest losers in the European economic and debt crisis.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/02/long-term-wellbeing-of-european.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/02/long-term-wellbeing-of-european.html</guid>
<pubDate>Thu, 25 Feb 2016 13:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Further education reforms needed to improve performance and equity in Slovak Republic]]></title>
<description><![CDATA[The Slovak Republic has undertaken a series of reforms to improve its education system, and the country now needs to use resources more efficiently and improve equity and inclusion in schools, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/further-education-reforms-needed-to-improve-performance-and-equity-in-slovak-republic.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/further-education-reforms-needed-to-improve-performance-and-equity-in-slovak-republic.htm</guid>
<pubDate>Fri, 19 Feb 2016 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Raising public spending efficiency in Switzerland
]]></title>
<description><![CDATA[Despite having low government spending, Switzerland scores highly in various public policy outcomes, including health, education and transportation. But, as the population grows and ages, efficiency of public spending will have to rise to maintain low tax rates.]]></description>
<link>http://dx.doi.org/10.1787/5jm3rxpwrgjf-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm3rxpwrgjf-en</guid>
<pubDate>Fri, 19 Feb 2016 09:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How much time is spent on maths and science in primary education? (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Primary school is a fundamental stage in children’s education. Yet it is often neglected in education research and policy debates, somehow squeezed between the seemingly more important stages of early childhood education and secondary education.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/02/how-much-time-is-spent-on-maths-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/02/how-much-time-is-spent-on-maths-and.html</guid>
<pubDate>Tue, 16 Feb 2016 11:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 38 - How is learning time organised in primary and secondary education?]]></title>
<description><![CDATA[The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan. 
]]></description>
<link>http://dx.doi.org/10.1787/5jm3tqsm1kq5-en </link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm3tqsm1kq5-en </guid>
<pubDate>Tue, 16 Feb 2016 11:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why teacher professionalism matters (OECD Education&Skills Today Blog) ]]></title>
<description><![CDATA[Teacher professionalism is about a teacher’s knowledge, their autonomy and their membership of peer networks. These are the key elements that lead to more effective teaching.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/02/why-teacher-professionalism-matters.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/02/why-teacher-professionalism-matters.html</guid>
<pubDate>Fri, 12 Feb 2016 12:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 60: Who are the low-performing students?]]></title>
<description><![CDATA[No country or economy participating in PISA 2012 can claim that all of its 15-year-old students  have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students  score below the baseline level of proficiency in at least one of those subjects, on average across  OECD countries
]]></description>
<link>http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n60-(eng)-final.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n60-(eng)-final.pdf</guid>
<pubDate>Wed, 10 Feb 2016 10:13:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are we failing our failing students? (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[A new PISA report, Low-Performing Students: Why They Fall Behind and How to Help Them Succeed, offers an in-depth analysis of low performance at school and recommends ways to tackle the problem. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/02/are-we-failing-our-failing-students.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/02/are-we-failing-our-failing-students.html</guid>
<pubDate>Wed, 10 Feb 2016 10:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[On target for 21st-century learning? The answers (and questions) are now on line. (OECD Education&Skills Today Blog) ]]></title>
<description><![CDATA[School leaders are calling the PISA-based Test for Schools one of the better indicators out there of how well students are prepared for 21st century learning.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/02/on-target-for-21st-century-learning.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/02/on-target-for-21st-century-learning.html</guid>
<pubDate>Mon, 08 Feb 2016 19:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Helping the weakest students essential for society and the economy, says OECD]]></title>
<description><![CDATA[Most countries have made little progress helping their weakest students improve their performance in reading, mathematics and science over the past decade. This means too many young people are still leaving school without the basic skills needed in today’s society and workplace, hurting their futures and long-term economic growth, according to a new OECD report.
]]></description>
<link>http://www.oecd.org/education/helping-the-weakest-students-essential-for-society-and-the-economy-says-oecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/helping-the-weakest-students-essential-for-society-and-the-economy-says-oecd.htm</guid>
<pubDate>Fri, 05 Feb 2016 14:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar - Low-performing Students: Why they Fall Behind and How to Help them Succeed (February 10, 2016) with Andreas Schleicher, Director for Education and Skills, OECD, and Daniel Salinas, Analyst, OECD.]]></title>
<description><![CDATA[Archived webinar - Low-performing Students: Why they Fall Behind and How to Help them Succeed (February 10, 2016) with Andreas Schleicher, Director for Education and Skills, OECD, and Daniel Salinas, Analyst, OECD.]]></description>
<link>https://www.youtube.com/watch?v=mzHLizE9Iko&amp;feature=youtu.be</link>
<guid isPermaLink="true">https://www.youtube.com/watch?v=mzHLizE9Iko&amp;feature=youtu.be</guid>
<pubDate>Tue, 02 Feb 2016 18:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived Webinar - Supporting Teacher Professionalism. (Friday, 12 February 2016, 10:00 a.m. – 12:00 p.m.)]]></title>
<description><![CDATA[Archived Webinar - Friday, 12 February 2016, 10:00 a.m. – 12:00 p.m. (ET)  - The Alliance for Excellent Education and the National Commission on Teaching and America’s Future (NCTAF) joined forces with the Organisation for Economic Co-operation and Development (OECD) to host a joint U.S. release of the OECD’s new report Supporting Teacher Professionalism.]]></description>
<link>http://all4ed.org/webinar-event/feb-12-2015/</link>
<guid isPermaLink="true">http://all4ed.org/webinar-event/feb-12-2015/</guid>
<pubDate>Tue, 02 Feb 2016 18:55:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why do we bother with qualifications?  (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.]]></description>
<link>http://oecdeducationtoday.blogspot.com/2016/01/why-do-we-bother-with-qualifications.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2016/01/why-do-we-bother-with-qualifications.html</guid>
<pubDate>Thu, 28 Jan 2016 14:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Building Skills for All - A Review of England ]]></title>
<description><![CDATA[There are an estimated 9 million working aged adults in England (more than a quarter of adults aged 16-65) with low literacy or numeracy skills or both. This reflects England’s overall performance in the Survey of Adult Skills - around average for literacy, but well below average for numeracy relative to other OECD countries in the Survey (OECD, 2013).]]></description>
<link>http://www.oecd.org/education/building-skills-for-all-review-of-england.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/building-skills-for-all-review-of-england.pdf</guid>
<pubDate>Thu, 28 Jan 2016 14:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Joining the battle against extremism (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Whoever has a hammer sees every problem as a nail. Those in the security business tend to see the answer to radicalism and terrorism in military might, and those in the financial business in cutting flows of money.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/01/joining-battle-against-extremism.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/01/joining-battle-against-extremism.html</guid>
<pubDate>Fri, 22 Jan 2016 11:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[21st Century Children (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[What is the nature of modern childhood? Released today, the book Trends Shaping Education 2016 looks at major social, demographic, economic and technological trends affecting the future of education]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/01/21st-century-children.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/01/21st-century-children.html</guid>
<pubDate>Mon, 18 Jan 2016 10:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Can students be overconnected? (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Most 15-year-olds in OECD countries spend at least some time each day wandering through cyberspace as part of their media diet.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/01/can-students-be-overconnected.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/01/can-students-be-overconnected.html</guid>
<pubDate>Tue, 12 Jan 2016 11:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 59 - Does it matter how much time students spend on line outside of school?]]></title>
<description><![CDATA[In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of students doing one of these every day or almost every day.]]></description>
<link>http://dx.doi.org/10.1787/5jm5fb7cq0zp-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm5fb7cq0zp-en</guid>
<pubDate>Tue, 12 Jan 2016 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Is the gender gap in higher education widening? (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[One of the most remarkable consequences of the expansion of education in OECD countries over the past decades is the reversal of the gender gap in education. From outright exclusion and discrimination in educational institutions less than a century ago, girls and young women have conquered schools and colleges.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/01/is-gender-gap-in-higher-education.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/01/is-gender-gap-in-higher-education.html</guid>
<pubDate>Mon, 11 Jan 2016 14:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 37 - Who are the bachelor’s and master’s graduates?]]></title>
<description><![CDATA[Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the graduates at the bachelor’s and master’s level, they are still strikingly under-represented in the fields of sciences and engineering. ]]></description>
<link>http://dx.doi.org/10.1787/5jm5hl10rbtj-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jm5hl10rbtj-en</guid>
<pubDate>Fri, 08 Jan 2016 14:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The trends shaping the future of education (OECD Education&Skills Today Blog) ]]></title>
<description><![CDATA[The OECD's work on Trends Shaping Education looks at major social, demographic, economic and technological trends affecting the future of education. The newest edition of the publication will be released on 18 January.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2016/01/the-trends-shaping-future-of-education.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2016/01/the-trends-shaping-future-of-education.html</guid>
<pubDate>Wed, 06 Jan 2016 18:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Building Skills For All: A Review of Finland Policy Insights on Literacy, Numeracy and Digital Skills from the Survey of Adult Skills]]></title>
<description><![CDATA[In Finland, the numeracy and literacy skills of adults are among the highest in the countries measured through the OECD’s 2012 Survey of Adult Skills. The Survey assessed the skills of adults in literacy, numeracy and problem solving in technology-rich environments in 24 countries and sub-national regions in the first round of the Survey.
]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/Building-Skills-For-All-A-Review-of-Finland.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/Building-Skills-For-All-A-Review-of-Finland.pdf</guid>
<pubDate>Fri, 18 Dec 2015 14:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Archived webinar December 17 2015 - Immigrant Students at School: Easing the Journey towards Integration presented by Presented by Andreas Schleicher, Director for the Directorate of Education and Skills, OECD]]></title>
<description><![CDATA[Archived webinar December 17 2015 - Immigrant Students at School: Easing the Journey towards Integration presented by Presented by Andreas Schleicher, Director for the Directorate of Education and Skills, OECD]]></description>
<link>https://youtu.be/ShzgcQSgI4o</link>
<guid isPermaLink="true">https://youtu.be/ShzgcQSgI4o</guid>
<pubDate>Fri, 18 Dec 2015 12:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Backpacks and belonging: What school can mean to immigrant students  (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/12/backpacks-and-belonging-what-school-can.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/12/backpacks-and-belonging-what-school-can.html</guid>
<pubDate>Thu, 17 Dec 2015 11:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Who are the top 1% earners in Europe?]]></title>
<description><![CDATA[This is the first paper that comprehensively documents the profiles of the 1% highest paid employees across 18 European countries. The data come from the largest harmonised source available, an employer-based survey that covers the labour income of 10 million employees, excluding the self-employed. ]]></description>
<link>http://dx.doi.org/10.1787/5jrp1g39gkzw-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrp1g39gkzw-en</guid>
<pubDate>Wed, 16 Dec 2015 15:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving Schools in Scotland: An OECD Perspective]]></title>
<description><![CDATA[This report examines the ongoing development of education policy, practice and leadership in Scotland, by providing an independent review of the direction of the Curriculum for Excellence (CfE) and emerging impacts seen in quality and equity in Scottish schooling.]]></description>
<link>http://www.oecd.org/education/improving-schools-in-scotland.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/improving-schools-in-scotland.htm</guid>
<pubDate>Tue, 15 Dec 2015 14:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - December 2015]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Fri, 11 Dec 2015 13:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 58 - Who wants to become a teacher? ]]></title>
<description><![CDATA[Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work as teachers have poorer mathematics and reading skills than other ambitious students who expect to work as professionals but not as teachers.]]></description>
<link>http://dx.doi.org/10.1787/5jrp3qdk2fzp-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrp3qdk2fzp-en</guid>
<pubDate>Thu, 10 Dec 2015 10:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What students don’t want to be when they grow up (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Who wants to be a teacher? As this month’s PISA in Focus shows, in many countries the teaching profession is having a hard time making itself an attractive career choice – particularly among boys and among the highest-performing students.]]></description>
<link>http://oecdeducationtoday.blogspot.com/2015/12/what-students-dont-want-to-be-when-they.html </link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2015/12/what-students-dont-want-to-be-when-they.html </guid>
<pubDate>Thu, 10 Dec 2015 10:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Towards more gender equality in Austria]]></title>
<description><![CDATA[Gender mainstreaming with the aim of more gender equality ranks high on the agenda of Austrian policy makers. ]]></description>
<link>http://dx.doi.org/10.1787/5jrp2s4pfbnp-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrp2s4pfbnp-en</guid>
<pubDate>Wed, 09 Dec 2015 17:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Austria's separate gender roles model was popular in the past, but is becoming a constraint for comprehensive wellbeing ]]></title>
<description><![CDATA[Austria has a model of "separate gender roles" in work, family and life arrangements which persists despite efforts to better balance these roles. ]]></description>
<link>http://dx.doi.org/10.1787/5jrp2s53tglp-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrp2s53tglp-en</guid>
<pubDate>Wed, 09 Dec 2015 17:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Searching for the inclusive growth tax grail: the distributional impact of growth enhancing tax reform in Ireland
]]></title>
<description><![CDATA[TThe economic literature suggests that a revenue-neutral shift of tax revenues from income taxes to property taxes would increase GDP per capita in the medium term. This paper analyses for Ireland the consequences of such a shift in the tax mix.]]></description>
<link>http://dx.doi.org/10.1787/5jrqc6vk3n30-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrqc6vk3n30-en</guid>
<pubDate>Thu, 03 Dec 2015 14:13:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Taxes, income and economic mobility in Ireland: new evidence from tax records data]]></title>
<description><![CDATA[This paper analyses income inequality in Ireland using a new panel dataset based on the administrative tax records of the Revenue Commissioners for Ireland.]]></description>
<link>http://dx.doi.org/10.1787/5jrqc6zlgq31-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrqc6zlgq31-en</guid>
<pubDate>Thu, 03 Dec 2015 12:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Opening up to Open Educational Resources (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Technology has indeed entered the classroom; but it has not yet changed the ways we teach and learn to the same extent that it has transformed our way of communicating in the outside world.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/12/opening-up-to-open-educational-resources.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/12/opening-up-to-open-educational-resources.html</guid>
<pubDate>Tue, 01 Dec 2015 18:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The challenges of widening participation in PISA (OECD Education&Skills Today Blog) ]]></title>
<description><![CDATA[Since 2000, the OECD Programme for International Student Assessment (PISA) has been measuring the skills and knowledge of 15-year-old students in over 70 countries.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/11/the-challenges-of-widening.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/11/the-challenges-of-widening.html</guid>
<pubDate>Fri, 27 Nov 2015 12:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A Skills Beyond School Commentary on Canada]]></title>
<description><![CDATA[This commentary is one of a series of country reports on postsecondary vocational education and training (VET) in OECD countries, prepared as part of an OECD study. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis.]]></description>
<link>http://www.oecd.org/education/a-skills-beyond-school-commentary-on-canada.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/a-skills-beyond-school-commentary-on-canada.pdf</guid>
<pubDate>Fri, 27 Nov 2015 10:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How can we compare education systems that are so different? (OECD Education&Skills Today Blog)]]></title>
<description><![CDATA[Education systems are not static; they change. There have been some important changes at both ends of the education ladder recently: in early childhood or “pre-primary” education, at one end, and in tertiary or higher education at the other. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/11/how-can-we-compare-education-systems.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/11/how-can-we-compare-education-systems.html</guid>
<pubDate>Thu, 26 Nov 2015 13:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reducing inequalities and financing education remain key challenges]]></title>
<description><![CDATA[Governments need to tackle persistent inequalities in education and focus on improving efficiencies in their education systems in order to ensure that every child, whatever their background, can realise their full potential and benefit from a good education, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/reducing-inequalities-and-financing-education-remain-key-challenges.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/reducing-inequalities-and-financing-education-remain-key-challenges.htm</guid>
<pubDate>Tue, 24 Nov 2015 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 57 - Can schools help to integrate immigrants?]]></title>
<description><![CDATA[Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools. ]]></description>
<link>http://dx.doi.org/10.1787/5jrqj7vk0jhk-en
</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrqj7vk0jhk-en
</guid>
<pubDate>Tue, 17 Nov 2015 14:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Now more than ever (OECD Education Today Blog) ]]></title>
<description><![CDATA[It is difficult for us here in Paris to think about much else beside the innocents who lost their lives last week during the senseless, brutal attack that shook our city. Our thoughts are with their families and loved ones; our spirit remains firmly fixed on the values we cherish: liberté, égalité, fraternité.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/11/now-more-than-ever.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/11/now-more-than-ever.html</guid>
<pubDate>Tue, 17 Nov 2015 14:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Helping immigrant students to succeed at school – and beyond]]></title>
<description><![CDATA[This document reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – while settling into their new communities and new schools. It also presents some of the policies governments can implement to help immigrant students integrate into their host societies.]]></description>
<link>http://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf</guid>
<pubDate>Tue, 17 Nov 2015 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market reform for more and better quality jobs in Italy]]></title>
<description><![CDATA[A well-functioning labour market is indispensable to promote job creation, increase living standards, and develop a cohesive society. In Italy, the various deficiencies of the labour market have resulted in high unemployment, low labour force participation and job-skill mismatch.]]></description>
<link>http://www.oecd-ilibrary.org/economics/labour-market-reform-for-more-and-better-quality-jobs-in-italy_5jrqhrw7rfzq-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/labour-market-reform-for-more-and-better-quality-jobs-in-italy_5jrqhrw7rfzq-en</guid>
<pubDate>Tue, 17 Nov 2015 10:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Korea’s future prosperity depends on skills (OECD Education Today Blog)]]></title>
<description><![CDATA[The Korean economy has seen significant growth in the past decades. However, much of the economic growth has been supported by intensive labour resource utilisation. Korean workers work the second longest hours among OECD countries. This is not sustainable in the long-term because Korea’s working age population is projected to decline from 2017 onwards.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/11/koreas-future-prosperity-depends-on.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/11/koreas-future-prosperity-depends-on.html</guid>
<pubDate>Thu, 05 Nov 2015 10:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Knowledge is power: ensuring quality early childhood education and care provision (OECD Education Today Blog)]]></title>
<description><![CDATA[The latest report in the OECD’s Starting Strong series reviews the monitoring systems of 24 jurisdictions and reveals that monitoring does not merely encompass regulatory compliance but is moving towards better understanding what is happening inside an ECEC setting and how a child develops in several areas.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/10/knowledge-is-power-ensuring-quality.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/10/knowledge-is-power-ensuring-quality.html</guid>
<pubDate>Tue, 27 Oct 2015 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The innovation imperative and the design of learning systems (OECD Education Today Blog) ]]></title>
<description><![CDATA[Education has become increasingly important worldwide, including politically. Probably the key driver for this is economic – the fundamental role of knowledge and skills in underpinning and maintaining prosperity. ]]></description>
<link>http://oecdeducationtoday.blogspot.com/2015/10/the-innovation-imperative-and-design-of.html </link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2015/10/the-innovation-imperative-and-design-of.html </guid>
<pubDate>Thu, 22 Oct 2015 11:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 56 - How confident are students in their ability to solve mathematics problems?]]></title>
<description><![CDATA[On average across OECD countries, students’ belief that they can solve mathematics problems (mathematics self-efficacy) is associated with a difference of 49 score points in mathematics – the equivalent of one year of school.]]></description>
<link>http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n56-(eng)-final.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n56-(eng)-final.pdf</guid>
<pubDate>Tue, 13 Oct 2015 18:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[It’s a matter of self-confidence (OECD Education Today Blog)]]></title>
<description><![CDATA[A sense of self-efficacy is essential if students are to fulfil their potential. Yet too many students, particularly disadvantaged students, do not have confidence in their ability to tackle mathematics tasks.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/10/its-matter-of-self-confidence.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/10/its-matter-of-self-confidence.html</guid>
<pubDate>Tue, 13 Oct 2015 18:32:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Does social background thwart aspirations for higher education? (OECD Education Today Blog) ]]></title>
<description><![CDATA[Since the mid-1900s, the expansion of higher education systems has opened up opportunities for many students other than those from the elites. Higher education became the main route towards upward social mobility. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/10/does-social-background-thwart.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/10/does-social-background-thwart.html</guid>
<pubDate>Wed, 07 Oct 2015 14:11:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 35 - How do differences in social and cultural background influence access to higher education and the completion of studies?]]></title>
<description><![CDATA[Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education.]]></description>
<link>http://www.oecd-ilibrary.org/education/how-do-differences-in-social-and-cultural-background-influence-access-to-higher-education-and-the-completion-of-studies_5jrs703c47s1-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/how-do-differences-in-social-and-cultural-background-influence-access-to-higher-education-and-the-completion-of-studies_5jrs703c47s1-en</guid>
<pubDate>Wed, 07 Oct 2015 13:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are the world’s schools making inequality worse?  (OECD Education Today Blog)]]></title>
<description><![CDATA[The answer appears to be yes. Schooling plays a surprisingly large role in short-changing the most economically disadvantaged students of critical math skills, according to a study published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/09/are-worlds-schools-making-inequality.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/09/are-worlds-schools-making-inequality.html</guid>
<pubDate>Wed, 30 Sep 2015 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Spain’s future prosperity depends on skills (OECD Education Today Blog) ]]></title>
<description><![CDATA[Spain is emerging from a challenging period. The good news is that the economy has returned to moderate growth and unemployment rates are falling. Yet Spain’s progress along the path to inclusive growth may well falter if steps are not taken today to boost skills outcomes.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/09/spains-future-prosperity-depends-on.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/09/spains-future-prosperity-depends-on.html</guid>
<pubDate>Tue, 22 Sep 2015 14:54:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter  - September 2015]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/
</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/
</guid>
<pubDate>Mon, 21 Sep 2015 14:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Classroom practices and teachers’ beliefs about teaching (OECD Education Today Blog)]]></title>
<description><![CDATA[Every September, classrooms in the Northern hemisphere reopen to students and teachers for a new school year. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/09/classroom-practices-and-teachers.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/09/classroom-practices-and-teachers.html</guid>
<pubDate>Thu, 17 Sep 2015 18:36:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No 13 - Teaching beliefs and practice]]></title>
<description><![CDATA[Every September, classrooms in the Northern hemisphere reopen to students and teachers for a new school year. What can students expect from their teachers this year? The new Teaching in Focus brief: Teaching beliefs and practice  sheds light on some of the most common teaching practices and what teachers in Teaching and Learning International Survey (TALIS) believe is the nature of teaching and learning.]]></description>
<link>http://dx.doi.org/10.1787/5jrtkpwtklnx-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrtkpwtklnx-en</guid>
<pubDate>Thu, 17 Sep 2015 13:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 55 - Who are the best online readers?]]></title>
<description><![CDATA[The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China.
]]></description>
<link>http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n55-(eng)-final.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n55-(eng)-final.pdf</guid>
<pubDate>Tue, 15 Sep 2015 12:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Students, computers and learning: Where’s the connection? (OECD Education Today Blog) ]]></title>
<description><![CDATA[Totally wired. That’s our image of most 15-year-olds and the world they inhabit. But a new, ground-breaking report on students’ digital skills and the learning environments designed to develop those skills, paints a very different picture.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/09/students-computers-and-learning-wheres.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/09/students-computers-and-learning-wheres.html</guid>
<pubDate>Tue, 15 Sep 2015 11:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Gender equality and economic growth in India: a quantitative framework]]></title>
<description><![CDATA[This paper studies how public policies, including pro-women interventions, can raise female labour force participation and promote economic growth in India.]]></description>
<link>http://dx.doi.org/10.1787/5jrtpbnt7zf4-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrtpbnt7zf4-en</guid>
<pubDate>Tue, 15 Sep 2015 10:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Achieving fiscal consolidation while promoting social cohesion in Japan]]></title>
<description><![CDATA[With gross government debt of 226% of GDP, Japan’s fiscal situation is in uncharted territory and puts the economy at risk. Japan needs a detailed and credible fiscal consolidation plan, including specific revenue increases and measures to control spending to restore its fiscal sustainability.]]></description>
<link>http://dx.doi.org/10.1787/5jrtpbs9fg0v-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrtpbs9fg0v-en</guid>
<pubDate>Tue, 15 Sep 2015 10:21:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Innovation and education reforms critical to diversifying Chile’s economy - OECD]]></title>
<description><![CDATA[The end of the mining boom has highlighted the urgent need for Chile to diversify its economy away from commodity-intensive sectors, according to a new OECD report presented by Secretary-General Angel Gurría today.]]></description>
<link>http://www.oecd.org/education/innovation-and-education-reforms-critical-to-diversifying-chiles-economy.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/innovation-and-education-reforms-critical-to-diversifying-chiles-economy.htm</guid>
<pubDate>Mon, 14 Sep 2015 14:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Back – and looking ahead – to school (OECD Education Today Blog) ]]></title>
<description><![CDATA[It’s that time of year; and as sure as there are new pencil cases on desks, pristine notebooks in backpacks and fresh textbooks with nary a wrinkle up their spines, there’s a new batch of OECD reports ready to inform and challenge your thinking about education.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/09/back-and-looking-ahead-to-school.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/09/back-and-looking-ahead-to-school.html</guid>
<pubDate>Tue, 08 Sep 2015 13:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Vocational training and adult learning for better skills in France]]></title>
<description><![CDATA[France devotes a great deal of resources to vocational training for youths and especially adults, but the system is unduly complex and yields rather poor returns. The basic literacy and numeracy skills of many French adults remain weak in international comparison, with harmful effects on employment opportunities, wages and well-being.]]></description>
<link>http://dx.doi.org/10.1787/5jrw21kjthln-en </link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrw21kjthln-en </guid>
<pubDate>Wed, 02 Sep 2015 12:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A picture of working students in OECD countries]]></title>
<description><![CDATA[The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. As a result, many governments encourage learning on the job, particularly when it comes as part of certified programmes such as vocational education and training pathways (VET) or apprenticeships. ]]></description>
<link>https://oecdskillsandwork.wordpress.com/2015/09/02/a-picture-of-working-students-in-oecd-countries/</link>
<guid isPermaLink="true">https://oecdskillsandwork.wordpress.com/2015/09/02/a-picture-of-working-students-in-oecd-countries/</guid>
<pubDate>Wed, 02 Sep 2015 11:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reducing inequality and poverty in Portugal]]></title>
<description><![CDATA[Portugal has one of the most unequal income distributions in Europe and poverty levels are high. The economic crisis has halted a long-term gradual decline in both inequality and poverty and the number of poor households is rising, with children and youths being particularly affected. Unemployment is one of the principal reasons why household incomes declined.]]></description>
<link>http://dx.doi.org/10.1787/5jrw21ng3ts3-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrw21ng3ts3-en</guid>
<pubDate>Wed, 02 Sep 2015 11:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The OECD-Singapore Conference on Higher Education Futures (Singapore, October 14-15 2015)]]></title>
<description><![CDATA[The OECD-Singapore Conference on Higher Education Futures will explore forward-looking themes in the global higher education landscape. The Conference will bring together some 500 participants from over 40 countries, representing senior government officials, higher education administrators, academics and practitioners, for an engaging exchange of ideas and best practices. ]]></description>
<link>http://oecdconference.sg/</link>
<guid isPermaLink="true">http://oecdconference.sg/</guid>
<pubDate>Thu, 27 Aug 2015 13:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[(Learning) time is on their side (OECD Education Today Blog) ]]></title>
<description><![CDATA[Got a minute? How about 218 of them? That’s the average amount of time students in OECD countries spend in mathematics class each week (although to some, it feels like an eternity). Spare a thought, though, for students in Chile: they spend about twice that amount of time (400 minutes, or 6 hours and 40 minutes) each week in maths class. But who’s counting?]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/08/learning-time-is-on-their-side.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/08/learning-time-is-on-their-side.html</guid>
<pubDate>Tue, 25 Aug 2015 13:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 54 - Is spending more hours in class better for learning?]]></title>
<description><![CDATA[There is no real consensus on how much class time is enough when it comes to learning mathematics, science and reading. But educators and policy makers generally agree that while it’s important for students to spend considerable time in school lessons to acquire new skills, spending more hours and minutes in class is not enough to ensure that students succeed in school.
]]></description>
<link>http://dx.doi.org/10.1787/5jrw21j8drmv-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrw21j8drmv-en</guid>
<pubDate>Tue, 25 Aug 2015 09:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Denmark: Still worth getting to (OECD Education Today Blog)]]></title>
<description><![CDATA[An open, liberal economy combined with redistribution and social welfare: The Danish model has largely weathered the storm of the financial and euro crises. Yet, when looking at education and integration, not all is rosy in the Kingdom of Denmark.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/08/denmark-still-worth-getting-to_21.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/08/denmark-still-worth-getting-to_21.html
</guid>
<pubDate>Fri, 21 Aug 2015 11:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Too small to “productively” use skills at work? ]]></title>
<description><![CDATA[Human capital is key for economic growth. Not only is it linked to aggregate economic performance but also to each individual’s labour market outcomes. However, a skilled population is not enough to achieve high and inclusive growth, as skills need to be put into productive use at work.]]></description>
<link>https://oecdskillsandwork.wordpress.com/2015/08/17/too-small-to-productively-use-skills-at-work/</link>
<guid isPermaLink="true">https://oecdskillsandwork.wordpress.com/2015/08/17/too-small-to-productively-use-skills-at-work/</guid>
<pubDate>Wed, 19 Aug 2015 14:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 34 - What are the advantages today of having an upper secondary qualification?]]></title>
<description><![CDATA[In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the pursuit of further education.
]]></description>
<link>http://dx.doi.org/10.1787/5jrw5p4jn426-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrw5p4jn426-en</guid>
<pubDate>Thu, 13 Aug 2015 12:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What are the risks of missing out on upper secondary education? (OECD Education Today Blog)]]></title>
<description><![CDATA[In just a couple of decades, upper secondary schooling has been transformed from a vehicle towards upward social mobility into a minimum requirement for life in modern societies.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/08/what-are-risks-of-missing-out-on-upper.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/08/what-are-risks-of-missing-out-on-upper.html</guid>
<pubDate>Thu, 13 Aug 2015 11:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Non-standard contracts, flexibility and employment adjustment: empirical evidence from Russian establishment data]]></title>
<description><![CDATA[This paper examines the use of two forms of non-standard work contracts in Russia with data from an enterprise survey for the years 2009 to 2011. Non-standard work contracts are less costly and more flexible for employers. Internal adjustment in form of wage cuts or unpaid leave is not covered by the Labour Code and earlier practices to impose such measures are less tolerated. ]]></description>
<link>http://dx.doi.org/10.1787/5jrw7j0mdlnt-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrw7j0mdlnt-en</guid>
<pubDate>Tue, 11 Aug 2015 12:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What do youth think? (OECD Education Today Blog) ]]></title>
<description><![CDATA[Interview with Allan Päll - Secretary General of the European Youth Forum]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/08/what-do-youth-think.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/08/what-do-youth-think.html</guid>
<pubDate>Tue, 04 Aug 2015 18:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Future Shock (OECD Education Today Blog) ]]></title>
<description><![CDATA[Education occurs in many forms; it’s not the same as schooling. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/07/future-shock.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/07/future-shock.html
</guid>
<pubDate>Wed, 29 Jul 2015 16:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Tax literacy for school children and university students is key for fostering a culture of tax compliance]]></title>
<description><![CDATA[Taxpayer education is the bridge linking tax administration and citizens and a key tool to transform tax culture. Covering innovative strategies in 28 countries, this publication offers ideas and inspiration for taxpayer education, literacy and outreach. The presentation ceremony, which took place in Bolivia, was attended by representatives of EuropeAid, EUROsociAL, Bolivia's National Tax Service and the OECD.]]></description>
<link>http://www.oecd.org/ctp/tax-global/building-tax-culture-compliance-and-citizenship-9789264205154-en.htm</link>
<guid isPermaLink="true">http://www.oecd.org/ctp/tax-global/building-tax-culture-compliance-and-citizenship-9789264205154-en.htm</guid>
<pubDate>Tue, 28 Jul 2015 16:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Breaking down the silo: connecting education to world trends (OECD Education Today Blog) ]]></title>
<description><![CDATA[Did you ever wonder if education has a role to play in stemming the obesity epidemic sweeping across all OECD countries? Or what the impact of increasing urbanisation might be on our schools, families, and communities? ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/07/breaking-down-silo-connecting-education.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/07/breaking-down-silo-connecting-education.html</guid>
<pubDate>Tue, 21 Jul 2015 11:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How to help adult learners learn the basics (OECD Education Today Blog)]]></title>
<description><![CDATA[Research shows that programmes to improve adults’ basic skills need to use awareness-raising measures (like the adult education weeks promoted in Denmark and Finland) and national campaigns (as conducted in France and Luxembourg) to encourage interested, but reluctant adults to participate. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/07/how-to-help-adult-learners-learn-basics.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/07/how-to-help-adult-learners-learn-basics.html</guid>
<pubDate>Thu, 16 Jul 2015 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Early childhood education and care pedagogy review: England]]></title>
<description><![CDATA[This review describes variations in, and evidence for, pedagogical approaches in formal early childhood education and care (ECEC) settings; how pedagogy is monitored; and which policies affect pedagogical practice. Its specific focus is on comparisons of England (United Kingdom) with Japan, France, Germany, Denmark and New Zealand.
]]></description>
<link>http://www.oecd.org/education/early-childhood-education-and-care-pedagogy-review-england.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/early-childhood-education-and-care-pedagogy-review-england.pdf</guid>
<pubDate>Thu, 16 Jul 2015 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teachers in the digital world (OECD Education Today Blog) ]]></title>
<description><![CDATA[The use of ICT for students’ projects or class work is an active teaching practice that promotes skills for students’ lifelong success.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/07/teachers-in-digital-world.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/07/teachers-in-digital-world.html</guid>
<pubDate>Wed, 15 Jul 2015 16:15:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No 12 - Teaching with technology]]></title>
<description><![CDATA[Information and communication technology (ICT) use has been identified as one of the more active teaching practices, which promote skills students need for success. And yet, less than 40% of teachers across Teaching and Learning International Survey (TALIS) countries report using ICT as a regular part of their teaching practice. ]]></description>
<link>http://dx.doi.org/10.1787/5jrxnhpp6p8v-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrxnhpp6p8v-en</guid>
<pubDate>Wed, 15 Jul 2015 09:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 53 - Can the performance gap between immigrant and non-immigrant students be closed?]]></title>
<description><![CDATA[The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average, between 2003 and 2012.]]></description>
<link>http://dx.doi.org/10.1787/5jrxqs8mv327-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrxqs8mv327-en</guid>
<pubDate>Thu, 09 Jul 2015 11:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Easing the learning journey for immigrant students (OECD Education Today Blog) ]]></title>
<description><![CDATA[Between 2003 and 2012, the percentage of students who were raised in immigrant families grew by around 3 percentage points across OECD countries. At the same time, as this month’s PISA in Focus notes, migration policies in some countries became increasingly selective while education outcomes in many countries of origin improved considerably.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/07/easing-learning-journey-for-immigrant.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/07/easing-learning-journey-for-immigrant.html</guid>
<pubDate>Thu, 09 Jul 2015 11:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No.33 - Focus on vocational education and training (VET) programmes]]></title>
<description><![CDATA[In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities. 
 ]]></description>
<link>http://dx.doi.org/10.1787/5jrxtk4cg7wg-en </link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jrxtk4cg7wg-en </guid>
<pubDate>Fri, 03 Jul 2015 11:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are vocational programmes preparing school leavers for a risky job market? (OECD Education Today Blog)]]></title>
<description><![CDATA[One of the most dramatic consequences of the economic crisis has been the soaring levels of youth unemployment in several OECD countries; and the hesitant recovery of the past years was insufficient to improve the job prospects of young people. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/07/are-vocational-programmes-preparing.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/07/are-vocational-programmes-preparing.html</guid>
<pubDate>Fri, 03 Jul 2015 11:34:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What computer skills can do for you (OECD Education Today Blog) ]]></title>
<description><![CDATA[Information and communication technologies (ICT) permeate every aspect of our lives, from how we work, to how we “talk” with friends, to how we participate in political processes. But what are the returns to “digital skills” – the capacity to use digital devices and applications to access and manage information and solve problems – on the labour market? Do they help land a job or earn higher wages?
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/06/what-computer-skills-can-do-for-you.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/06/what-computer-skills-can-do-for-you.html</guid>
<pubDate>Tue, 23 Jun 2015 14:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Early Childhood Education and Care Policy Review - Norway ]]></title>
<description><![CDATA[Norway’s early childhood education and care (ECEC) system has experienced a strong expansion over the last decade. More children than ever are enrolled in its kindergartens.]]></description>
<link>http://www.oecd.org/education/Early-Childhood-Education-and-Care-Policy-Review-Norway.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Early-Childhood-Education-and-Care-Policy-Review-Norway.pdf</guid>
<pubDate>Thu, 18 Jun 2015 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are we getting returns on our investments in education? (OECD Education Today Blog) ]]></title>
<description><![CDATA[Countries and economies participating in PISA have invested substantial resources and used a wide variety of strategies during the past ten years to improve the quality of their schools. Have these efforts paid off?]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/06/are-we-getting-returns-on-our.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/06/are-we-getting-returns-on-our.html</guid>
<pubDate>Tue, 16 Jun 2015 14:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 52 - How have schools changed over the past decade?]]></title>
<description><![CDATA[The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries.]]></description>
<link>http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n52-(eng)-final.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n52-(eng)-final.pdf</guid>
<pubDate>Tue, 16 Jun 2015 11:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[It's a matter of trust (OECD Education Today Blog) ]]></title>
<description><![CDATA[Studies show that interpersonal trust is fundamental for promoting the resilience of our societies, but many individuals say that they have little trust in others.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/06/its-matter-of-trust.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/06/its-matter-of-trust.html</guid>
<pubDate>Wed, 10 Jun 2015 13:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No.32 - Are education and skills being distributed more inclusively?]]></title>
<description><![CDATA[Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another. 
]]></description>
<link>http://www.oecd-ilibrary.org/education/are-education-and-skills-being-distributed-more-inclusively_5js0bsgdtr28-en;jsessionid=40iklq2egui2i.x-oecd-live-02</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/are-education-and-skills-being-distributed-more-inclusively_5js0bsgdtr28-en;jsessionid=40iklq2egui2i.x-oecd-live-02</guid>
<pubDate>Fri, 05 Jun 2015 19:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - June 2015]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Fri, 05 Jun 2015 11:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[No one left behind? (OECD Education Today Blog)]]></title>
<description><![CDATA[When societies move forward, not everyone benefits in the same way or to the same extent. Some social groups change faster than others, while other groups risk falling behind. Change in education is no exception. In understanding social change it is critically important not only to look at the average change, but also to look at how change affects the entire population.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/06/no-one-left-behind.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/06/no-one-left-behind.html
</guid>
<pubDate>Fri, 05 Jun 2015 10:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Ministers reinforce importance of investment for strong, green and inclusive growth]]></title>
<description><![CDATA[The OECD’s Annual Meeting at Ministerial Level reinforced member governments’ support across a broad range of key OECD work. ]]></description>
<link>http://www.oecd.org/education/oecd-ministers-reinforce-importance-of-investment-for-strong-green-and-inclusive-growth.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecd-ministers-reinforce-importance-of-investment-for-strong-green-and-inclusive-growth.htm</guid>
<pubDate>Thu, 04 Jun 2015 13:24:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Lessons learned in Lyon (OECD Education Today Blog)]]></title>
<description><![CDATA[At the OECD, we tend to look at French education through the lens of statistics. These show one of the largest gaps between the learning outcomes of children from poor and wealthy families. And the opportunity gap keeps widening.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/06/lessons-learned-in-lyon.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/06/lessons-learned-in-lyon.html</guid>
<pubDate>Wed, 03 Jun 2015 19:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are schools ready to join the technological revolution? (OECD Education Today Blog)]]></title>
<description><![CDATA[When it comes to technology, education seems stuck in the age of chalkboards. But at an international conference on technology in education, held in Qingdao, China, last week, I got the feeling that educators and education ministers might finally be ready to join the technological revolution.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/05/are-schools-ready-to-join-technological.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/05/are-schools-ready-to-join-technological.html</guid>
<pubDate>Fri, 29 May 2015 19:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Skills and labour market performance in Sweden]]></title>
<description><![CDATA[Both educational attainment and skills, as measured in the OECD Survey of Adult Skills (PIAAC), are high in Sweden. They are not perfect substitutes, but both are to some degree necessary for successfully integrating in the Swedish labour market.]]></description>
<link>http://dx.doi.org/10.1787/5js0cqvnzx9v-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js0cqvnzx9v-en</guid>
<pubDate>Fri, 29 May 2015 15:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Skills and inclusive growth in Sweden]]></title>
<description><![CDATA[Educational outcomes could be improved through raising the attractiveness of the teacher profession, improving teacher education and increasing support for struggling students. A more flexible labour market would facilitate access to jobs for youth with low qualifications and immigrants.]]></description>
<link>http://dx.doi.org/10.1787/5js1gmp403q2-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1gmp403q2-en</guid>
<pubDate>Fri, 29 May 2015 14:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Incorporating anchored inflation expectations in the Phillips Curve and in the derivation of OECD measures of equilibrium unemployment]]></title>
<description><![CDATA[This paper compares two competing empirical specifications across all OECD economies, where competing specifications correspond to the 'former' and 'new' specification for deriving measures of the unemployment gap which underlie the OECD’s Economic Outlook projections.]]></description>
<link>http://dx.doi.org/10.1787/5js1gmq551wd-en
</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1gmq551wd-en
</guid>
<pubDate>Fri, 29 May 2015 13:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reforming the pension system to increase coverage and equity in Colombia]]></title>
<description><![CDATA[Colombia is one of the most unequal countries in Latin America. The high level of informality in the labour market and many characteristics of the pension system leave many elderly in poverty. Only formal-sector employees earning more than the relatively high minimum wage are covered.]]></description>
<link>http://dx.doi.org/10.1787/5js0cqrr97s4-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js0cqrr97s4-en</guid>
<pubDate>Fri, 29 May 2015 10:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Young people are our future: invest in their skills (OECD Education Today Blog)]]></title>
<description><![CDATA[More than 35 million 16-29 year-olds across OECD countries are neither employed nor in education or training (NEET) – and around half of all NEETs are out of school and not looking for work. These young people are likely to have dropped off the radar of their country’s education, social and labour market systems.
 ]]></description>
<link>http://oecdeducationtoday.blogspot.com/2015/05/young-people-are-our-future-invest-in.html  </link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2015/05/young-people-are-our-future-invest-in.html  </guid>
<pubDate>Thu, 28 May 2015 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Recent trends in productivity in China – shift-share analysis of labour productivity growth and the evolution of the productivity gap]]></title>
<description><![CDATA[This paper first decomposes labour productivity growth over 2000-11 into a within-industry, a shift and a cross effect in a number of countries and compares China with other countries over this period. This shift-share analysis also allows a comparison of within-sector productivity gains across a large number of sectors and countries.]]></description>
<link>http://dx.doi.org/10.1787/5js1j15rj5zt-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1j15rj5zt-en</guid>
<pubDate>Wed, 27 May 2015 18:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Assessing China's skills gap and inequalities in education]]></title>
<description><![CDATA[This paper aims at gauging the skills and knowledge gap of tertiary graduates of universities and vocational colleges across China. It also looks at the employment and wage prospects of graduates with different educational backgrounds.]]></description>
<link>http://dx.doi.org/10.1787/5js1j1805czs-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1j1805czs-en</guid>
<pubDate>Wed, 27 May 2015 17:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Providing the right skills to all in China – from "made in China" to "created in China"]]></title>
<description><![CDATA[China has made impressive strides in education in recent decades, even though the accumulation of human capital has lagged behind that of physical capital. Going forward, access to and quality of education will be key to sustain economic convergence with the most advanced economies and to offset the drag exerted by population ageing.]]></description>
<link>http://dx.doi.org/10.1787/5js1j18g4tlx-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1j18g4tlx-en</guid>
<pubDate>Wed, 27 May 2015 17:38:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Agricultural reforms and bridging the gap for rural China]]></title>
<description><![CDATA[Urbanisation will continue in China, with the government planning to grant urban residential status to an additional 100 million rural workers by 2020. For those who remain in rural areas, improved social welfare systems and investment in health services are critical.]]></description>
<link>http://dx.doi.org/10.1787/5js1j18znzs4-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1j18znzs4-en</guid>
<pubDate>Wed, 27 May 2015 17:21:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Business brief: Why isn't everyone lifelong learning?]]></title>
<description><![CDATA[It’s a well-trodden path to observe that the school systems of today are not preparing children for the jobs of today, let alone tomorrow. But what changes to our school systems are necessary to address this challenge? ]]></description>
<link>http://www.oecd.org/education/lifelong-learning.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/lifelong-learning.htm</guid>
<pubDate>Wed, 27 May 2015 14:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 11 - Supporting new teachers]]></title>
<description><![CDATA[In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more experienced teachers.]]></description>
<link>http://dx.doi.org/10.1787/5js1p1r88lg5-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1p1r88lg5-en</guid>
<pubDate>Tue, 19 May 2015 12:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Thrown in at the deep end: support for teachers’ first years (OECD Education Today Blog) ]]></title>
<description><![CDATA[TALIS 2013 finds that in many countries, new teachers (with less than five years’ teaching experience) are more likely to work in challenging schools than more experienced teachers. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/05/thrown-in-at-deep-end-support-for.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/05/thrown-in-at-deep-end-support-for.html</guid>
<pubDate>Tue, 19 May 2015 12:21:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are efficient schools more inclusive? (OECD Education Today Blog)]]></title>
<description><![CDATA[Analysing the efficiency of education systems and organisations is at the forefront of today’s policy and academic debate. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/05/are-efficient-schools-more-inclusive.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/05/are-efficient-schools-more-inclusive.html</guid>
<pubDate>Fri, 15 May 2015 13:13:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Tough choices in school choice (OECD Education Today Blog)]]></title>
<description><![CDATA[For those parents who have the opportunity to do so, choosing a school for their child is one of the most important decisions they will make as parents – a decision that could have a lasting impact on their child’s life.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/05/tough-choices-in-school-choice.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/05/tough-choices-in-school-choice.html</guid>
<pubDate>Tue, 12 May 2015 15:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 51:  What do parents look for in their child’s school?]]></title>
<description><![CDATA[When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s reputation.
]]></description>
<link>http://www.oecd.org/pisa/pisaproducts/pisainfocus/PIF-51(eng)-FINAL.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisaproducts/pisainfocus/PIF-51(eng)-FINAL.pdf</guid>
<pubDate>Tue, 12 May 2015 15:41:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Skill mismatch and public policy in OECD countries]]></title>
<description><![CDATA[This paper explores the relationship between skill mismatch and public policies using micro data for 22 OECD countries from the recent OECD Survey of Adult Skills (PIAAC).]]></description>
<link>http://dx.doi.org/10.1787/5js1pzw9lnwk-en </link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1pzw9lnwk-en </guid>
<pubDate>Thu, 30 Apr 2015 17:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market mismatch and labour productivity: evidence from PIAAC data]]></title>
<description><![CDATA[This paper explores the link between skill and qualification mismatch and labour productivity using cross-country industry data for 19 OECD countries.]]></description>
<link>http://dx.doi.org/10.1787/5js1pzx1r2kb-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1pzx1r2kb-en</guid>
<pubDate>Thu, 30 Apr 2015 17:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Determinants of the low female labour force participation in India]]></title>
<description><![CDATA[The low and declining female labour force participation rate in India despite strong growth over the past decade is puzzling and stands out among emerging markets. At the same time greater economic participation of women can be a source of inclusive growth, and wellbeing.]]></description>
<link>http://dx.doi.org/10.1787/5js30tvj21hh-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js30tvj21hh-en</guid>
<pubDate>Wed, 29 Apr 2015 16:26:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education in Focus No. 31 - How is the global talent pool changing (2013, 2030)?]]></title>
<description><![CDATA[The global talent pool has grown over the past decade and is expected to continue growing through to 2030. The number of young people aged 25-34 with a tertiary qualification increased by nearly 45% between 2005 and 2013 in OECD and G20 countries and is expected to keep increasing in the coming decade.]]></description>
<link>http://www.oecd.org/education/EDIF 31 (2015)--ENG--Final.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EDIF 31 (2015)--ENG--Final.pdf</guid>
<pubDate>Thu, 23 Apr 2015 17:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The global talent pool has taken on a dramatically different look (OECD Education Today Blog)]]></title>
<description><![CDATA[The world is living through one of its most extraordinary revolutions, with game-changing implications, many of them still unknown.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/04/the-global-talent-pool-has-taken-on.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/04/the-global-talent-pool-has-taken-on.html</guid>
<pubDate>Thu, 23 Apr 2015 14:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Strengthening skill use and school-to-work transitions in the Czech Republic]]></title>
<description><![CDATA[The education system has reacted slowly to changes in labour market needs, leading to an increasing number of school leavers without sufficient qualification. In addition, declining PISA scores and a rising share of low achievers are raising concerns about the quality of the future labour force.]]></description>
<link>http://dx.doi.org/10.1787/5js1pz2xnm6b-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js1pz2xnm6b-en</guid>
<pubDate>Tue, 21 Apr 2015 16:21:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Myths to expel about schooling]]></title>
<description><![CDATA[The OECD PISA surveys of educational competence among 15-year-olds have taught policymakers many lessons since the programme was launched in 2000. They have revealed several myths as well.]]></description>
<link>http://www.oecd.org/education/myths-schooling.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/myths-schooling.htm</guid>
<pubDate>Tue, 21 Apr 2015 10:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 50: Do teacher-student relations affect students' well-being at school?]]></title>
<description><![CDATA[Children spend about a third of their waking hours in school during most weeks in the year. Thus, schools have a significant impact on children’s quality of life – including their relationships with peers and adults, and their dispositions towards learning and life more generally. ]]></description>
<link>http://www.oecd-ilibrary.org/education/do-teacher-student-relations-affect-students-well-being-at-school_5js391zxjjf1-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/do-teacher-student-relations-affect-students-well-being-at-school_5js391zxjjf1-en</guid>
<pubDate>Tue, 14 Apr 2015 15:16:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A mini-milestone for PISA in Focus (OECD Education Today Blog) ]]></title>
<description><![CDATA[This month, PISA in Focus examines the impact of good teacher-student relations on both students’ well-being and performance. It’s not surprising that when students feel that their teachers are interested in them and support them they feel happier at school and often do better in school.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/04/a-mini-milestone-for-pisa-in-focus.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/04/a-mini-milestone-for-pisa-in-focus.html</guid>
<pubDate>Tue, 14 Apr 2015 15:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Literacy for life (OECD Education Today Blog)]]></title>
<description><![CDATA[As jobs increasingly involve analysing and communicating information, individuals with poor literacy skills are more likely to find themselves at risk.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/04/literacy-for-life_14.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/04/literacy-for-life_14.html</guid>
<pubDate>Tue, 14 Apr 2015 14:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Sharing the fruits of growth with all Mexicans]]></title>
<description><![CDATA[The government has introduced major structural reforms to fight poverty, improve the quality of education, create more jobs in the formal sector and move towards a universal social security system. This is a substantial accomplishment. However, Mexico needs to build a more inclusive state.]]></description>
<link>http://dx.doi.org/10.1787/5js4h5njs131-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js4h5njs131-en</guid>
<pubDate>Wed, 08 Apr 2015 13:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What makes Mexicans happy?]]></title>
<description><![CDATA[As in other countries, in Mexico income, education, health, job status and other individual characteristics are significantly associated with life satisfaction. These findings suggest that the higher average level of life satisfaction in Mexico is probably related to unobserved country characteristics.]]></description>
<link>http://dx.doi.org/10.1787/5js4h5qp6l0w-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js4h5qp6l0w-en</guid>
<pubDate>Wed, 08 Apr 2015 13:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving the labour market integration of immigrants in Belgium]]></title>
<description><![CDATA[Improving the labour market performance of immigrants requires a two-fold strategy. First, policies specific to migrants need to be enhanced. Second, general reforms to improve the functioning of the economy, desirable in any case, could also have a significant positive impact on immigrants.]]></description>
<link>http://dx.doi.org/10.1787/5js4hmbt6v5h-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js4hmbt6v5h-en</guid>
<pubDate>Wed, 08 Apr 2015 13:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Determinants of tertiary graduations]]></title>
<description><![CDATA[Based on the OECD 50-year scenarios for per capita incomes and earning inequalities, the estimated model is used to generate future scenarios of demand for tertiary education, pointing to increases between 30 and 60 per cent across OECD countries over the coming 50 years.]]></description>
<link>http://dx.doi.org/10.1787/5js4hmvns9hh-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js4hmvns9hh-en</guid>
<pubDate>Wed, 08 Apr 2015 11:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Structural reforms and income distribution]]></title>
<description><![CDATA[Structural reforms and income distribution]]></description>
<link>http://www.oecd.org/education/labour/structural-reforms-and-income-distribution.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/structural-reforms-and-income-distribution.htm</guid>
<pubDate>Tue, 07 Apr 2015 16:13:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Gender equality in education (OECD Education Today Blog) ]]></title>
<description><![CDATA[To mark International Women’s Day the OECD released an impressive new analysis on gender and education.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/04/gender-equality-in-education.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/04/gender-equality-in-education.html</guid>
<pubDate>Tue, 07 Apr 2015 11:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Review of Policies to Improve the Effectiveness of Resource use in Schools - Slovak Republic Country Background Report (English)]]></title>
<description><![CDATA[This report was prepared by the Educational Policy Institute, Ministry of Education, Science, Research and Sport of the Slovak Republic, as an input to the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review).]]></description>
<link>http://www.oecd.org/education/school/CBR_School Resources_SK.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/CBR_School Resources_SK.pdf</guid>
<pubDate>Thu, 02 Apr 2015 13:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Skills will drive inclusive economic growth in Portugal (OECD Education Today Blog)]]></title>
<description><![CDATA[Skills and human capital are the bedrock upon which Portugal is building a new bridge to growth.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/04/skills-will-drive-inclusive-economic.html 
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/04/skills-will-drive-inclusive-economic.html 
</guid>
<pubDate>Wed, 01 Apr 2015 08:57:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Financial education for migrants and their families]]></title>
<description><![CDATA[Money remitted by international migrants is a major source of income for many countries. Yet individual migrants and their families are often amongst the most vulnerable people in society, and many face significant barriers to the access and use of appropriate financial products. This paper looks at key challenges and how governments can take measures to support migrant workers and their families and improve their financial literacy.]]></description>
<link>http://dx.doi.org/10.1787/5js4h5rw17vh-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js4h5rw17vh-en</guid>
<pubDate>Mon, 30 Mar 2015 09:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[International Summit on the Teaching Profession (29-30 March 2015 Banff, Alberta, Canada)]]></title>
<description><![CDATA[ISTP 2015 will be held in Banff, Alberta, on March 29–30, 2015, and will bring together education ministers and leaders of teachers’ unions and associations from a number of high-performing and rapidly improving education systems.]]></description>
<link>http://istp2015.org/</link>
<guid isPermaLink="true">http://istp2015.org/</guid>
<pubDate>Sun, 29 Mar 2015 11:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education will fortify Indonesia's future (OECD Education Today Blog)]]></title>
<description><![CDATA[The Indonesian education system is immense and diverse. It reflects aspects of its past, with a diverse ethnic and religious heritage, and a struggle for national identity.]]></description>
<link>http://oecdeducationtoday.blogspot.com/2015/03/education-will-fortify-indonesias-future.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2015/03/education-will-fortify-indonesias-future.html</guid>
<pubDate>Wed, 25 Mar 2015 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Indonesia should accelerate reforms and invest in human capital to ensure sustainable and inclusive growth]]></title>
<description><![CDATA[The Indonesian economy has enjoyed strong and stable growth over the past decade and a half, leading to impressive reductions in poverty and major improvements in living standards. But challenges remain to continue to converge towards higher-income countries, according to the latest OECD Economic Survey of Indonesia.]]></description>
<link>http://www.oecd.org/education/indonesia-should-accelerate-reforms-and-invest-in-human-capital-to-ensure-sustainable-and-inclusive-growth.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/indonesia-should-accelerate-reforms-and-invest-in-human-capital-to-ensure-sustainable-and-inclusive-growth.htm</guid>
<pubDate>Wed, 25 Mar 2015 04:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reformulando la Carrera Docente en Chile - Evidencia Internacional Seleccionada]]></title>
<description><![CDATA[La calidad del sistema educacional de hoy es la base para la prosperidad económica y social del país de mañana.]]></description>
<link>http://www.oecd.org/education/school/Reformulando-la-carrera-docente-en-chile.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/Reformulando-la-carrera-docente-en-chile.pdf</guid>
<pubDate>Fri, 20 Mar 2015 18:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why aren’t more girls choosing maths and science at university? (OECD Education Today Blog)]]></title>
<description><![CDATA[Last Saturday, 14 April, Equal Pay Day reminded the world again of the large gap between men’s and women’s wages. Eradicating unjustifiable gender inequalities in earnings seems to be very hard to accomplish.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/03/why-arent-more-girls-choosing-maths-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/03/why-arent-more-girls-choosing-maths-and.html</guid>
<pubDate>Tue, 17 Mar 2015 17:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus N°30 - What are the gender differences?]]></title>
<description><![CDATA[Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.]]></description>
<link>http://www.oecd.org/education/EDIF-2015-No-30-ENG.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EDIF-2015-No-30-ENG.pdf</guid>
<pubDate>Tue, 17 Mar 2015 10:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 10 - Embedding Professional Development in Schools for Teacher Success]]></title>
<description><![CDATA[Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries. 
]]></description>
<link>http://dx.doi.org/10.1787/5js4rv7s7snt-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js4rv7s7snt-en</guid>
<pubDate>Mon, 16 Mar 2015 13:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teachers learn better at school (OECD Education Today Blog)]]></title>
<description><![CDATA[The new Teaching in Focus brief shows that professional development embedded in school life has more impact on teaching practice than non-school embedded professional development.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/03/teachers-learn-better-at-school.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/03/teachers-learn-better-at-school.html</guid>
<pubDate>Mon, 16 Mar 2015 13:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Determinants of female entrepreneurship in India]]></title>
<description><![CDATA[This paper examines the nature and determinants of female entrepreneurship in India based on survey data. The first part assesses basic characteristics of female entrepreneurship in India, while the subsequent sections analyse key determinants of female entrepreneurship based on the literature, and test their importance at the state level in India with the support of regressions on panel-data.]]></description>
<link>http://dx.doi.org/10.1787/5js4rfh5gtbq-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js4rfh5gtbq-en</guid>
<pubDate>Mon, 16 Mar 2015 12:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Canada Welcomes the Teaching Profession (OECD Education Today Blog)]]></title>
<description><![CDATA[by J. Alan McIsaac (Vice-Chair, Council of Ministers of Education, Canada (CMEC), Minister, Education and Early Childhood Development, Prince Edward Island)]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/03/canada-welcomes-teaching-profession.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/03/canada-welcomes-teaching-profession.html</guid>
<pubDate>Thu, 12 Mar 2015 12:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - March 2015 ]]></title>
<description><![CDATA[The first issue of our newsletter for 2015 delivers to you the key education findings and policy directions emerging from recent OECD analysis in a single accessible free source. ]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Thu, 12 Mar 2015 12:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Boosting productivity in Russia: skills, education and innovation]]></title>
<description><![CDATA[The labour market in Russia is very flexible. This results in a high and stable overall employment rate, but also high wage inequality, informality and labour turnover, which limits incentives for firms to invest in human capital and productivity improvements.]]></description>
<link>http://dx.doi.org/10.1787/5js4w26114r2-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js4w26114r2-en</guid>
<pubDate>Fri, 06 Mar 2015 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why boys and girls still don’t have an equal chance at school (OECD Education Today Blog) ]]></title>
<description><![CDATA[An analysis of PISA data reveals how student performance is affected by such “intangibles” as behaviour in and outside of school, and self-confidence, and how, in turn, students’ behaviour and confidence can be influenced by parents’ and teachers’ attitudes and expectations.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/03/why-boys-and-girls-still-dont-have.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/03/why-boys-and-girls-still-dont-have.html</guid>
<pubDate>Thu, 05 Mar 2015 12:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Early gender gaps drive career choices and employment opportunities, says OECD]]></title>
<description><![CDATA[Education systems have made major strides to close gender gaps in student performance but girls and boys remain deeply divided in career choices, which are being made much earlier than commonly thought, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/early-gender-gaps-drive-career-choices-and-employment-opportunities.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/early-gender-gaps-drive-career-choices-and-employment-opportunities.htm</guid>
<pubDate>Thu, 05 Mar 2015 10:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Got a math problem? (OECD Education Today Blog)]]></title>
<description><![CDATA[Some 37% of students in the Netherlands reported that they often worry that mathematics classes will be difficult for them. In Argentina, 80% of students reported the same worry. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/02/got-math-problem_12.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/02/got-math-problem_12.html</guid>
<pubDate>Thu, 12 Feb 2015 14:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 48 - Does Math Make You Anxious?]]></title>
<description><![CDATA[Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics.]]></description>
<link>http://dx.doi.org/10.1787/5js6b2579tnx-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js6b2579tnx-en</guid>
<pubDate>Thu, 12 Feb 2015 14:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Better Skills, Better Jobs, Better Lives:  A Strategic Approach to Education and Skills Policies for the United Arab Emirates ]]></title>
<description><![CDATA[The United Arab Emirates is identified by PISA (Programme for International Student Assessment) as one of the most rapidly improving education systems in the world. However its students still perform well below the levels expected in advanced economies. ]]></description>
<link>http://www.oecd.org/education/A-Strategic-Approach-to-Education-and Skills-Policies-for-the-United-Arab-Emirates.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/A-Strategic-Approach-to-Education-and Skills-Policies-for-the-United-Arab-Emirates.pdf</guid>
<pubDate>Mon, 09 Feb 2015 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Raising the economic participation of women in India – a new growth engine?]]></title>
<description><![CDATA[Economic participation of women in the labour force or as entrepreneurs is low compared to peers and has
declined over the past decades despite strong growth. The gap with men is over 50% - the largest among
key emerging markets.]]></description>
<link>http://dx.doi.org/10.1787/5js6g5kvpd6j-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js6g5kvpd6j-en</guid>
<pubDate>Thu, 05 Feb 2015 11:19:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Who enjoys the opportunity to be better educated than their parents? (OECD Education Today Blog)]]></title>
<description><![CDATA[Over the past decades, education systems have expanded enormously. They provide opportunities for many more students than before to access and succeed in secondary and tertiary education. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/01/who-enjoys-opportunity-to-be-better.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/01/who-enjoys-opportunity-to-be-better.html</guid>
<pubDate>Thu, 29 Jan 2015 11:41:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 28 - Are Young People Attaining Higher Levels of Education than their Parents?  ]]></title>
<description><![CDATA[Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents.]]></description>
<link>http://dx.doi.org/10.1787/5js7lx8zx90r-en </link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js7lx8zx90r-en </guid>
<pubDate>Thu, 29 Jan 2015 11:16:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[International Summit on the Teaching Profession (29-20 March 2015 Banff, Alberta, Canada) ]]></title>
<description><![CDATA[The International Summit on the Teaching Profession 2015 will be held in Banff, Alberta, on March 29–30, 2015, and will bring together education ministers and leaders of teachers’ unions and associations from a number of high-performing and rapidly improving education systems, according to results from OECD’s Programme for International Student Assessment (PISA), to discuss education policy and practice and the teaching profession. 

]]></description>
<link>http://istp2015.org/</link>
<guid isPermaLink="true">http://istp2015.org/</guid>
<pubDate>Thu, 22 Jan 2015 11:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Policy Outlook International Conference 2015]]></title>
<description><![CDATA[The conference will be interactive and results-oriented. The format will be designed to foster opportunities for meaningful discussion and dialogue among participants, national representatives, international organisation representatives and experts. We will ask most participants to take an active role in the conference]]></description>
<link>http://www.oecd.org/education/conferenceepo2015.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/conferenceepo2015.htm</guid>
<pubDate>Thu, 22 Jan 2015 10:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A shared aspiration (OECD Education Today Blog)]]></title>
<description><![CDATA[If there’s one word that encapsulates the desires and aspirations of education stakeholders around the world, it is improvement. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/01/a-shared-aspiration.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/01/a-shared-aspiration.html</guid>
<pubDate>Tue, 20 Jan 2015 13:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 9 - Improving School Climate and Students' Opportunities to Learn ]]></title>
<description><![CDATA[Almost one in three teachers across countries participating in the 2013 Teaching and Learning International Survey (TALIS) reports having more than 10% of potentially disruptive students with behaviour problems in their classes.  Teachers with more than one in ten students with behaviour problems spend almost twice as much time keeping order in the classroom than their peers with less than 10% of such students in their class. 
]]></description>
<link>http://www.oecd-ilibrary.org/education/improving-school-climate-and-students-opportunities-to-learn_5js7sf14gd7b-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/improving-school-climate-and-students-opportunities-to-learn_5js7sf14gd7b-en</guid>
<pubDate>Thu, 15 Jan 2015 13:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving the school climate and opportunities to learn (OECD Education Today Blog)]]></title>
<description><![CDATA[Teachers can certainly face challenges in the classroom. In TALIS participating countries and economies, almost one in three teachers report having more than 10% of students with behavioural problems in their classes. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/01/improving-school-climate-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/01/improving-school-climate-and.html</guid>
<pubDate>Thu, 15 Jan 2015 12:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving health outcomes and health care in India]]></title>
<description><![CDATA[With India’s low life expectancy largely reflecting deaths from preventable diseases, the most significant gains in health would come from population-wide preventive measures.]]></description>
<link>http://dx.doi.org/10.1787/5js7t9ptcr26-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5js7t9ptcr26-en</guid>
<pubDate>Tue, 13 Jan 2015 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Directorate for Education and Skills - Brochure ]]></title>
<description><![CDATA[The OECD Directorate for Education and Skills helps individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion. We encourage countries to compare their experiences and learn from each other, and we accompany them in the difficult process of policy implementation.
]]></description>
<link>http://www.oecd.org/education/Directorate-for-education-and-skills-brochure.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Directorate-for-education-and-skills-brochure.pdf</guid>
<pubDate>Thu, 08 Jan 2015 16:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education and the modern family (OECD Education Today Blog)]]></title>
<description><![CDATA[Do our education systems offer the necessary support for children growing up in modern families? To what extent should schools be responsible for what have traditionally been thought of as “family matters”?]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/01/education-and-modern-family.html </link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/01/education-and-modern-family.html </guid>
<pubDate>Thu, 08 Jan 2015 12:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools: Findings for the Slovak Republic ]]></title>
<description><![CDATA[This report depicts key policies, processes and factors related to the management of resources and their use in the Slovak pre-primary, primary and secondary education system.]]></description>
<link>http://www.oecd.org/education/school/CBR_School Resources_SK.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/CBR_School Resources_SK.pdf</guid>
<pubDate>Wed, 07 Jan 2015 15:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The sustainability of the UK’s higher education system (OECD Education Today Blog)]]></title>
<description><![CDATA[Skills have become the currency of 21st century economies ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2015/01/the-sustainability-of-uks-higher.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2015/01/the-sustainability-of-uks-higher.html</guid>
<pubDate>Tue, 06 Jan 2015 12:54:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - December 2014   ]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Wed, 31 Dec 2014 11:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Re-shaping Teacher Careers in Chile - Selected International Evidence   ]]></title>
<description><![CDATA[The quality of an education system today shapes the economic and social prosperity of the country tomorrow. Chile has embarked on wide-ranging reform to improve the quality and equity of its education system on several fronts, including early childhood education and care (ECEC), school funding, student selection, school governance, teacher career pathways, vocational education and training (VET) and tertiary education. 
]]></description>
<link>http://www.oecd.org/education/Re-shaping-teacher-careers-in-Chile.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Re-shaping-teacher-careers-in-Chile.pdf</guid>
<pubDate>Fri, 19 Dec 2014 16:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What works best for learning in schools (OECD Education Today Blog)]]></title>
<description><![CDATA[Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/12/what-works-best-for-learning-in-schools.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/12/what-works-best-for-learning-in-schools.html</guid>
<pubDate>Tue, 16 Dec 2014 13:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 46 - Does homework perpetuate inequities in education?]]></title>
<description><![CDATA[While most 15-year-old students spend part of their after-school time doing  homework, the amount of time they spend on it shrank between 2003 and 2012. Socio-economically advantaged students and students who attend socio-economically  advantaged schools tend to spend more time doing homework.
]]></description>
<link>http://dx.doi.org/10.1787/5jxrhqhtx2xt-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxrhqhtx2xt-en</guid>
<pubDate>Thu, 11 Dec 2014 11:40:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Shedding light on teaching and learning across education levels (OECD Education Today Blog)]]></title>
<description><![CDATA[Looking at teachers at all levels of education, we learn that the majority of teachers are women. In all countries, the percentage of male teachers is particularly low in primary schools where teaching is still seen as a women’s job.  As a result young children are missing out on role models of both sexes. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/12/shedding-light-on-teaching-and-learning.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/12/shedding-light-on-teaching-and-learning.html</guid>
<pubDate>Tue, 09 Dec 2014 18:15:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 8 - What TALIS reveals about teachers across education levels]]></title>
<description><![CDATA[The report New insights from TALIS 2013: Teaching and Learning in Primary and Upper Secondary Education presents an overview of teachers and teaching in primary and upper secondary education for a sample of countries that participated in the OECD Teaching and Learning International Survey (TALIS) in 2013.]]></description>
<link>http://dx.doi.org/10.1787/5jxrjn85gmq1-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxrjn85gmq1-en</guid>
<pubDate>Tue, 09 Dec 2014 17:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[New Insights from TALIS 2013 - Teaching and Learning in Primary and Upper Secondary Education]]></title>
<description><![CDATA[This report offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing.
]]></description>
<link>http://www.oecd.org/edu/new-insights-from-talis-2013-9789264226319-en.htm</link>
<guid isPermaLink="true">http://www.oecd.org/edu/new-insights-from-talis-2013-9789264226319-en.htm</guid>
<pubDate>Tue, 09 Dec 2014 16:26:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Better education and skills are key to shift the economy up a gear, says latest Latin American Economic Outlook]]></title>
<description><![CDATA[Latin America’s GDP growth rate has slowed down in 2014, dropping below 1.5%. This is the first time in a decade that the region grows less than the OECD average, according to the OECD Development Centre, the Commission for Latin American and the Caribbean and the development bank for Latin America. Given the projections in the past weeks, any recovery in 2015 is likely to be challenging.]]></description>
<link>http://www.oecd.org/education/press-release-leo-2015.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/press-release-leo-2015.htm</guid>
<pubDate>Tue, 09 Dec 2014 15:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Inequality hurts economic growth, finds OECD research ]]></title>
<description><![CDATA[Reducing income inequality would boost economic growth, according to new OECD analysis. This work finds that countries with lower income inequality grow faster than those with higher inequality. ]]></description>
<link>http://www.oecd.org/education/inequality-hurts-economic-growth.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/inequality-hurts-economic-growth.htm</guid>
<pubDate>Tue, 09 Dec 2014 00:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Technical report]]></title>
<description><![CDATA[The PISA 2012 Technical Report describes the methodology underlying the PISA 2012 survey, which tested 15-year-olds’ competencies in mathematics, reading and science and, in some countries, problem solving and financial literacy.]]></description>
<link>http://www.oecd.org/pisa/pisaproducts/pisa2012technicalreport.htm</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisaproducts/pisa2012technicalreport.htm</guid>
<pubDate>Thu, 04 Dec 2014 15:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making economic growth more socially inclusive in Germany]]></title>
<description><![CDATA[While past labour market reforms have been successful in terms of employment, the relative poverty risk and income inequality have remained broadly unchanged in recent years.]]></description>
<link>http://dx.doi.org/10.1787/5jxrmdjk28kg-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxrmdjk28kg-en</guid>
<pubDate>Wed, 03 Dec 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Man with a mission (OECD Education Today Blog)]]></title>
<description><![CDATA[David Puttnam had a storied 30-year career as an independent film producer (The Mission, The Killing Fields, Local Hero, Chariots of Fire, Midnight Express, to cite just a few of his award-winning films) before he retired from film production to focus on public policy related to education, the environment, and the creative and communications industries.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/12/man-with-mission.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/12/man-with-mission.html</guid>
<pubDate>Tue, 02 Dec 2014 14:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 26 - Learning Begets Learning: Adult Participation in Lifelong Education]]></title>
<description><![CDATA[In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic. 
]]></description>
<link>http://dx.doi.org/10.1787/5jxsvvmr9z8n-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxsvvmr9z8n-en</guid>
<pubDate>Tue, 25 Nov 2014 13:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Does lifelong learning perpetuate inequalities in educational opportunities? (OECD Education Today Blog)]]></title>
<description><![CDATA[More than 40 years ago, the former French Prime Minister Edgar Faure and his team published one of the most influential educational works of the 20th century: “Learning to Be”, better known as the “Rapport Faure”, in which he mainstreamed the idea of lifelong learning.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/11/does-lifelong-learning-perpetuate.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/11/does-lifelong-learning-perpetuate.html</guid>
<pubDate>Tue, 25 Nov 2014 13:15:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What PISA can – and can’t – tell us about adults’ skills (OECD Education Today Blog)]]></title>
<description><![CDATA[Can PISA results predict the quality of a country’s labour force one decade later? To find out, we compared some of the results from the PISA 2000  and PISA 2003 tests with results from the 2012 Survey of Adult Skills (a product of the OECD Programme for the International Assessment of Adult Competencies, or PIAAC).]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/11/what-pisa-can-and-cant-tell-us-about.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/11/what-pisa-can-and-cant-tell-us-about.html</guid>
<pubDate>Tue, 18 Nov 2014 17:57:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 45 - Do countries with high mean performance in PISA maintain their lead as students age?]]></title>
<description><![CDATA[Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28. ]]></description>
<link>http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-countries-with-high-mean-performance-in-pisa-maintain-their-lead-as-students-age_5jxszm0bzxnn-en#page1
</link>
<guid isPermaLink="true">http://www.keepeek.com/Digital-Asset-Management/oecd/education/do-countries-with-high-mean-performance-in-pisa-maintain-their-lead-as-students-age_5jxszm0bzxnn-en#page1
</guid>
<pubDate>Tue, 18 Nov 2014 14:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A chance to design the way forward for education (OECD Education Today Blog)]]></title>
<description><![CDATA[Want to get involved in shaping the future of education? As the United Nations Millennium Development Goals (MDG) reach their 2015 deadline, several international groups, including the OECD, are formulating a new set of goals and targets for sustainable development… and we’d like to know what you think.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/11/a-chance-to-design-way-forward-for.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/11/a-chance-to-design-way-forward-for.html</guid>
<pubDate>Tue, 18 Nov 2014 11:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A Skills Beyond School Review of South Africa]]></title>
<description><![CDATA[Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? This country report on South Africa looks at these and other questions.]]></description>
<link>http://oecd.org/education/a-skills-beyond-school-review-of-south-africa-9789264223776-en.htm</link>
<guid isPermaLink="true">http://oecd.org/education/a-skills-beyond-school-review-of-south-africa-9789264223776-en.htm</guid>
<pubDate>Tue, 18 Nov 2014 10:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Skills Beyond School Synthesis Report 
]]></title>
<description><![CDATA[Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? ]]></description>
<link>http://www.oecd.org/education/skills-beyond-school-synthesis-report.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school-synthesis-report.htm</guid>
<pubDate>Thu, 13 Nov 2014 15:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Under the radar? Professional education and training (OECD Education Today Blog)]]></title>
<description><![CDATA[A recent review of the United States concluded that in the decade to 2018, nearly one third of job vacancies will require a post-secondary qualification of some sort, but less than a four year degree.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/11/under-radar-professional-education-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/11/under-radar-professional-education-and.html</guid>
<pubDate>Thu, 13 Nov 2014 14:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Better professional training would boost skills and job creation, says OECD]]></title>
<description><![CDATA[Countries should step up their efforts to improve the quality of post-secondary vocational training in order to meet the changing needs of today’s job market, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/better-professional-training-would-boost-skills-and-job-creation-says-oecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/better-professional-training-would-boost-skills-and-job-creation-says-oecd.htm</guid>
<pubDate>Thu, 13 Nov 2014 11:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A Skills Beyond School Review of the Netherlands]]></title>
<description><![CDATA[Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? This country report on the Netherlands looks at these and other questions.]]></description>
<link>http://oecd.org/education/a-skills-beyond-school-review-of-the-netherlands-9789264221840-en.htm</link>
<guid isPermaLink="true">http://oecd.org/education/a-skills-beyond-school-review-of-the-netherlands-9789264221840-en.htm</guid>
<pubDate>Thu, 13 Nov 2014 09:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[School size: A literature review (OECD Education Today Blog)]]></title>
<description><![CDATA[How big should schools be? Is bigger better? Or do all the best things come in small packages? For education systems, the question of how school size influences quality and efficiency has long been an important issue.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/11/school-size-literature-review.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/11/school-size-literature-review.html</guid>
<pubDate>Mon, 10 Nov 2014 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Reviews of Evaluation and Assessment in Education: Slovak Republic 2014]]></title>
<description><![CDATA[This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in the Slovak Republic.]]></description>
<link>http://www.oecd.org/slovakia/oecd-reviews-of-evaluation-and-assessment-in-education-slovak-republic-2012-9789264117044-en.htm</link>
<guid isPermaLink="true">http://www.oecd.org/slovakia/oecd-reviews-of-evaluation-and-assessment-in-education-slovak-republic-2012-9789264117044-en.htm</guid>
<pubDate>Wed, 05 Nov 2014 15:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Addressing inequities in the Slovak Republic through evaluation and assessment (OECD Education Today Blog)]]></title>
<description><![CDATA[OECD Education Today - Addressing inequities in the Slovak Republic through evaluation and assessment]]></description>
<link>http://oecdeducationtoday.blogspot.com/2014/11/addressing-inequities-in-slovak.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2014/11/addressing-inequities-in-slovak.html</guid>
<pubDate>Wed, 05 Nov 2014 08:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 25 Who are the doctorate holders and where do their qualifications lead them? ]]></title>
<description><![CDATA[Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.
]]></description>
<link>http://dx.doi.org/10.1787/5jxv8xsvp1g2-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxv8xsvp1g2-en</guid>
<pubDate>Wed, 29 Oct 2014 10:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies]]></title>
<description><![CDATA[How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. This book is designed to assist practitioners, curriculum developers and policy makers alike in preparing today’s students for tomorrow’s world.]]></description>
<link>http://oecd.org/education/critical-maths-for-innovative-societies-9789264223561-en.htm</link>
<guid isPermaLink="true">http://oecd.org/education/critical-maths-for-innovative-societies-9789264223561-en.htm</guid>
<pubDate>Tue, 28 Oct 2014 12:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies]]></title>
<description><![CDATA[How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students.
]]></description>
<link>http://www.oecd.org/edu/critical-maths-for-innovative-societies-9789264223561-en.htm</link>
<guid isPermaLink="true">http://www.oecd.org/edu/critical-maths-for-innovative-societies-9789264223561-en.htm</guid>
<pubDate>Tue, 28 Oct 2014 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Korea: Promote inclusive growth through greater employer involvement in the employment and skills system, says OECD]]></title>
<description><![CDATA[Korea has made significant progress towards decentralising the management of employment and training programmes, but can still do more to create stronger links with employers at the local level, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/korea-promote-inclusive-growth-through-greater-employer-involvement-in-the-employment-and-skills-system-says-oecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/korea-promote-inclusive-growth-through-greater-employer-involvement-in-the-employment-and-skills-system-says-oecd.htm</guid>
<pubDate>Wed, 15 Oct 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 44 - How is equity in resource allocation related to student performance?]]></title>
<description><![CDATA[How educational resources are allocated is just as important as the amount  of resources available. ]]></description>
<link>http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n44-(eng)-final.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n44-(eng)-final.pdf</guid>
<pubDate>Tue, 14 Oct 2014 18:11:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education Today: Spread the wealth, reap the benefits]]></title>
<description><![CDATA[Quick: Who has more up-to-date textbooks: students in wealthier schools or students in poorer schools? Actually, it depends where you live. As this month’s PISA in Focus explains, not only are some countries better than others in allocating their educational resources more equitably across schools, but students in these countries generally perform better in mathematics.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/10/spread-wealth-reap-benefits.html October 14</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/10/spread-wealth-reap-benefits.html October 14</guid>
<pubDate>Tue, 14 Oct 2014 10:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Trends Spotlight #5: Infinite Connections: Education and new technologies]]></title>
<description><![CDATA[ICT has influenced almost all aspects of our lives and has changed the way we communicate, work and socialize. Education plays a key role in ensuring that everyone can reap the benefits of our technology-rich world, as well as help mitigate some of the risks. 

]]></description>
<link>http://www.oecd.org/edu/ceri/Spotlight%205-%20Infinite%20Connections.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/edu/ceri/Spotlight%205-%20Infinite%20Connections.pdf</guid>
<pubDate>Mon, 13 Oct 2014 15:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Infinite Connections: The Digital Divide]]></title>
<description><![CDATA[In 1973, Martin Cooper, a researcher at Motorola, made the first call from a handheld mobile phone prototype. This phone weighed 1.1 kg, took 10 hours to re-charge and was limited to 30 minutes of talking time. When it was commercialized in 1983, the phone cost approximately 7,000 USD.


]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/10/infinite-connections-digital-divide.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/10/infinite-connections-digital-divide.html</guid>
<pubDate>Fri, 10 Oct 2014 11:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teaching in Focus No. 6 - Unlocking the potential of teacher feedback]]></title>
<description><![CDATA[Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools.

]]></description>
<link>http://www.oecd.org/education/TIF6.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/TIF6.pdf</guid>
<pubDate>Thu, 09 Oct 2014 14:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Delivering feedback for better teaching (OECD Education Today Blog)]]></title>
<description><![CDATA[October 5 marks the 20th anniversary of UNESCO’s World Teachers' Day, a day devoted to “appreciating, assessing and improving educators of the world”. This gives us a great opportunity to reflect again on how schools can celebrate and develop great teaching. One way to do that is through critical exchanges – building constructive feedback systems within the schools.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2014/10/delivering-feedback-for-better-teaching.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2014/10/delivering-feedback-for-better-teaching.html</guid>
<pubDate>Fri, 03 Oct 2014 16:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Thomas J. Alexander Fellowship]]></title>
<description><![CDATA[The OECD Directorate for Education has launched the Thomas J. Alexander Fellowship Programme. Mr. Alexander (1940 - 2012) was the Director for the OECD’s Education, Employment, Labour and Social Affairs Directorate from 1989-2000.]]></description>
<link>http://www.oecd.org/education/thomasjalexanderfellowship.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/thomasjalexanderfellowship.htm</guid>
<pubDate>Wed, 01 Oct 2014 17:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reducing the high rate of poverty among the elderly in Korea]]></title>
<description><![CDATA[One-half of Korea's population aged 65 and over lives in relative poverty, nearly four times higher than the OECD average of 13%. Elderly poverty is thus an urgent social problem.]]></description>
<link>http://dx.doi.org/10.1787/5jxx054fv20v-en
</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxx054fv20v-en
</guid>
<pubDate>Thu, 18 Sep 2014 09:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reducing the high rate of poverty among the elderly in Korea]]></title>
<description><![CDATA[One-half of Korea's population aged 65 and over lives in relative poverty, nearly four times higher than the OECD average of 13%. Elderly poverty is thus an urgent social problem.]]></description>
<link>http://dx.doi.org/10.1787/5jxx054fv20v-en
</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxx054fv20v-en
</guid>
<pubDate>Thu, 18 Sep 2014 09:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Fostering inclusive growth in Turkey by promoting structural change in the business sector]]></title>
<description><![CDATA[Turkey’s business sector dynamism has underpinned broad-based and inclusive growth in the 2000s. However, the business sector is highly segmented, with a relatively small core of modern high-productivity corporations, and myriad small, less formal and low-productivity entities.]]></description>
<link>http://dx.doi.org/10.1787/5jxx0554v07c-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxx0554v07c-en</guid>
<pubDate>Thu, 18 Sep 2014 09:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2014: Brazil]]></title>
<description><![CDATA[Public investment in education has sharply increased since 2000 and is now one of the highest among OECD and partner countries. In 2011, the Brazilian government spent 19% of its total expenditure on education, which is well above the OECD average of 13%, and is the fourth highest among all OECD and partner countries with available data.
]]></description>
<link>http://www.oecd.org/education/EAG2014-Country-Note-Brazil.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2014-Country-Note-Brazil.pdf</guid>
<pubDate>Tue, 09 Sep 2014 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Educational mobility starts to slow in industrialised world, says OECD]]></title>
<description><![CDATA[Access to education continues to expand worldwide but the socio-economic divisions between tertiary-educated adults and the rest of society are growing. Governments must do more to ensure that everyone has the same opportunity to a good education early in life, according to a new OECD report.

 ]]></description>
<link>http://www.oecd.org/education/educational-mobility-starts-to-slow-in-industrialised-world-says-oecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/educational-mobility-starts-to-slow-in-industrialised-world-says-oecd.htm</guid>
<pubDate>Tue, 09 Sep 2014 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Tohoku Cherry Tree Planting Ceremony]]></title>
<description><![CDATA[Through the Tohoku School Project, the students have developed their capacities for innovation, leadership, and co-operation. They learned how to get the information they need when there isn’t a readymade answer in their textbook or a teacher to guide them. In other words, they learned how to learn – perhaps the most valuable lesson of all! said OECD Secretary-General.]]></description>
<link>http://www.oecd.org/education/school/tohoku-cherry-tree-planting-ceremony.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/tohoku-cherry-tree-planting-ceremony.htm</guid>
<pubDate>Tue, 02 Sep 2014 14:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[An exploration of the determinants of the subjective well-being of Americans during the Great Recession]]></title>
<description><![CDATA[This paper uses data from the American Life Panel to understand the determinants of well-being in the United States during the Great Recession. It investigates how various dimensions of subjective well-being reflected in the OECD Better Life Framework impact subjective well-being.]]></description>
<link>http://dx.doi.org/10.1787/5jxzc9p57lq3-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jxzc9p57lq3-en</guid>
<pubDate>Thu, 28 Aug 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD and China expand cooperation in PISA education programme]]></title>
<description><![CDATA[The OECD and China have announced that they will expand their cooperation in PISA, following the successful implementation of PISA 2009 and 2012 in Shanghai. ]]></description>
<link>http://www.oecd.org/education/oecd-and-china-expand-cooperation-in-pisa-education-programme.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecd-and-china-expand-cooperation-in-pisa-education-programme.htm</guid>
<pubDate>Mon, 25 Aug 2014 10:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reducing income inequality and poverty and promoting social mobility in Korea]]></title>
<description><![CDATA[To strengthen social cohesion, a top government priority, it is essential to address the labour market roots of inequality by breaking down dualism to reduce the share of non-regular workers and to  boost the employment ratio toward the government’s 70% target.]]></description>
<link>http://dx.doi.org/10.1787/5jz0wh6l5p7l-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz0wh6l5p7l-en</guid>
<pubDate>Tue, 29 Jul 2014 16:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Health, work and working conditions: a review of the European economic literature]]></title>
<description><![CDATA[Economists have traditionally been very cautious when studying the interaction between employment and health because of the two-way causal relationship between these two variables: health status influences the probability of being employed and, at the same time, working affects the health status.]]></description>
<link>http://dx.doi.org/10.1787/5jz0zb71xhmr-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz0zb71xhmr-en</guid>
<pubDate>Thu, 24 Jul 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving well-being in the United States]]></title>
<description><![CDATA[Life is quite good in the United States compared to other OECD countries, thanks to strong economic
growth and technological progress having lifted average income to high levels. Nonetheless, there is
evidence that the benefits from growth have not been sufficiently broad based.]]></description>
<link>http://dx.doi.org/10.1787/5jz0zbc80tvl-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz0zbc80tvl-en</guid>
<pubDate>Thu, 24 Jul 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Workplace stress in the United States: issues and policies]]></title>
<description><![CDATA[Despite relative affluence, workplace stress is a prominent feature of the US labour market. To the
extent that job stress causes poor health outcomes – either directly through increased blood ressure,
fatigue, muscle pain, etc. or indirectly through increased rates of cigarette smoking – policy to lessen job stress may be appropriate.]]></description>
<link>http://dx.doi.org/10.1787/5jz0zb5t4532-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz0zb5t4532-en</guid>
<pubDate>Thu, 24 Jul 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Financial Literacy results - New Zealand]]></title>
<description><![CDATA[PISA 2012 financial literacy results focusing on the performance of Spain amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and the United States]]></description>
<link>http://www.oecd.org/education/PISA 2012 country note FINLIT_NZ.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA 2012 country note FINLIT_NZ.pdf</guid>
<pubDate>Fri, 18 Jul 2014 15:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - July 2014]]></title>
<description><![CDATA[This issue of our newsletter brings to you the key education findings and policy directions emerging from recent OECD analysis in a single accessible free source]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Thu, 17 Jul 2014 17:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Measuring Innovation in Education
]]></title>
<description><![CDATA[This report explores the association between school innovation and different measures related to educational objectives. This book is the beginning of a new journey: it calls for innovations in the field of measurement – and not just of education.]]></description>
<link>http://www.oecd.org/education/measuring-innovation-in-education.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/measuring-innovation-in-education.htm</guid>
<pubDate>Thu, 17 Jul 2014 14:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The demand for skills 1995-2008: a global supply chain perspective]]></title>
<description><![CDATA[Demand for jobs, characterized by skill type and industry of employment, is driven by changes in technology, trade and consumption. Using structural decomposition analysis, we study the relative importance of these drivers for the period 1995-2008.]]></description>
<link>http://dx.doi.org/10.1787/5jz123g0f5lp-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz123g0f5lp-en</guid>
<pubDate>Thu, 17 Jul 2014 13:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[International migration: the relationship with economic and policy factors in the home and destination
country]]></title>
<description><![CDATA[Unfavourable demographic trends in many OECD countries threaten the sustainability of potential labour resources, GDP growth and fiscal positions. One factor that is expected to mitigate these trends is continued inflows of migrant workers from low income economies.]]></description>
<link>http://dx.doi.org/10.1787/5jz123h8nd7l-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz123h8nd7l-en</guid>
<pubDate>Thu, 17 Jul 2014 12:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 24 - How innovative is the education sector?]]></title>
<description><![CDATA[Education has one of the highest shares of innovative jobs for tertiary graduates of all sectors of the economy in Europe, and a higher proportion than in other public sector areas such as health and public administration.
]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/EDIF24-eng(2014)EN.PDF</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/EDIF24-eng(2014)EN.PDF</guid>
<pubDate>Thu, 17 Jul 2014 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Women’s role in the Swiss economy]]></title>
<description><![CDATA[Swiss women are now as well educated as their male counterparts. However, progress remains to be made in the job market where both the supply and price of female labour are below that of men.]]></description>
<link>http://dx.doi.org/10.1787/5jz123dzstkb-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz123dzstkb-en</guid>
<pubDate>Thu, 17 Jul 2014 10:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Overcoming skills shortages in Canada]]></title>
<description><![CDATA[Skills shortages have developed in certain fields and regions in recent years. Earnings premiums for people in some professions, notably health, engineering and skilled trades have increased.]]></description>
<link>http://dx.doi.org/10.1787/5jz123fgkxjl-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz123fgkxjl-en</guid>
<pubDate>Thu, 17 Jul 2014 10:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[TALIS - The OECD Teaching and Learning International Survey   ]]></title>
<description><![CDATA[TALIS, Teaching and Learning International Survey, Teachers, Teaching, Survey, school leaders, learning environments, results, main report, schools, teaching in focus, classroom, questionnaires, data

TALIS, LAUNCH,OECD Teaching and Learning International Survey,teaching,learning,international survey,survey,oecd]]></description>
<link>http://www.oecd.org/education/talis.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/talis.htm</guid>
<pubDate>Wed, 16 Jul 2014 11:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Vulnerability of social institutions: lessons from the recent crisis and historical episodes]]></title>
<description><![CDATA[The recent economic crisis has provided a stress test for the vulnerability of social institutions. This paper assesses the vulnerability of social institutions in light of the current crisis, and surveys past episodes, when social institutions faced similar challenges.]]></description>
<link>http://dx.doi.org/10.1787/5jz1592t3646-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz1592t3646-en</guid>
<pubDate>Tue, 15 Jul 2014 18:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Overcoming vulnerabilities of pension systems]]></title>
<description><![CDATA[Demographic developments are unfavourable for the financing of pension schemes in most OECD countries, implying continued growth in pension expenditure in virtually all OECD countries. This paper examines the vulnerability of pension systems, with an emphasis on financial sustainability and adequacy.]]></description>
<link>http://dx.doi.org/10.1787/5jz1591prxth-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz1591prxth-en</guid>
<pubDate>Tue, 15 Jul 2014 18:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Overcoming vulnerabilities of unemployment insurance schemes]]></title>
<description><![CDATA[Unemployment insurance is a key tool for risk sharing and redistribution and also a prominent automatic stabiliser. It is a volatile spending item by design, which can lead to vulnerabilities. This paper explores various shocks and sources of vulnerability of the unemployment insurance schemes of OECD and BRIICS countries.]]></description>
<link>http://dx.doi.org/10.1787/5jz1592jj48r-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz1592jj48r-en</guid>
<pubDate>Tue, 15 Jul 2014 18:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Overcoming vulnerabilities of health care systems]]></title>
<description><![CDATA[This paper investigates the vulnerabilities of health care systems in OECD and BRIICS countries to adverse secular trends and large macroeconomic shocks.]]></description>
<link>http://dx.doi.org/10.1787/5jz159228n6j-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz159228n6j-en</guid>
<pubDate>Tue, 15 Jul 2014 18:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Comparing the robustness of PAYG pension schemes]]></title>
<description><![CDATA[This paper provides a framework for comparing a defined benefit (DB) and a defined contribution (DC) point schemes, which are both pay-as-you go (PAYG) financed.]]></description>
<link>http://dx.doi.org/10.1787/5jz158w3ghmx-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz158w3ghmx-en</guid>
<pubDate>Tue, 15 Jul 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[First OECD PISA financial literacy test finds many young people confused by money matters]]></title>
<description><![CDATA[Around one in seven students in the 13 OECD countries and economies that took part in the first OECD PISA international assessment of financial literacy are unable to make even simple decisions about everyday spending, and only one in ten can solve complex financial tasks.]]></description>
<link>http://www.oecd.org/education/first-oecd-pisa-financial-literacy-test-finds-many-young-people-confused-by-money-matters.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/first-oecd-pisa-financial-literacy-test-finds-many-young-people-confused-by-money-matters.htm</guid>
<pubDate>Wed, 09 Jul 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Financial Literacy results - Spain (English)]]></title>
<description><![CDATA[PISA 2012 financial literacy results focusing on the performance of Spain amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and the United States]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-finlit-spain-eng.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-finlit-spain-eng.pdf</guid>
<pubDate>Wed, 09 Jul 2014 08:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Financial Literacy results - United States]]></title>
<description><![CDATA[PISA 2012 financial literacy results focusing on the performance of the United States among 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and Spain]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-finlit-usa.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-finlit-usa.pdf</guid>
<pubDate>Wed, 09 Jul 2014 08:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 financial literacy results - France (english)]]></title>
<description><![CDATA[PISA 2012 financial literacy results focusing on the performance of France amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-finlit-france-eng.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-finlit-france-eng.pdf</guid>
<pubDate>Wed, 09 Jul 2014 08:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Résultats PISA 2012 sur la culture financière: France]]></title>
<description><![CDATA[Résultats pour la France de PISA 2012 sur la culture financière en comparaison avec 17 autres pays et économies qui ont participé à l'évaluation: l'Australie, la Belgique (Communauté flamande), Shanghai-Chine, Colombie, Croatie, République tchèque, Estonie, Israël, Italie, Lettonie, nouvelle-Zélande, Pologne, Russie, République slovaque, la Slovénie, l'Espagne et les États-Unis]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-finlit-france-fre.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-finlit-france-fre.pdf</guid>
<pubDate>Wed, 09 Jul 2014 08:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Financial Literacy results - Spain (Spanish)]]></title>
<description><![CDATA[PISA 2012 financial literacy results focusing on the performance of Spain amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, and the United States]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-finlit-spain-esp.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-finlit-spain-esp.pdf</guid>
<pubDate>Wed, 09 Jul 2014 08:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Financial Literacy Results - Italy (English)]]></title>
<description><![CDATA[PISA 2012 financial literacy results focusing on the performance of Italy amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-finlit-italy-eng.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-finlit-italy-eng.pdf</guid>
<pubDate>Wed, 09 Jul 2014 08:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Financial Literacy Results - Italy (Italian)]]></title>
<description><![CDATA[PISA 2012 financial literacy results focusing on the performance of Australia amongst 17 other countries and economies who participated in the assessment: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-finlit-italy-ita.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-finlit-italy-ita.pdf</guid>
<pubDate>Wed, 09 Jul 2014 08:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Financial Literacy results - Australia]]></title>
<description><![CDATA[PISA 2012 financial literacy results focusing on the performance of Australia amongst 17 other countries and economies who participated in the assessment: Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and the United States.]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-finlit-australia.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-finlit-australia.pdf</guid>
<pubDate>Wed, 09 Jul 2014 08:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Launch of the OECD PISA financial literacy assessment of students]]></title>
<description><![CDATA[The results of the first international assessment of 15-year-old students’ financial literacy competencies were presented in Paris on 9 July 2014.]]></description>
<link>http://www.oecd.org/education/2014-launch-pisa-financial-literacy-students.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/2014-launch-pisa-financial-literacy-students.htm</guid>
<pubDate>Wed, 09 Jul 2014 00:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Vulnerability of Social Institutions]]></title>
<description><![CDATA[This report examines the sustainability of social institutions and their ability to absorb and cope with short-term shocks and longer-term trends by providing risk sharing and expenditure smoothing, focusing on pension, health care and unemployment insurance schemes.]]></description>
<link>http://www.oecd.org/education/labour/vulnerability-of-social-institutions.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/vulnerability-of-social-institutions.htm</guid>
<pubDate>Wed, 09 Jul 2014 00:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The OECD Teaching and Learning International Survey (TALIS) - 2013 Results ]]></title>
<description><![CDATA[This publication offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools. It is both a guide through TALIS and a handbook for building excellence into teaching.]]></description>
<link>http://www.oecd.org/education/school/talis-2013-results.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/talis-2013-results.htm</guid>
<pubDate>Wed, 25 Jun 2014 16:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Teachers love their job but feel undervalued, unsupported and unrecognised, says OECD]]></title>
<description><![CDATA[Most teachers enjoy their job, despite feeling unsupported and unrecognised in schools and undervalued by society at large, according to a new OECD survey.]]></description>
<link>http://www.oecd.org/education/teachers-love-their-job-but-feel-undervalued-unsupported-and-unrecognised.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/teachers-love-their-job-but-feel-undervalued-unsupported-and-unrecognised.htm</guid>
<pubDate>Wed, 25 Jun 2014 08:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making the labour market work better in Poland]]></title>
<description><![CDATA[Poor labour market outcomes remain one of Poland’s major structural weaknesses, impeding firms’ competitiveness and the nation’s potential output. Boosting employment prospects is also critical, as the country will soon be ageing at a fast pace.]]></description>
<link>http://dx.doi.org/10.1787/5jz2pwf4wd41-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz2pwf4wd41-en</guid>
<pubDate>Tue, 10 Jun 2014 12:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Tackling labour mismatches and promoting mobility in Hungary]]></title>
<description><![CDATA[Significant labour market mismatches and insufficient mobility penalise employment and productivity. Mismatches have above all a skills dimension, with an excess of low-skilled workers and a possible lack of skilled workers in certain domains.]]></description>
<link>http://dx.doi.org/10.1787/5jz2px6jtpmt-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz2px6jtpmt-en</guid>
<pubDate>Tue, 10 Jun 2014 10:55:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The economic consequences of ageing: the case of Finland]]></title>
<description><![CDATA[Finland’s population is set to age rapidly in the coming decades. This will put pressure on public finances, while shrinking labour resources. Nonetheless, solutions exist to alleviate those pressures. Adjusting the pension age in line with the rise in life expectancy would reduce pension costs and increase older workers’ employment, provided it is accompanied by the removal of the pathways to early retirement.]]></description>
<link>http://dx.doi.org/10.1787/5jz2qt1dtnlt-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz2qt1dtnlt-en</guid>
<pubDate>Thu, 05 Jun 2014 11:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making the most of skills in Denmark]]></title>
<description><![CDATA[Surveys suggest that Denmark ranks close to or slightly above the OECD average in terms of student and adult skills, even though Denmark spends more than many OECD countries on education, labour market policies and adult learning. Sluggish productivity growth over the past two decades raises the question of how to develop better skills and use them more efficiently to achieve stronger and more inclusive growth.]]></description>
<link>http://dx.doi.org/10.1787/5jz2qt4crff8-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz2qt4crff8-en</guid>
<pubDate>Thu, 05 Jun 2014 10:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Policies for making the Chilean labour market more inclusive]]></title>
<description><![CDATA[The paper discusses a number of policies that could help to make the Chilean labour market more inclusive and broaden the benefits of growth. These include expanding childcare, promoting a more flexible labour market and strengthening education and skills policies, among others.]]></description>
<link>http://dx.doi.org/10.1787/5jz2r9j3f0r6-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5jz2r9j3f0r6-en</guid>
<pubDate>Wed, 04 Jun 2014 10:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA Data Visualisation Contest]]></title>
<description><![CDATA[PISA Data Visualisation Contest]]></description>
<link>http://www.oecd.org/education/datavisualizationcontest.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/datavisualizationcontest.htm</guid>
<pubDate>Mon, 26 May 2014 16:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Evaluation and Assessment Review Netherlands   ]]></title>
<description><![CDATA[This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.]]></description>
<link>http://www.oecd.org/education/school/OECD-Evaluation-Assessment-Review-Netherlands.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/OECD-Evaluation-Assessment-Review-Netherlands.pdf</guid>
<pubDate>Fri, 23 May 2014 13:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Call for case studies – Call for participation: Entrepreneurship360]]></title>
<description><![CDATA[The OECD and the EC are inviting individual teachers and schools to submit case studies about their strategies, practices and achievements in promoting entrepreneurship in schools and VET. Participation in the Call requires a submission of an abstract of 1-2 pages by email to Joseph.Tixier@oecd.org indicating in the subject line "Entrepreneurship360- Call for case studies". 
Deadline for submission is 30 April 2014.]]></description>
<link>http://www.oecd.org/education/entrepreneurship360call.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/entrepreneurship360call.htm</guid>
<pubDate>Wed, 30 Apr 2014 18:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A Skills beyond School Review of Israel]]></title>
<description><![CDATA[Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How can employers and unions be engaged?   The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.]]></description>
<link>http://www.oecd.org/education/ASkillsBeyondSchoolReviewOfIsrael.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/ASkillsBeyondSchoolReviewOfIsrael.pdf</guid>
<pubDate>Tue, 29 Apr 2014 14:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving Schools in Wales: An OECD Perspective]]></title>
<description><![CDATA[The report Improving Schools in Wales: An OECD Perspective proposes a comprehensive strategy for Wales to support equity and quality in its school system building on a comparative perspective. It draws upon lessons from PISA, high performers and successful reformers in education, and on the research and analysis of key aspects of education policy in Wales undertaken by the OECD-Wales Review Team.]]></description>
<link>http://www.oecd.org/education/Improving-schools-in-Wales.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/Improving-schools-in-Wales.pdf</guid>
<pubDate>Thu, 10 Apr 2014 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Quality Apprenticeships for Giving Youth a Better Start in the Labour Market, G20-OECD-EC Conference]]></title>
<description><![CDATA[This conference on 9 April 2014 will provide an opportunity for a mutual sharing of good practice in fostering the better insertion of youth into the labour market through the development of quality apprenticeships. It would also seek to foster a greater commitment by countries to take action to introduce or strengthen apprenticeship initiatives and to take stock of the progress achieved.]]></description>
<link>http://www.oecd.org/education/quality-apprenticeships-youth-conference.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/quality-apprenticeships-youth-conference.htm</guid>
<pubDate>Tue, 08 Apr 2014 18:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Financial Education for Youth: The Role of Schools]]></title>
<description><![CDATA[This book addresses the challenges linked to the introduction of financial education in schools and and provides practical guidance and case studies to assist policy makers.]]></description>
<link>http://www.oecd.org/education/financial-education-for-youth.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/financial-education-for-youth.htm</guid>
<pubDate>Mon, 07 Apr 2014 19:52:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Singapore and Korea top OECD’s first PISA problem-solving test]]></title>
<description><![CDATA[Students from Singapore and Korea have performed best in the first OECD PISA assessment of creative problem-solving. Students in these countries are quick learners, highly inquisitive and able to solve unstructured problems in unfamiliar contexts.]]></description>
<link>http://www.oecd.org/education/singapore-and-korea-top-first-oecd-pisa-problem-solving-test.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/singapore-and-korea-top-first-oecd-pisa-problem-solving-test.htm</guid>
<pubDate>Tue, 01 Apr 2014 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 problem-solving results - Germany]]></title>
<description><![CDATA[Note summarising the performance of German 15-year-old students in the PISA 2012 assessment of problem solving.]]></description>
<link>http://www.oecd.org/education/PISA-2012-PS-results-eng-GERMANY.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-PS-results-eng-GERMANY.pdf</guid>
<pubDate>Tue, 01 Apr 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 problem-solving results - Japan]]></title>
<description><![CDATA[Note summarising the performance of 15-year-olds in Japan in the PISA 2012 assessment of problem solving.]]></description>
<link>http://www.oecd.org/education/PISA-2012-PS-results-eng-JAPAN.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-PS-results-eng-JAPAN.pdf</guid>
<pubDate>Tue, 01 Apr 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 problem-solving results - Singapore]]></title>
<description><![CDATA[Note summarising the performance of 15-year-old students in Singapore in the PISA 2012 assessment of problem solving.]]></description>
<link>http://www.oecd.org/education/PISA-2012-PS-results-eng-SINGAPORE.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-PS-results-eng-SINGAPORE.pdf</guid>
<pubDate>Tue, 01 Apr 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA problem-solving test: key findings for USA]]></title>
<description><![CDATA[Note summarising the United States' results in the PISA 2012 problem solving assessment.]]></description>
<link>http://www.oecd.org/education/PISA-2012-PS-results-eng-USA.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-PS-results-eng-USA.pdf</guid>
<pubDate>Tue, 01 Apr 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 problem-solving results - Spain]]></title>
<description><![CDATA[Note summarising Spain's results in the PISA 2012 problem solving assessment.]]></description>
<link>http://www.oecd.org/education/PISA-2012-PS-results-eng-SPAIN.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-PS-results-eng-SPAIN.pdf</guid>
<pubDate>Tue, 01 Apr 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 problem-solving results - England]]></title>
<description><![CDATA[Note summarising England's results in the PISA 2012 problem solving assessment.]]></description>
<link>http://www.oecd.org/education/PISA-2012-PS-results-eng-ENGLAND.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-PS-results-eng-ENGLAND.pdf</guid>
<pubDate>Tue, 01 Apr 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Résultats PISA 2012 : résolution de problèmes - la France]]></title>
<description><![CDATA[Faits marquants sur la performance de la France lors de l'enquête PISA 2012 sur les compétences des élèves résolution de problèmes. ]]></description>
<link>http://www.oecd.org/education/PISA-2012-PS-results-fre-FRANCE.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-PS-results-fre-FRANCE.pdf</guid>
<pubDate>Tue, 01 Apr 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[International Summit on the Teaching Profession - 28 and 29 March 2014, Wellington New Zealand.]]></title>
<description><![CDATA[The three questions that this Summit will focus on are:
 How can high quality teachers and leaders be attracted into and retained in schools of the greatest need?
 What are the levers for achieving equity in increasingly devolved education systems?
 How are learning environments created that meet the needs of all children and young people?
]]></description>
<link>http://www.istp2014.org/</link>
<guid isPermaLink="true">http://www.istp2014.org/</guid>
<pubDate>Fri, 28 Mar 2014 11:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A plan for education]]></title>
<description><![CDATA[Jobs, wealth and individual well-being depend on what people can do with what they know. There is no shortcut to equipping people with the right skills and to providing them with opportunities to use their skills effectively. If there’s one lesson the global economy has taught us, it is that governments cannot simply spend their way out of a crisis. ]]></description>
<link>http://www.oecd.org/education/a-plan-for-education.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/a-plan-for-education.htm</guid>
<pubDate>Thu, 27 Mar 2014 08:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Strong Performers and Successful Reformers in Education - Lessons from PISA for Korea]]></title>
<description><![CDATA[The story of Korean education over the past 50 years is one of remarkable growth and achievement. Korea is one of the top performing countries in the Programme for International Student Assessment (PISA) survey and among those with the highest proportion of young people who have completed upper secondary and tertiary education.
]]></description>
<link>http://www.keepeek.com/Digital-Asset-Management/oecd/education/lessons-from-pisa-for-korea_9789264190672-en
</link>
<guid isPermaLink="true">http://www.keepeek.com/Digital-Asset-Management/oecd/education/lessons-from-pisa-for-korea_9789264190672-en
</guid>
<pubDate>Fri, 14 Mar 2014 14:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Designing Skill-Friendly Tax Policies]]></title>
<description><![CDATA[This OECD Skills Strategy Spotlight sets out how the tax code affects skills development decisions, individuals’  and companies' skills decisions.]]></description>
<link>http://skills.oecd.org/developskills/documents/designing-skill-friendly-tax-policies.html</link>
<guid isPermaLink="true">http://skills.oecd.org/developskills/documents/designing-skill-friendly-tax-policies.html</guid>
<pubDate>Fri, 14 Mar 2014 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 35 - Who are the school truants?]]></title>
<description><![CDATA[Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over  the same period.]]></description>
<link>http://www.oecd.org/pisa/pisaproducts/pisainfocus/PISA-in-Focus-n35-(eng)-FINAL.pdf



</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisaproducts/pisainfocus/PISA-in-Focus-n35-(eng)-FINAL.pdf



</guid>
<pubDate>Mon, 20 Jan 2014 10:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Fairly sharing the social impact of the crisis in Greece]]></title>
<description><![CDATA[Poverty and income inequality have worsened since the onset of the crisis. While the design of fiscal 
measures has mitigated the burden sharing of fiscal adjustment, as the recession has deepened 
unemployment has risen, earnings have declined and social tensions have increased.]]></description>
<link>http://www.oecd-ilibrary.org/economics/fairly-sharing-the-social-impact-of-the-crisis-in-greece_5jzb6vwk338x-en
</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/fairly-sharing-the-social-impact-of-the-crisis-in-greece_5jzb6vwk338x-en
</guid>
<pubDate>Thu, 16 Jan 2014 10:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Dividing the pie in Brazil: income distribution, social policies and the new middle class]]></title>
<description><![CDATA[Brazil has made remarkable progress in reducing poverty and inequality. This reduction is explained by strong growth but also by effective social policies. Besides growth, public services and cash transfers have played the biggest role, the latter notably through the successful "Bolsa Familia" programme.]]></description>
<link>http://www.oecd-ilibrary.org/economics/dividing-the-pie-in-brazil-income-distribution-social-policies-and-the-new-middle-class_5jzb6w1rt99p-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/dividing-the-pie-in-brazil-income-distribution-social-policies-and-the-new-middle-class_5jzb6w1rt99p-en</guid>
<pubDate>Thu, 16 Jan 2014 09:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Getting Irish youth on the job track]]></title>
<description><![CDATA[Irish youth was hit hard by the crisis. New labour-market policy initiatives have been introduced recently, but more will be needed to limit scarring effects and keep youth connected so that they can get back to work as soon as the recovery strengthens.]]></description>
<link>http://www.oecd-ilibrary.org/economics/getting-irish-youth-on-the-job-track_5k3twr9k6s7h-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/getting-irish-youth-on-the-job-track_5k3twr9k6s7h-en</guid>
<pubDate>Fri, 13 Dec 2013 09:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[World reaction to PISA]]></title>
<description><![CDATA[Much of the media coverage around PISA focused on the strong performance of Asia’s students, leaving many to wonder why other countries failed to score as high.]]></description>
<link>http://www.oecd.org/education/focus-world-reaction-to-pisa.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/focus-world-reaction-to-pisa.htm</guid>
<pubDate>Mon, 09 Dec 2013 12:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Informal employment in Russia: definitions, incidence, determinants and labour market segmentation]]></title>
<description><![CDATA[This paper takes stock of informal employment in Russia analysing its incidence and determinants. Using the regular 2003-11 waves and an informality supplement of the Russian Longitudinal Monitoring Survey (RLMS) it develops several measures of informal employment and demonstrates that the incidence varies widely across the different definitions.]]></description>
<link>http://www.oecd-ilibrary.org/economics/informal-employment-in-russia_5k3v1tqzmzg7-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/informal-employment-in-russia_5k3v1tqzmzg7-en</guid>
<pubDate>Fri, 06 Dec 2013 14:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Asian countries top OECD’s latest PISA survey on state of global education]]></title>
<description><![CDATA[Asian countries outperform the rest of the world in the OECD’s latest PISA survey, which evaluates the knowledge and skills of the world’s 15-year-olds. PISA 2012 tested more than 510,000 students in 65 countries and economies on maths, reading and science. The main focus was on maths.]]></description>
<link>http://www.oecd.org/education/asian-countries-top-oecd-s-latest-pisa-survey-on-state-of-global-education.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/asian-countries-top-oecd-s-latest-pisa-survey-on-state-of-global-education.htm</guid>
<pubDate>Tue, 03 Dec 2013 17:13:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA lessons]]></title>
<description><![CDATA[Asian economies top OECD's latest PISA survey of global education, underscoring the key role of hard work and quality teaching.]]></description>
<link>http://www.oecd.org/education/focus-pisa-asia-2013.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/focus-pisa-asia-2013.htm</guid>
<pubDate>Tue, 03 Dec 2013 12:32:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 mathematics, reading and science results - Norway]]></title>
<description><![CDATA[Note summarising the performance of Norway in the PISA 2012 assessment of mathematics, reading and science.]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-norway.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-norway.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 mathematics, reading and science results - Austria ]]></title>
<description><![CDATA[Note summarising the performance of 15-year-old students in Austria in the PISA 2012 assessment of mathematics, reading and science.]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-austria.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-austria.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 mathematics, reading and science results - Italy ]]></title>
<description><![CDATA[Note summarising the performance of Italy in the PISA 2012 assessment of mathematics, reading and science.]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-italy.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-italy.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 mathematics, reading and science results - Spain]]></title>
<description><![CDATA[Note summarising Spain's performance in the PISA 2012 assessment of mathematics, reading and science.

]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-spain.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-spain.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 mathematics, reading and science results - United Kingdom]]></title>
<description><![CDATA[Note summarising the performance of the United Kingdom in the PISA 2012 assessment of mathematics, reading and science.]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-UK.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-UK.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 mathematics, reading and science results - United States]]></title>
<description><![CDATA[Note summarising the performance of 15-year-old students in the United States in the PISA 2012 assessment of mathematics, reading and science]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-US.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-US.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Résultats PISA 2012 :  mathématiques, compréhension de l'écrit et sciences - la France]]></title>
<description><![CDATA[Faits marquants sur la performance de la France lors de l'enquête PISA 2012 sur les compétences des élèves en mathématiques, en compréhension de l'écrit et en sciences. ]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-france.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-france.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Results - Brazil ]]></title>
<description><![CDATA[The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 economies have participated in the assessment.]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-brazil.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-brazil.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 Results - Germany]]></title>
<description><![CDATA[The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 economies have participated in the assessment.]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-germany.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-germany.pdf</guid>
<pubDate>Tue, 03 Dec 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 results - Spain]]></title>
<description><![CDATA[Summary of Spain's performance in PISA 2012]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-spain.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-spain.pdf</guid>
<pubDate>Tue, 03 Dec 2013 06:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA 2012 results - Belgium country note]]></title>
<description><![CDATA[Note summarising the performance of Belgium in PISA 2012]]></description>
<link>http://www.oecd.org/education/PISA-2012-results-belgium.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/PISA-2012-results-belgium.pdf</guid>
<pubDate>Tue, 03 Dec 2013 06:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Country specific-material]]></title>
<description><![CDATA[Two rounds of the Survey of Adult Skills are under way: Round 1 (2008-13) with 24 participating countries, whose results were released in October 2013, and Round 2 (2012-16) with 9 participating countries, whose results will be released in 2016. A third round is scheduled to begin in May 2014.]]></description>
<link>http://www.oecd.org/education/country-specific-material.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/country-specific-material.htm</guid>
<pubDate>Tue, 12 Nov 2013 14:26:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Time for the U.S. to Reskill? What the Survey of Adult Skills Says 
]]></title>
<description><![CDATA[This report draws on the new international OECD Survey of Adult Skills to highlight the challenges faced by the United States. It shows that the United States should take action to improve adult skills, if it wants to avoid falling behind other countries. The report also advances a set of key recommendations to improve basic skills across the board.
]]></description>
<link>http://skills.oecd.org/Survey_of_Adult_Skills_US.pdf
</link>
<guid isPermaLink="true">http://skills.oecd.org/Survey_of_Adult_Skills_US.pdf
</guid>
<pubDate>Tue, 12 Nov 2013 06:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Concerted Action Necessary to Address U.S. Adult Skills Challenge, says OECD]]></title>
<description><![CDATA[An OECD study published today says the United States should take concerted action to address the adult skills challenge, warning it could progressively fall behind other countries. The study argues that low-skilled populations face a bleak future, creating challenges both to equity and social cohesion.]]></description>
<link>http://www.oecd.org/education/concerted-action-necessary-to-address-us-adult-skills-challenge.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/concerted-action-necessary-to-address-us-adult-skills-challenge.htm</guid>
<pubDate>Tue, 12 Nov 2013 06:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD to launch PISA test for schools in England in 2014]]></title>
<description><![CDATA[Individual secondary schools in England will from next year be able to take a version of the OECD’s PISA test in order to benchmark themselves against the world’s best education systems.]]></description>
<link>http://www.oecd.org/education/oecd-to-launch-pisa-test-for-schools-in-uk-in-2014.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecd-to-launch-pisa-test-for-schools-in-uk-in-2014.htm</guid>
<pubDate>Thu, 07 Nov 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Reviews of Evaluation and Assessment in Education - Teacher Evaluation in Chile]]></title>
<description><![CDATA[This book provides, from an international perspective, an independent analysis of major issues facing teacher evaluation, current policy initiatives, and possible future approaches in Chile.]]></description>
<link>http://www.oecd.org/education/school/OECD Review Teacher Evaluation Chile.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/OECD Review Teacher Evaluation Chile.pdf</guid>
<pubDate>Tue, 05 Nov 2013 16:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Brazil should continue efforts to boost education and improve young people’s job prospects]]></title>
<description><![CDATA[Brazil’s strong economic growth has helped cut the youth unemployment rate over the past decade to levels below those of most OECD countries. Increased investment in education and vocational training is also helping young people get a foot in the jobs market, according to a new OECD report. ]]></description>
<link>http://www.oecd.org/education/brazilshouldcontinueeffortstoboosteducationandimproveyoungpeoplesjobprospects.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/brazilshouldcontinueeffortstoboosteducationandimproveyoungpeoplesjobprospects.htm</guid>
<pubDate>Tue, 22 Oct 2013 13:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Secretary-General Angel Gurría welcomes Brazil’s commitment to improving education and playing greater role in PISA Programme]]></title>
<description><![CDATA[OECD Secretary-General Angel Gurría today welcomed Brazil’s further engagement with the Organisation’s world-leading global education assessment programme (PISA) during a signing ceremony in Brasilia with Brazil’s Minister for Education Aloízio Mercadante.]]></description>
<link>http://www.oecd.org/education/oecd-secretary-general-welcomes-brazils-commitment-to-improving-education-and-playing-greater-role-in-pisa.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecd-secretary-general-welcomes-brazils-commitment-to-improving-education-and-playing-greater-role-in-pisa.htm</guid>
<pubDate>Mon, 21 Oct 2013 20:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Boosting skills essential for tackling joblessness and improving well-being, says OECD]]></title>
<description><![CDATA[The low-skilled are more likely than others to be unemployed, have bad health and earn much less, according to the first OECD Survey of Adult Skills. Countries with greater inequality in skills proficiency also have higher income inequality.  ]]></description>
<link>http://www.oecd.org/education/boosting-skills-essential-for-tackling-joblessness-and-improving-well-being.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/boosting-skills-essential-for-tackling-joblessness-and-improving-well-being.htm</guid>
<pubDate>Tue, 08 Oct 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Informal Meeting of OECD Ministers of Education - Fostering Relevant Skills and Employability Through Education
]]></title>
<description><![CDATA[The informal meeting of OECD Education Ministers will be held in Istanbul, Turkey on 2-3 October 2013. The theme of the meeting is “Fostering Skills and Employability through Education”.


]]></description>
<link>http://www.oecd.org/site/eduimm/
</link>
<guid isPermaLink="true">http://www.oecd.org/site/eduimm/
</guid>
<pubDate>Sat, 28 Sep 2013 13:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Global Education Leaders with Andreas Schleicher (OECD) ]]></title>
<description><![CDATA[This is the fourth episode of Global Education Leaders, an initiative launched by Turkish educators. The discussion revolved around global education issues and OECD's focus on skills.]]></description>
<link>http://www.youtube.com/watch?v=oD6qp1H32rI
</link>
<guid isPermaLink="true">http://www.youtube.com/watch?v=oD6qp1H32rI
</guid>
<pubDate>Mon, 23 Sep 2013 11:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[England should expand provision of postsecondary vocational programmes, says OECD]]></title>
<description><![CDATA[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.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/england-should-expand-provision-of-postsecondary-vocational-programmes.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/england-should-expand-provision-of-postsecondary-vocational-programmes.htm</guid>
<pubDate>Mon, 23 Sep 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[How are university students changing? | Education Indicators in Focus No. 15]]></title>
<description><![CDATA[This Education Indicators in Focus No. 15 sets out the changing needs of a more diverse generation of university students.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/EDIF%202013--N%C2%B015%20(eng).pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/EDIF%202013--N%C2%B015%20(eng).pdf</guid>
<pubDate>Fri, 20 Sep 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving school-to-work transitions in New Zealand]]></title>
<description><![CDATA[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.]]></description>
<link>http://dx.doi.org/10.1787/5k40d6b633hl-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k40d6b633hl-en</guid>
<pubDate>Thu, 19 Sep 2013 12:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2013: Highlights]]></title>
<description><![CDATA[Education at a Glance 2013: Highlights summarises the OECD’s flagship compendium of education statistics, Education at a Glance.
]]></description>
<link>http://dx.doi.org/10.1787/eag_highlights-2013-en 
</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/eag_highlights-2013-en 
</guid>
<pubDate>Tue, 17 Sep 2013 23:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A Skills Manifesto: Why Education (Not Finance) Is The Only Lasting Economic Solution ]]></title>
<description><![CDATA[Everywhere skills transform lives, generate prosperity and promote social inclusion. And if there’s one lesson the global economy has taught us over the last few years, it’s that we cannot simply bail ourselves out of a crisis — stimulus plans and printing money can never be a lasting solution to our economic problems.]]></description>
<link>http://www.worldcrunch.com/impact-education-innovation/a-skills-manifesto-why-education-not-finance-is-the-only-lasting-economic-solution/pisa-oecd-skills-education-schleicher/c14s13389/
</link>
<guid isPermaLink="true">http://www.worldcrunch.com/impact-education-innovation/a-skills-manifesto-why-education-not-finance-is-the-only-lasting-economic-solution/pisa-oecd-skills-education-schleicher/c14s13389/
</guid>
<pubDate>Tue, 17 Sep 2013 22:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Great Education Debate - We must be able to compete in a global education system (Andreas Schleicher, Deputy Director for Education and Skills and Special Advisor on Education Policy to the OECD's Secretary-General)]]></title>
<description><![CDATA[In a global economy, the benchmark for educational success is no longer improvement by national standards alone, but the best performing school systems internationally.]]></description>
<link>http://www.greateducationdebate.org.uk/articles/we-must-be-able-to-compete-in-a-global-education-system.html
</link>
<guid isPermaLink="true">http://www.greateducationdebate.org.uk/articles/we-must-be-able-to-compete-in-a-global-education-system.html
</guid>
<pubDate>Wed, 11 Sep 2013 13:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus No. 32 - Do students perform better in schools with orderly classrooms?]]></title>
<description><![CDATA[Most students enjoy orderly classrooms for their language-of-instruction lessons.
Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall socio-economic profile – are related to better performance.

]]></description>
<link>http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n32%20(eng)--v07.pdf

</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n32%20(eng)--v07.pdf

</guid>
<pubDate>Tue, 10 Sep 2013 18:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Financial education and women]]></title>
<description><![CDATA[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.]]></description>
<link>http://www.oecd.org/education/financialeducationandwomen.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/financialeducationandwomen.htm</guid>
<pubDate>Fri, 06 Sep 2013 21:19:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[When life means school again]]></title>
<description><![CDATA[Children are starting school at an ever younger age,OECD’s recent Education at a Glance 2013 shows that in 2011 on average over 84% of all four year-old children were enrolled in some form of formal education, which is 5% more than in 2005.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/09/when-life-means-school-again.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/09/when-life-means-school-again.html</guid>
<pubDate>Tue, 03 Sep 2013 19:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving Education in Mexico: A State-level Perspective from Puebla
]]></title>
<description><![CDATA[This book suggests strategies for building an education model that could inspire other Mexican states and fuel federal reform efforts.
]]></description>
<link>http://dx.doi.org/10.1787/9789264200197-en

</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/9789264200197-en

</guid>
<pubDate>Mon, 02 Sep 2013 13:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus 31: Who are the academic all-rounders?]]></title>
<description><![CDATA[The rapidly growing demand for highly skilled workers has led to a global competition for talent. High-level skills
are critical for creating new knowledge and technologies and for sparking innovation; as such, they are key to
economic growth and social development.]]></description>
<link>http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n31%20(eng)--Final.pdf

</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n31%20(eng)--Final.pdf

</guid>
<pubDate>Thu, 29 Aug 2013 10:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Transitions in and out of unemployment among young people in the Irish recession]]></title>
<description><![CDATA[Young people have been hit hard by unemployment during the Irish recession. While much research 
has been undertaken to study the effects of the recession on overall labour market dynamics, little is known about the specific effects on youth unemployment and the associated challenges.]]></description>
<link>http://dx.doi.org/10.1787/5k41zq81lh5k-en </link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k41zq81lh5k-en </guid>
<pubDate>Mon, 19 Aug 2013 14:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Responding to key well-being challenges in Austria]]></title>
<description><![CDATA[Important challenges for the future of Austrian well-being arise from demographic and environmental trends. The ageing of the population calls for a fair balance between life-time pension contributions and entitlements, drawing on the recent pension reform.]]></description>
<link>http://dx.doi.org/10.1787/5k42210gg9g5-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k42210gg9g5-en</guid>
<pubDate>Mon, 05 Aug 2013 12:11:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Austria’s well-being goes beyond GDP]]></title>
<description><![CDATA[Austria enjoys strong material well-being and high quality of life. Steady convergence with top GDP 
per capita levels translated into decisive improvements in household disposable incomes while significant redistribution has ensured low income inequality and poverty.]]></description>
<link>http://dx.doi.org/10.1787/5k422133hjnv-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k422133hjnv-en</guid>
<pubDate>Mon, 05 Aug 2013 11:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Big data and PISA | Blog post by Andreas Schleicher on OECD educationtoday]]></title>
<description><![CDATA[Big data is the foundation on which education can reinvent its business model and build the coalition of governments, businesses, and social entrepreneurs that can bring together the evidence, innovation and resources to make lifelong learning a reality for all. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/07/big-data-and-pisa.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/07/big-data-and-pisa.html</guid>
<pubDate>Fri, 26 Jul 2013 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What’s your strategy for learning? | Blog post on OECD educationtoday
]]></title>
<description><![CDATA[Knowing the best way to summarise information you read is key to being a proficient reader. In fact, this month’s PISA in Focus suggests that if disadvantaged students – who consistently score lower on PISA assessments than advantaged students -- used the most effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would shrink considerably. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/07/whats-your-strategy-for-learning.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/07/whats-your-strategy-for-learning.html
</guid>
<pubDate>Tue, 16 Jul 2013 14:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus N°30: Could learning strategies reduce the performance gap between advantaged and disadvantaged students?
]]></title>
<description><![CDATA[Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as
students from more advantaged backgrounds do, the performance gap between the two groups would be almost 20% narrower.]]></description>
<link>http://www.oecd.org/pisa/pisainfocus/pisa in focus n30 (eng)--Final.pdf
</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisainfocus/pisa in focus n30 (eng)--Final.pdf
</guid>
<pubDate>Tue, 16 Jul 2013 13:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD: Postsecondary education key to maintaining global standing of U.S. workforce]]></title>
<description><![CDATA[09/07/2013 - The United States should improve postsecondary career and technical training provisions to help students transition smoothly into education programs and the labor market, according to a new OECD report published today.]]></description>
<link>http://www.oecd.org/newsroom/oecdpostsecondaryeducationkeytomaintainingglobalstandingofusworkforce.htm
</link>
<guid isPermaLink="true">http://www.oecd.org/newsroom/oecdpostsecondaryeducationkeytomaintainingglobalstandingofusworkforce.htm
</guid>
<pubDate>Thu, 11 Jul 2013 14:41:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Video: Barbara Ischinger on tackling the global talent gap
]]></title>
<description><![CDATA[Dr Barbara Ischinger, Director of Education and Skills, OECD, France - Better Skills, Better Lives (Tackling the global talent gap - Global Skills Exchange, Leipzig Germany, 6th July 2013) 
]]></description>
<link>http://www.policyreview.tv/video/914/6870
</link>
<guid isPermaLink="true">http://www.policyreview.tv/video/914/6870
</guid>
<pubDate>Thu, 11 Jul 2013 12:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[More competition essential for future of mobile innovation, says OECD]]></title>
<description><![CDATA[OECD countries must ensure mobile markets remain open and competitive in order to sustain innovation and meet rising demand for data services, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/more-competition-essential-for-future-of-mobile-innovation.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/more-competition-essential-for-future-of-mobile-innovation.htm</guid>
<pubDate>Thu, 11 Jul 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD: Postsecondary education key to maintaining global standing of U.S. workforce]]></title>
<description><![CDATA[The United States should improve postsecondary career and technical training provisions to help students transition smoothly into education programs and the labor market, according to a new OECD report published today.]]></description>
<link>http://www.oecd.org/education/oecdpostsecondaryeducationkeytomaintainingglobalstandingofusworkforce.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecdpostsecondaryeducationkeytomaintainingglobalstandingofusworkforce.htm</guid>
<pubDate>Wed, 10 Jul 2013 14:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Students – the migrants everyone wants ]]></title>
<description><![CDATA[International students are one of the fastest growing parts of the global education system. In just 20 years their numbers have more than doubled, and there are now over 4 million young people currently studying abroad to get their degree]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/07/students-migrants-everyone-wants.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/07/students-migrants-everyone-wants.html
</guid>
<pubDate>Mon, 08 Jul 2013 19:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Competitions: the secret to developing and measuring skills? (Interview with David Hoey, Chief Executive Officer of WorldSkills International)
]]></title>
<description><![CDATA[David Hoey, Chief Executive Officer of WorldSkills International spoke to us of the international skills extravaganza (WorldSkills Leipzig 2013) going on now, between 2-7 July. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/07/competitions-secret-to-developing-and.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/07/competitions-secret-to-developing-and.html
</guid>
<pubDate>Fri, 05 Jul 2013 16:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus 14 - How is international student mobility shaping up?
]]></title>
<description><![CDATA[Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/EDIF 2013--N°14 (eng)-Final.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/EDIF 2013--N°14 (eng)-Final.pdf</guid>
<pubDate>Fri, 05 Jul 2013 11:34:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Advanced vocational training in Germany provides sought-after skills but needs compulsory standards in teaching and examination]]></title>
<description><![CDATA[The transition from school to work in Germany is remarkably smooth. An excellent vocational education and training (VET) system ensures that young people are well-prepared when they enter the labour market and can find jobs that match their qualifications.]]></description>
<link>http://www.oecd.org/education/oecdcountryreportadvancedvocationaltrainingingermanyprovidessought-afterskillsbutneedscompulsorystandardsinteachingandexamination.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecdcountryreportadvancedvocationaltrainingingermanyprovidessought-afterskillsbutneedscompulsorystandardsinteachingandexamination.htm</guid>
<pubDate>Fri, 05 Jul 2013 10:15:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD report on vocational training in Austria calls for continued diversity and increased co-ordination]]></title>
<description><![CDATA[There are few OECD countries where vocational education and training (VET) is held in such high regard or takes so many forms as in Austria. Some 60 percent of young Austrians aged between 25 and 34 have completed a VET course below tertiary level (vocational school or technical college).]]></description>
<link>http://www.oecd.org/education/oecd-report-on-vocational-training-in-austria-calls-for-continued-diversity-and-increased-co-ordination.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecd-report-on-vocational-training-in-austria-calls-for-continued-diversity-and-increased-co-ordination.htm</guid>
<pubDate>Wed, 03 Jul 2013 15:19:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market policies to promote growth and social cohesion in Korea]]></title>
<description><![CDATA[Labour market reform to improve growth prospects and reduce inequality is a top priority in the face of rapid population ageing and a dualistic labour market. Sustaining output growth requires policies to mitigate the impact of rapid population ageing by increasing labour inputs from under-employed segments of the population.]]></description>
<link>http://dx.doi.org/10.1787/5k43nxrmq8xx-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k43nxrmq8xx-en</guid>
<pubDate>Tue, 02 Jul 2013 17:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education reform in Korea]]></title>
<description><![CDATA[The rapid expansion of education in Korea is exceptional and has played a key role in its economic
development. Sustaining Korea’s growth potential in the face of demographic headwinds requires further
improving the education system to boost productivity growth.]]></description>
<link>http://dx.doi.org/10.1787/5k43nxs1t9vh-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k43nxs1t9vh-en</guid>
<pubDate>Tue, 02 Jul 2013 14:51:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Belgium: enhancing the cost efficiency and flexibility of the health sector to adjust to population
ageing]]></title>
<description><![CDATA[Belgium has a good record in delivering accessible care, but adaptation to population ageing will be
complicated by the fragmentation of responsibilities in the healthcare system and a strong reliance on
government regulations.]]></description>
<link>http://dx.doi.org/10.1787/5k44ssnfdnr7-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k44ssnfdnr7-en</guid>
<pubDate>Mon, 01 Jul 2013 16:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter June/July 2013]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills
]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/
</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/
</guid>
<pubDate>Wed, 26 Jun 2013 11:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Restructuring welfare spending in Slovenia]]></title>
<description><![CDATA[Restoring fiscal sustainability is a major challenge in Slovenia. Yet, the performance in terms of expenditure control is poor and public expenditure on social spending increased briskly during the crisis, significantly more than on average across the OECD.]]></description>
<link>http://dx.doi.org/10.1787/5k44v50kwzxx-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k44v50kwzxx-en</guid>
<pubDate>Wed, 26 Jun 2013 11:05:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Assessing the efficiency of welfare spending in Slovenia with data envelopment analysis]]></title>
<description><![CDATA[This paper derives estimates of the efficiency of welfare spending in Slovenia and the other OECD countries from data envelopment analysis based on model specifications used in earlier OECD studies.]]></description>
<link>http://dx.doi.org/10.1787/5k44v5373q0q-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k44v5373q0q-en</guid>
<pubDate>Wed, 26 Jun 2013 09:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education: The best protection against an economic crisis (OECD Education Today Blog)]]></title>
<description><![CDATA[The insight that education is valuable both to individuals and to countries is not new. Using continuously improving data and statistical tools, we have come to understand and appreciate the magnitude of education’s impact on employment, income, health and life opportunities in general. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/06/education-best-protection-against.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/06/education-best-protection-against.html</guid>
<pubDate>Tue, 25 Jun 2013 13:24:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Value of education rises in crisis but investment in this area is falling, says OECD]]></title>
<description><![CDATA[The jobs gap between well-educated young people and those who left school early has continued to widen during the crisis. A good education is the best insurance against a lack of work experience, according to the latest edition of the OECD’s annual Education at a Glance.

]]></description>
<link>http://www.oecd.org/education/value-of-education-rises-in-crisis-says-oecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/value-of-education-rises-in-crisis-says-oecd.htm</guid>
<pubDate>Tue, 25 Jun 2013 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A projection method for public health and long-term care expenditures]]></title>
<description><![CDATA[This paper proposes a new set of public health and long-term care expenditure projections until 2060,
seven years after a first set of projections was published by the OECD. It disentangles health from long-term care expenditure, as well as the demographic from the non-demographic drivers, and refines the previous methodology, in particular by extending the country coverage.]]></description>
<link>http://dx.doi.org/10.1787/5k44v53w5w47-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k44v53w5w47-en</guid>
<pubDate>Tue, 25 Jun 2013 09:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2013 - Country notes and key fact tables]]></title>
<description><![CDATA[Education at a Glance 2013 - Country notes and key fact tables]]></description>
<link>http://www.oecd.org/education/educationataglance2013-countrynotesandkeyfacttables.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/educationataglance2013-countrynotesandkeyfacttables.htm</guid>
<pubDate>Thu, 20 Jun 2013 16:41:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Learning to Teach: Teaching to Learn]]></title>
<description><![CDATA[One thing we have learned from surveying teachers around the world as part of our Teaching and Learning International Survey (TALIS) is that teachers everywhere want more professional development. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/06/learning-to-teach-teaching-to-learn.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/06/learning-to-teach-teaching-to-learn.html</guid>
<pubDate>Mon, 17 Jun 2013 18:02:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2013: OECD Indicators]]></title>
<description><![CDATA[Education at a Glance: OECD Indicators is the authoritative source for accurate and relevant information on the state of education  around the world. It provides data on the structure, finances, and performance of education systems in more than 40 countries, including OECD members and G20 partners.]]></description>
<link>http://www.oecd.org/education/eag2013.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/eag2013.htm</guid>
<pubDate>Fri, 14 Jun 2013 14:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[For immigrant students, early arrival is best.]]></title>
<description><![CDATA[Arriving in a new country, in a new school as an immigrant student is never easy. But the transition can be a little less damaging if the student has already spent a few of his or her earliest years in his new home country. This month’s PISA in Focus examines the “late-arrival” penalty in student performance among immigrant students who arrived in their new country at the age of 12 or older.
 ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/06/for-immigrant-students-early-arrival-is.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/06/for-immigrant-students-early-arrival-is.html
</guid>
<pubDate>Tue, 11 Jun 2013 18:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus 29: Do immigrant students’ reading skills depend on how long they have been in their new country?]]></title>
<description><![CDATA[In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five.
]]></description>
<link>http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n29%20(eng)--Final.pdf
</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n29%20(eng)--Final.pdf
</guid>
<pubDate>Tue, 11 Jun 2013 18:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Policy determinants of school outcomes under model uncertainty: evidence from South Africa]]></title>
<description><![CDATA[In this paper we assess the determinants of secondary school outcomes in South Africa. We use Bayesian Averaging Model techniques to account for uncertainty in the set of underlying factors that are chosen among a very large pool of explanatory variables in order to minimize the risk of omitted variable bias.]]></description>
<link>http://dx.doi.org/10.1787/5k452klln7tl-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k452klln7tl-en</guid>
<pubDate>Tue, 11 Jun 2013 15:23:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving education quality in South Africa]]></title>
<description><![CDATA[South Africa has achieved remarkable progress in educational attainment relative to other emerging countries, but the quality of basic education for a large fraction of the Black African population is still very low.]]></description>
<link>http://dx.doi.org/10.1787/5k452klfn9ls-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k452klfn9ls-en</guid>
<pubDate>Tue, 11 Jun 2013 15:10:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[BBC - Fukushima schools re-build after disaster - by Andreas Schleicher]]></title>
<description><![CDATA[How do you re-build an education system destroyed by a disaster? The OECD's Andreas Schleicher describes the efforts in Japan, two years after the nuclear accident in Fukushima.]]></description>
<link>http://www.bbc.co.uk/news/business-21576192
</link>
<guid isPermaLink="true">http://www.bbc.co.uk/news/business-21576192
</guid>
<pubDate>Wed, 05 Jun 2013 12:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Inequality and poverty in the United States: public policies for inclusive growth]]></title>
<description><![CDATA[Income inequality and relative poverty in the United States are among the highest in the OECD and have substantially increased over the past decades. These developments have been associated with a number of other worrying statistics, including low intergenerational social mobility and weak real income growth for many households.]]></description>
<link>http://dx.doi.org/10.1787/5k46957cwv8q-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k46957cwv8q-en</guid>
<pubDate>Fri, 31 May 2013 16:15:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Newsroom - OECD countries commit to action plan to tackle youth joblessness]]></title>
<description><![CDATA[30/05/2013 - OECD governments have committed to stepping up their efforts to tackle high youth unemployment and strengthen their education systems to better prepare young people for the world of work.]]></description>
<link>http://www.oecd.org/newsroom/oecdcountriescommittoactionplantotackleyouthjoblessness.htm
</link>
<guid isPermaLink="true">http://www.oecd.org/newsroom/oecdcountriescommittoactionplantotackleyouthjoblessness.htm
</guid>
<pubDate>Thu, 30 May 2013 15:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What makes a NEET? 
]]></title>
<description><![CDATA[NEETS - young people aged between 15 and 29 years old who are not in employment, education or training - are a potential problem both for society and for themselves. The proportion of young people neither working nor studying offers an insight into how well economies manage the transition between school and work – better than youth unemployment rates, which do not take into account the numbers in education.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/05/what-makes-neet.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/05/what-makes-neet.html
</guid>
<pubDate>Wed, 29 May 2013 10:34:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Action for youth]]></title>
<description><![CDATA[The current crisis has continued to affect people’s lives across the world, and nowhere is this more evident than in the deteriorating labour market in many countries. Young people have been hit particularly hard and risk being permanently scarred from joblessness and even exclusion. These social milestones are fundamental to health and well-being.]]></description>
<link>http://www.oecd.org/education/action-for-youth.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/action-for-youth.htm</guid>
<pubDate>Tue, 28 May 2013 19:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Working with youth: A series of case studies]]></title>
<description><![CDATA[How are countries around the world helping youth stay in school, build skills and careers? What are they doing about youth unemployment? These case studies provide a starting point for those looking not only to learn about the problems facing youth today, but how to solve them.]]></description>
<link>http://skills.oecd.org/developskills/documents/workingwithyouth.html</link>
<guid isPermaLink="true">http://skills.oecd.org/developskills/documents/workingwithyouth.html</guid>
<pubDate>Tue, 28 May 2013 14:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Getting our youth back to work - by Andreas Schleicher, Deputy Director and Special Advisor on Education Policy to the OECD's Secretary-General
]]></title>
<description><![CDATA[If there’s one lesson we’ve learned over the past few years, it’s that we cannot simply bail ourselves out of a crisis, we cannot solely stimulate ourselves out of a crisis and we cannot just print money our way out of a crisis. But we can become much better in equipping more people with better skills to collaborate, compete and connect in ways that drive our economies forward.
 
 
 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/05/getting-our-youth-back-to-work.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/05/getting-our-youth-back-to-work.html
</guid>
<pubDate>Tue, 28 May 2013 12:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus 13 - How difficult is it to move from school to work?]]></title>
<description><![CDATA[In some countries, an increasing number of young people are neither in employment, nor in education or training (NEET). A high proportion of NEETs is an indicator of a difficult transition between school and work.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/EDIF 2013--N°13 (eng)--FINAL.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/EDIF 2013--N°13 (eng)--FINAL.pdf</guid>
<pubDate>Tue, 28 May 2013 11:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Skills Strategy Spotlight - Better Skills, Better Jobs, Better Lives 03: Apprenticeships and Workplace Learning]]></title>
<description><![CDATA[How do apprenticeships and other forms of workplace learning help people to make a successful transition from school to work?
Global economic competition requires a labour force with a range of mid-level trade, technical and professional skills alongside the high-level skills typically associated with university education.]]></description>
<link>http://skills.oecd.org/developskills/documents/Apprenticeships_and_Workplace_Learning.pdf
</link>
<guid isPermaLink="true">http://skills.oecd.org/developskills/documents/Apprenticeships_and_Workplace_Learning.pdf
</guid>
<pubDate>Tue, 28 May 2013 10:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Investing in Youth: Brazil]]></title>
<description><![CDATA[This report provides a detailed diagnosis of the youth labour market and education system in Brazil. It takes an international comparative perspective, offering policy options to help improve school-to-work transitions. It also provides an opportunity for other countries to learn from the innovative measures that Brazil has taken to strengthen the skills of youth and their employment outcomes.]]></description>
<link>http://dx.doi.org/10.1787/9789264208988-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/9789264208988-en</guid>
<pubDate>Tue, 21 May 2013 10:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Russia’s human capital challenge

]]></title>
<description><![CDATA[To pursue economic growth, Russia must develop its human capital, which requires structural reforms in education, healthcare and pensions. These, in turn, must respond to major trends in service provision, including the increasing role of individual choice, the need to deliver lifelong learning and healthcare, and the risk that Russians will increasingly buy services abroad, rather than work to develop their own national systems.]]></description>
<link>http://www.oecd.org/education/russias-human-capital-challenge.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/russias-human-capital-challenge.htm</guid>
<pubDate>Wed, 15 May 2013 15:27:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Video - Strong Performers and Successful Reformers in Education - Netherlands ]]></title>
<description><![CDATA[In a drive to raise the quality of classroom teaching and boost student performance, Dutch education authorities are encouraging teachers to learn from each other through a process of peer review.]]></description>
<link>http://youtu.be/iLEapFKVROo</link>
<guid isPermaLink="true">http://youtu.be/iLEapFKVROo</guid>
<pubDate>Tue, 14 May 2013 18:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Video - Strong Performers and Successful Reformers in Education - Belgium (Flanders)]]></title>
<description><![CDATA[Flanders builds a "triangle of quality" based on extensive autonomy for schools, supported by pedagogical advisory services and monitored by government inspectors.]]></description>
<link>http://youtu.be/QRwxuMk5RGA</link>
<guid isPermaLink="true">http://youtu.be/QRwxuMk5RGA</guid>
<pubDate>Tue, 14 May 2013 18:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education for all]]></title>
<description><![CDATA[Young people from poorer families are badly underrepresented in higher education. That risks exposing them to a lifetime of reduced earnings and undermines the foundations of wider economic growth. What can be done? Economically disadvantaged students benefit from a mix of grants and loans in third-level education, but they also need better support from the earliest years of their school careers.]]></description>
<link>http://www.oecd.org/education/education-for-all.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/education-for-all.htm</guid>
<pubDate>Fri, 10 May 2013 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus N°28: What makes urban schools different? ]]></title>
<description><![CDATA[In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and other students.]]></description>
<link>http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n28%20(eng)--FINAL.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n28%20(eng)--FINAL.pdf</guid>
<pubDate>Tue, 07 May 2013 18:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The “urban advantage” in education ]]></title>
<description><![CDATA[Nearly half the world’s population now lives in urban areas. What does that mean for education?]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/05/the-urban-advantage-in-education.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/05/the-urban-advantage-in-education.html
</guid>
<pubDate>Tue, 07 May 2013 15:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Policy Outlook]]></title>
<description><![CDATA[The Education policy Outlook is a new publication that uses existing knowledge to review education policies and reforms across OECD countries. It will build on substantial comparative and sectorial policy knowledge and on the experience of policy outlooks already developed across the OECD.]]></description>
<link>http://www.oecd.org/education/policyoutlook.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/policyoutlook.htm</guid>
<pubDate>Mon, 22 Apr 2013 16:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Learning from other countries’ experiences in education (OECD Education Today Blog)]]></title>
<description><![CDATA[Rather than prescribe actions, the OECD often prefers to show policy makers what everyone else is doing and how successful those initiatives have been. A new OECD series of individual Education Policy Outlook Country Profiles does just that: each profile describes how an individual country is responding to key challenges to improve the effectiveness of its education system. 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/04/learning-from-other-countries.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/04/learning-from-other-countries.html</guid>
<pubDate>Mon, 22 Apr 2013 11:14:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The determinants of informality in Mexico’s states]]></title>
<description><![CDATA[Informality has important implications for productivity, economic growth, and the inequality of income. In recent years, the extent of informal employment has increased in many of Mexico's states, though highly heterogeneously.]]></description>
<link>http://dx.doi.org/10.1787/5k483jrvnjq2-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k483jrvnjq2-en</guid>
<pubDate>Thu, 11 Apr 2013 11:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Synergies for Better Learning: An International Perspective on Evaluation and Assessment
]]></title>
<description><![CDATA[How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.]]></description>
<link>http://www.oecd.org/education/synergies-for-better-learning.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/synergies-for-better-learning.htm</guid>
<pubDate>Thu, 11 Apr 2013 10:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Strengthen evaluation to improve student learning, says OECD ]]></title>
<description><![CDATA[Education systems around the world are increasingly measuring the performance of teachers and schools as part of their drive to help students do better and improve results. Rising demand for higher education standards and a trend towards greater school autonomy in some countries are among the factors behind this new focus according to the OECD]]></description>
<link>http://www.oecd.org/newsroom/strengthen-evaluation-to-improve-student-learning-says-oecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/newsroom/strengthen-evaluation-to-improve-student-learning-says-oecd.htm</guid>
<pubDate>Thu, 11 Apr 2013 10:20:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving the economic situation of young people in France]]></title>
<description><![CDATA[The economic situation of young people is unsatisfactory. Educational inequalities have been widening for over a decade, due to a sharp decline in the results of the most highly disadvantaged students. The unemployment rate for the 20-24 age bracket has not dropped below 16% for nearly 30 years.]]></description>
<link>http://dx.doi.org/10.1787/5k4840dqcbjc-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k4840dqcbjc-en</guid>
<pubDate>Thu, 11 Apr 2013 10:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus N°27: Does it matter which school a student attends?
]]></title>
<description><![CDATA[Successful education systems guarantee that all students succeed at high levels. As this month’s PISA in Focus notes, some school systems not only do well on international assessments, like PISA, they also manage to minimise the difference between the best- and poorest-performing students.
]]></description>
<link>http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n27%20(eng)--FINAL.pdf
</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n27%20(eng)--FINAL.pdf
</guid>
<pubDate>Wed, 10 Apr 2013 17:09:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Improving employment prospects for young workers in Spain]]></title>
<description><![CDATA[The unemployment rate among young people has reached painfully high levels, in particular among those young people with low levels of education.]]></description>
<link>http://dx.doi.org/10.1787/5k487n7hg08s-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k487n7hg08s-en</guid>
<pubDate>Wed, 03 Apr 2013 18:06:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Youth labour market performance in Spain and its determinants - a micro-level perspective]]></title>
<description><![CDATA[This paper provides both descriptive and empirical evidence about the main youth labour market problems in Spain. Using the experiences of other EU economies as a benchmark, we document the performance of Spain as regards a wide set of youth labour market dimensions.]]></description>
<link>http://dx.doi.org/10.1787/5k487n5bfz5c-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k487n5bfz5c-en</guid>
<pubDate>Wed, 03 Apr 2013 17:41:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Newsroom - OECD develops new tool to help schools improve
]]></title>
<description><![CDATA[03/04/2013 – The OECD has developed a new tool to help individual schools benchmark their students’ proficiency in reading, mathematics and science against the world’s top education systems. It will also give educators an insight into the learning environments at schools so they can consider ways to improve student learning.]]></description>
<link>http://www.oecd.org/edu/school/oecd-develops-new-tool-to-help-schools-improve.htm</link>
<guid isPermaLink="true">http://www.oecd.org/edu/school/oecd-develops-new-tool-to-help-schools-improve.htm</guid>
<pubDate>Wed, 03 Apr 2013 17:34:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The efficiency and equity of the tax and transfer system in France]]></title>
<description><![CDATA[Taxes and cash transfers reduce income inequality more in France than elsewhere in the OECD, because of the large size of the flows involved. But the system is complex overall. Its effectiveness could be enhanced in many ways, for example so as to achieve the same amount of redistribution at lower cost.]]></description>
<link>http://dx.doi.org/10.1787/5k487n4jqqg5-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k487n4jqqg5-en</guid>
<pubDate>Wed, 03 Apr 2013 17:22:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Income inequality and poverty in Colombia. Part 2. The redistributive impact of taxes and transfers]]></title>
<description><![CDATA[Income inequality in Colombia has declined since the early 2000s but remains very high by international standards. While most of the inequality originates from the labour market, wealth – and thus capital income – is also highly concentrated and the tax and transfer system has little redistributive impact.]]></description>
<link>http://dx.doi.org/10.1787/5k487n4r0t8s-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k487n4r0t8s-en</guid>
<pubDate>Wed, 03 Apr 2013 16:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Income inequality and poverty in Colombia. Part 1. The role of the labour market]]></title>
<description><![CDATA[Income inequality in Colombia has declined since the early 2000s but remains very high by international standards. Income dispersion largely originates from the labour market, which is characterised by a still high unemployment rate, a pervasive informal sector and a wide wage dispersion reflecting a large education premium for those with higher education.]]></description>
<link>http://dx.doi.org/10.1787/5k487n74s1f1-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k487n74s1f1-en</guid>
<pubDate>Wed, 03 Apr 2013 16:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Skills for the digital economy ]]></title>
<description><![CDATA[Digital economies are powered by skills. People with the high-end skills needed to invent and apply new technologies are in high demand the world over. At the same time, the portfolio of basic skills needed to navigate technology-rich environments and function effectively in our connected societies has expanded. How severe is the shortage of ICT skills? And what needs to be done to fill the gaps? 
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/04/skills-for-digital-economy.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/04/skills-for-digital-economy.html</guid>
<pubDate>Wed, 03 Apr 2013 11:36:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA-Based Test for Schools]]></title>
<description><![CDATA[The PISA-Based Test for Schools [In the United States, the assessment is known as the OECD Test for Schools (based on PISA)] is a student assessment tool geared for use by schools and networks of schools to support research, benchmarking and school improvement efforts. 
]]></description>
<link>http://www.oecd.org/pisa/pisa-basedtestforschools/
</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisa-basedtestforschools/
</guid>
<pubDate>Tue, 02 Apr 2013 13:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus 12 - Which factors determine the level of expenditure on teaching staff?
]]></title>
<description><![CDATA[The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/EDIF 2013--N°12 FINAL.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/EDIF 2013--N°12 FINAL.pdf</guid>
<pubDate>Wed, 27 Mar 2013 15:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education and Skills Newsletter - March 2013 ]]></title>
<description><![CDATA[Bringing you the highlights from the OECD Directorate for Education and Skills]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Fri, 15 Mar 2013 17:40:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Strengthening social cohesion in Luxembourg: making efficiency and equity go hand in hand]]></title>
<description><![CDATA[Luxembourg is a rich and fast-growing country. However, inequality of disposable incomes has trended up modestly over the past decades and relative poverty has risen reflecting mainly the rapid growth of high incomes.]]></description>
<link>http://www.oecd-ilibrary.org/economics/strengthening-social-cohesion-in-luxembourg_5k49lcrgv2g4-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/strengthening-social-cohesion-in-luxembourg_5k49lcrgv2g4-en</guid>
<pubDate>Thu, 14 Mar 2013 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market, welfare reform and inequality in the United Kingdom]]></title>
<description><![CDATA[Employment has risen by more and unemployment has risen less than expected, given the path of output. Nevertheless, long-term and youth unemployment and involuntary part-time work are high. A polarised labour market risks worsening income inequality, which is high by OECD standards, despite a recent and likely temporary decline.]]></description>
<link>http://www.oecd-ilibrary.org/economics/labour-market-welfare-reform-and-inequality-in-the-united-kingdom_5k49lcnl9cr8-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/labour-market-welfare-reform-and-inequality-in-the-united-kingdom_5k49lcnl9cr8-en</guid>
<pubDate>Thu, 14 Mar 2013 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Work incentives and Universal Credit – reform of the benefit system in the United Kingdom]]></title>
<description><![CDATA[Under the Universal Credit reform, the main means-tested benefits except the Council Tax Benefit will be pooled into one single benefit with one single taper rate. The reform will give people better incentives to work, reduce complexity and contribute to reducing poverty.]]></description>
<link>http://www.oecd-ilibrary.org/economics/work-incentives-and-universal-credit_5k49lcn89rkf-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/work-incentives-and-universal-credit_5k49lcn89rkf-en</guid>
<pubDate>Thu, 14 Mar 2013 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Secretary-General at the International Summit on the Teaching Profession (The Netherlands, 13th - 14th March 2013)]]></title>
<description><![CDATA[The Secretary-General, Mr. Angel Gurría, will visit The Netherlands on 13th and 14th of March 2013, to attend the 2013 International Summit on the Teaching Profession. He will also go to The Hague and hold a bilateral meeting with Mr. Jeroen Dijsselbloem, Finance Minister.]]></description>
<link>http://www.oecd.org/education/secretary-generalattheinternationalsummitontheteachingprofessionthenetherlands13th-14thmarch2013.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/secretary-generalattheinternationalsummitontheteachingprofessionthenetherlands13th-14thmarch2013.htm</guid>
<pubDate>Mon, 11 Mar 2013 12:34:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Do the average level and dispersion of socio-economic background measures explain France’s gap in PISA scores?
]]></title>
<description><![CDATA[OECD’s PISA publications highlight the impact of economic, social and cultural status (ESCS) on students’ results within countries. The focus here is to investigate whether ESCS measures could contribute to differences in aggregate educational outcomes between countries. ]]></description>
<link>http://dx.doi.org/10.1787/5k4bxkv1d96k-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k4bxkv1d96k-en</guid>
<pubDate>Tue, 26 Feb 2013 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[2013 International Summit on the Teaching Profession]]></title>
<description><![CDATA[2013 International Summit on the Teaching Profession]]></description>
<link>http://www.oecd.org/site/eduistp13/</link>
<guid isPermaLink="true">http://www.oecd.org/site/eduistp13/</guid>
<pubDate>Mon, 25 Feb 2013 16:28:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[TED Talk - Andreas Schleicher: Use data to build better schools ]]></title>
<description><![CDATA[How can we measure what makes a school system work? Andreas Schleicher walks us through the PISA test, a global measurement that ranks countries against one another -- then uses that same data to help schools improve. Watch to find out where your country stacks up, and learn the single factor that makes some systems outperform others.]]></description>
<link>http://youtu.be/j7dMwDZUzsY</link>
<guid isPermaLink="true">http://youtu.be/j7dMwDZUzsY</guid>
<pubDate>Fri, 22 Feb 2013 13:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 11 - What are the social benefits of education? How do early childhood education and care (ECEC) policies, systems and quality vary across OECD countries?
]]></title>
<description><![CDATA[In many OECD countries, ECEC services have increased in response to a growing demand for better learning outcomes as well as growing female labour force participation. In recent years, however, the goals of ECEC policy have become more child-centred.
]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/EDIF11.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/EDIF11.pdf</guid>
<pubDate>Thu, 21 Feb 2013 16:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education for policymakers - Barbara Ischinger, Director, OECD Directorate for Education and Skills]]></title>
<description><![CDATA[Education is one OECD department that has embraced the information revolution.]]></description>
<link>http://www.oecdobserver.org/news/fullstory.php/aid/3934/Education_for_policymakers.html</link>
<guid isPermaLink="true">http://www.oecdobserver.org/news/fullstory.php/aid/3934/Education_for_policymakers.html</guid>
<pubDate>Thu, 21 Feb 2013 13:18:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education quality and labour market outcomes in South Africa]]></title>
<description><![CDATA[In this paper we include measures of school quality in regressions determining the labour market premiums to education level.]]></description>
<link>http://dx.doi.org/10.1787/5k4dlffrb18t-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k4dlffrb18t-en</guid>
<pubDate>Thu, 21 Feb 2013 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Educational attainment and labour market outcomes in South Africa, 1994-2010]]></title>
<description><![CDATA[In this paper we document the impact of education levels on labour market outcomes from 1994 to 2010 using national household survey data.]]></description>
<link>http://dx.doi.org/10.1787/5k4c0vvbvv0q-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k4c0vvbvv0q-en</guid>
<pubDate>Thu, 21 Feb 2013 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Labour market and social policies to foster more inclusive growth in Sweden]]></title>
<description><![CDATA[Sweden is a very egalitarian country but inequalities have risen and some groups are poorly integrated into the labour market.]]></description>
<link>http://dx.doi.org/10.1787/5k4c0vtwpttj-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k4c0vtwpttj-en</guid>
<pubDate>Thu, 21 Feb 2013 09:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[PISA in Focus N°25: Are countries moving towards more equitable education systems?]]></title>
<description><![CDATA[Most of us think of education as the great leveller; but are our education systems really doing all they can to ensure that boys and girls from all backgrounds have an equal shot at a high-quality education? As this month’s PISA in Focus reports, some countries have been more successful than others in levelling the playing field for their students. ]]></description>
<link>http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n25%20(eng)--FINAL.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n25%20(eng)--FINAL.pdf</guid>
<pubDate>Wed, 13 Feb 2013 11:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Getting internationalisation right - by Andreas Schleicher Deputy Director for Education and Skills, Special Advisor on Education Policy to the OECD's Secretary General
]]></title>
<description><![CDATA[The exceptional turnout at the 2013 OECD/Japan Seminar  in Tokyo this week, where over 300 participants from over 20 countries discussed global strategies for higher education, shows that the seminar had exactly the right agenda at exactly the right time. I asked myself how many people would have turned up had this seminar been held five years ago; or whether five years ago, Japan would have ventured to take the lead on this theme.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/02/getting-internationalisation-right.html
</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/02/getting-internationalisation-right.html
</guid>
<pubDate>Thu, 07 Feb 2013 16:58:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[2013 International Summit on the Teaching Profession (Amsterdam, 13-14 March 2013)     ]]></title>
<description><![CDATA[The theme of the third annual International Summit on the Teaching Profession, to be held in Amsterdam on 13-14 March 2013, focuses on teacher evaluation and professional standards. ]]></description>
<link>http://www.oecd.org/site/eduistp13/</link>
<guid isPermaLink="true">http://www.oecd.org/site/eduistp13/</guid>
<pubDate>Wed, 06 Feb 2013 17:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Do policies that reduce unemployment raise its volatility? Evidence from OECD countries]]></title>
<description><![CDATA[In this paper we examine whether past labour market reforms aiming at reducing the rate of unemployment have raised its long-run volatility.]]></description>
<link>http://dx.doi.org/10.1787/5k4c9kmlg08v-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k4c9kmlg08v-en</guid>
<pubDate>Wed, 06 Feb 2013 13:36:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Investing efficiently in education and active labour market policies in Slovakia]]></title>
<description><![CDATA[In Slovakia, educational outcomes are below the OECD average and are too dependent on the
socioeconomic background of students.]]></description>
<link>http://dx.doi.org/10.1787/5k4c9kvmv3g4-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k4c9kvmv3g4-en</guid>
<pubDate>Wed, 06 Feb 2013 09:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The US labour market recovery following the great recession]]></title>
<description><![CDATA[Although job creation has improved, since the end of the 2007-08 recession, the effects of the recession on the labour market remain severe.]]></description>
<link>http://www.oecd-ilibrary.org/economics/the-us-labour-market-recovery-following-the-great-recession_5k4ddxp3xlvf-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/the-us-labour-market-recovery-following-the-great-recession_5k4ddxp3xlvf-en</guid>
<pubDate>Tue, 29 Jan 2013 11:40:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Long-term growth scenarios]]></title>
<description><![CDATA[This paper presents the results from a new model for projecting growth of OECD and major non-OECD economies over the next 50 years as well as imbalances that arise. ]]></description>
<link>http://www.oecd-ilibrary.org/economics/long-term-growth-scenarios_5k4ddxpr2fmr-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/long-term-growth-scenarios_5k4ddxpr2fmr-en</guid>
<pubDate>Tue, 29 Jan 2013 11:40:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Evaluaciones de políticas nacionales de Educación - La Educación superior en Colombia]]></title>
<description><![CDATA[Colombia es una de las principales economías de la región de América Latina y el Caribe y el gobierno tiene planes ambiciosos para su desarrollo social y económico, para lo que es crucial el fortalecimiento del capital
humano.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/Evaluaciones de políticas nacionales de Educación - La Educación superior en Colombia.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/Evaluaciones de políticas nacionales de Educación - La Educación superior en Colombia.pdf</guid>
<pubDate>Thu, 24 Jan 2013 18:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Reviews of National Policies for Education: Tertiary Education in Colombia 2012  ]]></title>
<description><![CDATA[In Colombia, the beginning of a new century has brought with it a palpable feeling of optimism. Colombians and visitors sense that the country’s considerable potential can be realised, and education is rightly seen as crucial to this process. As opportunities expand, Colombians will need new and better skills to respond to new challenges and prospects.

]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/Reviews of National Policies for Education Tertiary Education in Colombia 2012.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/Reviews of National Policies for Education Tertiary Education in Colombia 2012.pdf</guid>
<pubDate>Thu, 24 Jan 2013 18:53:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Why do Russian firms use fixed-term and agency work contracts?]]></title>
<description><![CDATA[This study looks into the use of fixed term contracts and agency work in Russia during and shortly after the crisis 2009 10 with the help of an enterprise survey. ]]></description>
<link>http://www.oecd.org/education/labour/2013-6.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/2013-6.pdf</guid>
<pubDate>Wed, 16 Jan 2013 14:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The Dutch labour market: preparing for the future]]></title>
<description><![CDATA[The well performing labour market has delivered low unemployment and relatively stable wage developments. ]]></description>
<link>http://www.oecd.org/education/labour/2013-4.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/2013-4.pdf</guid>
<pubDate>Wed, 16 Jan 2013 14:35:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Enhancing the inclusiveness of the labour market in Belgium]]></title>
<description><![CDATA[The global crisis led to a smaller increase in the unemployment rate than in most other OECD countries as employment has been sustained through intensive use of reduced working time schemes. ]]></description>
<link>http://www.oecd.org/education/labour/2013-1.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/2013-1.pdf</guid>
<pubDate>Wed, 16 Jan 2013 14:08:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[15th OECD/Japan Seminar - Global Strategies for Higher Education-Global Trends and Rethinking the Role of Government”
]]></title>
<description><![CDATA[This seminar will provide an opportunity for participants to share experiences on issues such as the influence of accelerated commercialization of education and a knowledge-based society.]]></description>
<link>http://www.medical-bank.org/oecdjapan/index_eng.php
</link>
<guid isPermaLink="true">http://www.medical-bank.org/oecdjapan/index_eng.php
</guid>
<pubDate>Tue, 15 Jan 2013 12:17:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[AHELO Feasibility Study Report - Volume 1]]></title>
<description><![CDATA[This first volume of the report of the Feasibility Study of the Assessment of Higher Education Learning Outcomes (AHELO) focuses on the design and implementation of the Study and the lessons learnt through that process.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume1.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume1.pdf</guid>
<pubDate>Thu, 10 Jan 2013 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Announces Winner of Global Data Visualisation Competition]]></title>
<description><![CDATA[The OECD today announced the winner of its first-ever global data visualisation challenge.]]></description>
<link>http://www.oecd.org/education/oecdannounceswinnerofglobaldatavisualizationcompetition.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecdannounceswinnerofglobaldatavisualizationcompetition.htm</guid>
<pubDate>Wed, 09 Jan 2013 14:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Winner of the OECD Education Data Visualization Challenge ]]></title>
<description><![CDATA[This interactive chart, designed by Krisztina Szucs and Mate Cziner from Hungary, condenses highly complex data on the costs and benefits of education around the world. It clearly highlights important facts showing students, parents and policy makers where the real costs and benefits lie for them in relation to education]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2013/01/dynamic-educational-data-award.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2013/01/dynamic-educational-data-award.html</guid>
<pubDate>Wed, 09 Jan 2013 12:39:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Today 2013 - The OECD Perspective
]]></title>
<description><![CDATA[What does the OECD have to say about the state of education today? What are the main OECD messages on early childhood education, teacher policies and tertiary education? What about student performance, educational spending and equity in education? OECD work on these important education topics and others have been brought together in a single accessible source updating the first edition of Education Today which came out in March 2009. 
]]></description>
<link>http://www.oecd-ilibrary.org/education/education-today_22190430</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/education/education-today_22190430</guid>
<pubDate>Mon, 17 Dec 2012 19:12:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education Newsletter - Bringing you the highlights from the OECD Directorate for Education and Skills (December 2012)]]></title>
<description><![CDATA[OECD Education Newsletter - Bringing you the highlights from the OECD Directorate for Education and Skills(December 2012)]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Mon, 17 Dec 2012 10:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education Today… and tomorrow (Barbara Ischinger, Director for Education and Skills)
]]></title>
<description><![CDATA[When we think of innovation in education these days, we immediately think of technology: getting more computers into more classrooms, offering online courses to students in higher education. - See more at: http://oecdeducationtoday.blogspot.fr/2012/12/oecd-education-today-and-tomorrow.html#sthash.dv2MKgEf.dpuf]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/12/oecd-education-today-and-tomorrow.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/12/oecd-education-today-and-tomorrow.html</guid>
<pubDate>Sun, 16 Dec 2012 19:59:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[U.S. Education Is Getting Left Behind - Andreas Schleicher, Special Advisor on Education Policy, OECD]]></title>
<description><![CDATA[The U.S. is now the only country in the industrialised world in which the generation entering the workforce does not have higher college attainment levels than the generation about to leave the workforce. While that is in part due to the traditionally high levels of college attainment in the U.S, an increasing number of countries have approached and surpassed U.S. graduation levels and others are bound to follow over the coming years. ]]></description>
<link>http://www.huffingtonpost.com/andreas-schleicher/us-education_b_2268873.html?utm_hp_ref=tw</link>
<guid isPermaLink="true">http://www.huffingtonpost.com/andreas-schleicher/us-education_b_2268873.html?utm_hp_ref=tw</guid>
<pubDate>Tue, 11 Dec 2012 11:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Study abroad]]></title>
<description><![CDATA[More students are looking beyond their borders to give their education a competitive edge. Despite shrinking support for scholarships and tightening travel budgets, 177 million students left their home countries in 2012 to pursue formal tertiary education, an increase of 77 million students since 2000. ]]></description>
<link>http://oecdobserver.org/news/fullstory.php/aid/3900/Study_abroad.html</link>
<guid isPermaLink="true">http://oecdobserver.org/news/fullstory.php/aid/3900/Study_abroad.html</guid>
<pubDate>Mon, 10 Dec 2012 14:03:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Strengthening innovation in the United States]]></title>
<description><![CDATA[The US innovation system has many strengths, including world class research universities and firms that thrive in innovation-intensive sectors.]]></description>
<link>http://dx.doi.org/10.1787/5k8zl62hxmf6-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k8zl62hxmf6-en</guid>
<pubDate>Thu, 29 Nov 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Promoting Graduate Entrepreneurship in Tunisian Universities]]></title>
<description><![CDATA[This report provides the main findings and recommendations of a case study review of entrepreneurship education and business start-up support in Tunisian universities and universities of applied sciences as part of a series of reviews on Skills and Competences for Entrepreneurship carried out by the LEED Programme of the OECD.]]></description>
<link>http://www.oecd.org/education/entrepreneurshiptunisia.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/entrepreneurshiptunisia.htm</guid>
<pubDate>Mon, 29 Oct 2012 10:33:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Got any good ideas about how to improve education? ]]></title>
<description><![CDATA[education quality, improving education]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/10/got-any-good-ideas-about-how-to-improve.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/10/got-any-good-ideas-about-how-to-improve.html</guid>
<pubDate>Mon, 29 Oct 2012 10:25:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Portugal: rebalancing the economy and returning to growth through job creation and better capital allocation]]></title>
<description><![CDATA[Low growth and huge current account deficits have characterised the Portuguese economy over the past decade.]]></description>
<link>http://dx.doi.org/10.1787/5k918xjjzs9q-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k918xjjzs9q-en</guid>
<pubDate>Wed, 17 Oct 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What the D in OECD stands for, by Barbara Ischinger, Director for Education and Skills]]></title>
<description><![CDATA[Did you know that the Organisation for Economic Co-operation and Development helped to lay the groundwork for the United Nations’ Millennium Development Goals? Even though Development is part of our name, there are many people who don’t realise just how much of our resources are devoted to developing economies and not only to the development of the OECD’s 34 member countries.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/10/what-d-in-oecd-stands-for.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/10/what-d-in-oecd-stands-for.html</guid>
<pubDate>Mon, 15 Oct 2012 16:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Women leaders can break the mould, interview with Indira Samarasekera, PresidentUniversity of Alberta, Canada]]></title>
<description><![CDATA[Indira Samarasekera, President of the University of Alberta  in Canada, was one of the keynote speakers at this year’s Institutional Management in Higher Education (IMHE) Conference, held at OECD headquarters in Paris this past September. Marilyn Achiron, Editor at the OECD’s Education Directorate, spoke with her about a variety of subjects]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/10/women-leaders-can-break-mould.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/10/women-leaders-can-break-mould.html</guid>
<pubDate>Tue, 09 Oct 2012 15:56:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are countries educating to protect against unemployment? by Dirk Van Damme]]></title>
<description><![CDATA[More people than even before now reach a level of educational attainment equivalent to upper secondary education. The available evidence is very conclusive: this level of education can be considered a minimum level to ensure a job and a living wage. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/10/are-countries-educating-to-protect.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/10/are-countries-educating-to-protect.html</guid>
<pubDate>Thu, 04 Oct 2012 11:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[It's high time to fight corruption in education, by Mihaylo Milovanovitch]]></title>
<description><![CDATA[A modern day Bulgarian proverb says “What money can’t buy, a lot of money can”. Sadly, the truth of this popular wisdom holds well beyond the country it comes from. Sadly too, it seems to work well in schools and universities. Year by year Transparency International (TI), an international anti-corruption NGO, publishes data on the perceptions and experience of people from around the globe...]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/10/its-high-time-to-fight-corruption-in.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/10/its-high-time-to-fight-corruption-in.html</guid>
<pubDate>Mon, 01 Oct 2012 12:01:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[A lesson in teaching from the grassroots, by Andreas Schleicher]]></title>
<description><![CDATA[I was in London last week to give a talk on “how to transform 10,000 classrooms” at the annual Teach First/Teach for All conference in London. Some 3,000 teachers and social entrepreneurs from around the world gathered there to discuss ways to re-invent and strengthen the teaching profession. ]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/09/a-lesson-in-teaching-from-grassroots.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/09/a-lesson-in-teaching-from-grassroots.html</guid>
<pubDate>Thu, 27 Sep 2012 10:40:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Canada: Tertiary education: developing skills for innovation and l-t growth]]></title>
<description><![CDATA[The tertiary education system in Canada performs well in fostering a skilled workforce with generally good labour market outcomes and is internationally recognised for its research contributions.]]></description>
<link>http://dx.doi.org/10.1787/5k92pghq4247-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k92pghq4247-en</guid>
<pubDate>Thu, 27 Sep 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education Newsletter - September 2012]]></title>
<description><![CDATA[This issue focuses on the latest OECD annual education indicators published in the 2012 edition of Education at a Glance. 
]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Fri, 21 Sep 2012 13:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Taxation Working Paper No. 13: Taxes and Investment in Skills]]></title>
<description><![CDATA[This paper considers the influence of taxes on the financial incentive to invest in human capital and explores the tax treatment of private investment by individuals and employers in post-compulsory education and lifelong learning in 31 OECD countries, India and South Africa. ]]></description>
<link>http://www.oecd-ilibrary.org/taxation/taxes-and-investment-in-skills_5k92sn0qv5mp-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/taxation/taxes-and-investment-in-skills_5k92sn0qv5mp-en</guid>
<pubDate>Wed, 19 Sep 2012 13:07:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Structural reforms to boost Turkey’s long-term growth]]></title>
<description><![CDATA[Turkey can achieve strong sustainable growth and job creation but further reforms in the labour market, education and product markets are required for such gains to materialise.]]></description>
<link>http://dx.doi.org/10.1787/5k92smv7cnjl-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k92smv7cnjl-en</guid>
<pubDate>Wed, 19 Sep 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Tackling Turkey’s external and domestic macroeconomic imbalances]]></title>
<description><![CDATA[Effective macroeconomic and structural policies helped Turkey bounce back quickly and strongly from the global crisis, with annual growth averaging close to 9% over 2010-11]]></description>
<link>http://dx.doi.org/10.1787/5k92smvqbb8v-en</link>
<guid isPermaLink="true">http://dx.doi.org/10.1787/5k92smvqbb8v-en</guid>
<pubDate>Wed, 19 Sep 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The German labour market: preparing for the future]]></title>
<description><![CDATA[The strength of the German labour market response to the financial crisis of 2008-09 demonstrated the benefits of past labour market reforms, which raised work incentives, improved job matching and increased working hour flexibility.]]></description>
<link>http://www.oecd-ilibrary.org/economics/the-german-labour-market_5k92sn01tzzv-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/the-german-labour-market_5k92sn01tzzv-en</guid>
<pubDate>Wed, 19 Sep 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012 - Country Note - Estonia]]></title>
<description><![CDATA[Whereas expenditure on education and expenditure per student increased significantly between 2000 and 2009, Estonia has seen the largest drop in education funding since the global recession, compared to other OECD countries.]]></description>
<link>http://www.oecd.org/education/estonia50.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/estonia50.pdf</guid>
<pubDate>Tue, 11 Sep 2012 13:16:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Investing in people, skills and education for inclusive growth and jobs ]]></title>
<description><![CDATA[As the spectre of another economic downturn looms large in many countries and is already a reality in others, new data from the 2012 edition of Education at a Glance: OECD Indicators – released today – provides powerful insights into the link between education, economic progress and social mobility around the world.]]></description>
<link>http://oecdeducationtoday.blogspot.com/2012/09/investing-in-people-skills-and.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2012/09/investing-in-people-skills-and.html</guid>
<pubDate>Tue, 11 Sep 2012 11:31:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education spending rising but access to higher education remains unequal in most countries, says OECD]]></title>
<description><![CDATA[Governments should increase investment in early childhood programmes and maintain reasonable costs for higher education in order to reduce inequality, boost social mobility and improve people’s employment prospects, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/educationspendingrisingbutaccesstohighereducationremainsunequalinmostcountriessaysoecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/educationspendingrisingbutaccesstohighereducationremainsunequalinmostcountriessaysoecd.htm</guid>
<pubDate>Tue, 11 Sep 2012 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: OECD Indicators]]></title>
<description><![CDATA[The 2012 edition of Education at a Glance enables countries to see themselves in the light of other countries’ educational performance. ]]></description>
<link>http://www.oecd.org/education/eag2012.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/eag2012.htm</guid>
<pubDate>Tue, 11 Sep 2012 10:55:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Korea]]></title>
<description><![CDATA[Korea has reduced the share of individuals without upper secondary education while the proportion of tertiary-educated individuals increased rapidly over the past 14 years.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Korea.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Korea.pdf</guid>
<pubDate>Mon, 10 Sep 2012 18:52:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012 - Country Note - Canada (French)]]></title>
<description><![CDATA[Education at a Glance 2012 - Country Note - Canada (French)]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Canada (FR).pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Canada (FR).pdf</guid>
<pubDate>Mon, 10 Sep 2012 18:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Brazil]]></title>
<description><![CDATA[Brazil boasts one of the largest increases in expenditure on education between 2000 and 2009 among the countries for which data was available.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Brazil.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Brazil.pdf</guid>
<pubDate>Mon, 10 Sep 2012 18:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Japan (Japanese)]]></title>
<description><![CDATA[Education at a Glance 2012: Country Notes - Japan (Japanese)]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Japan (JPN).pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Japan (JPN).pdf</guid>
<pubDate>Mon, 10 Sep 2012 17:40:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Sweden]]></title>
<description><![CDATA[Sweden enjoys an 81.5% employment rate for all levels of education – the second highest rate of all OECD countries after Iceland (Table A7.1b).]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Sweden5.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Sweden5.pdf</guid>
<pubDate>Mon, 10 Sep 2012 17:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Spain (Spanish)]]></title>
<description><![CDATA[Education at a Glance 2012: Country Notes - Spain (Spanish)]]></description>
<link>http://www.oecd.org/education/November 20 EAG2012 - Country note - Spain (ES)_FINAL.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/November 20 EAG2012 - Country note - Spain (ES)_FINAL.pdf</guid>
<pubDate>Mon, 10 Sep 2012 16:52:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Russian Federation]]></title>
<description><![CDATA[The high educational attainment level of the Russian population continues to increase. 88% of the adult population have attained at least upper secondary education and 54% have a tertiary qualification.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Russian Federation.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Russian Federation.pdf</guid>
<pubDate>Mon, 10 Sep 2012 16:50:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Portugal]]></title>
<description><![CDATA[Education at a Glance 2012: Country Notes - Portugal]]></description>
<link>http://www.oecd.org/education/CN - Portugal.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/CN - Portugal.pdf</guid>
<pubDate>Mon, 10 Sep 2012 16:49:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Mexico]]></title>
<description><![CDATA[Since making pre-primary education compulsory in 2009, Mexico has achieved one of the highest enrolment rates of four-year-old children among OECD countries, but high student-teacher ratios pose significant challenges for early childhood education and care.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Mexico.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Mexico.pdf</guid>
<pubDate>Mon, 10 Sep 2012 16:48:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012 - Country Notes - Italy]]></title>
<description><![CDATA[Entry rates for higher education increased after Italy introduced a new degree structure in the early 2000s. While university-level attainment still remains below the OECD average, the gap for younger generations of Italians is expected to narrow over the next decade.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Italy.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Italy.pdf</guid>
<pubDate>Mon, 10 Sep 2012 16:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Canada]]></title>
<description><![CDATA[Canada ranks first among OECD countries in the proportion of adults with a college (tertiary-type 5B) education (24%) and ranks 8th in the proportion of adults with a university (tertiary-type 5A) education (26%).]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Canada.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Canada.pdf</guid>
<pubDate>Mon, 10 Sep 2012 16:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Australia]]></title>
<description><![CDATA[Australia’s education system achieves good outcomes overall - attainment of upper secondary education by adults aged 25 to 34 was 85% in 2010, above the OECD average of 82%]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Australia.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Australia.pdf</guid>
<pubDate>Mon, 10 Sep 2012 16:44:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012 - Country Note for Germany (german)]]></title>
<description><![CDATA[Education at a Glance 2012 - Country Note for Germany (german)]]></description>
<link>http://www.oecd.org/education/country note Germany (DE).pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/country note Germany (DE).pdf</guid>
<pubDate>Mon, 10 Sep 2012 14:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - United States]]></title>
<description><![CDATA[Education at a Glance 2012: Country Notes - United States]]></description>
<link>http://www.oecd.org/education/CN - United States.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/CN - United States.pdf</guid>
<pubDate>Fri, 07 Sep 2012 11:47:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - United Kingdom  ]]></title>
<description><![CDATA[Education at a Glance 2012: Country Notes - United Kingdom]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - United Kingdom.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - United Kingdom.pdf</guid>
<pubDate>Fri, 07 Sep 2012 11:46:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Spain]]></title>
<description><![CDATA[Virtually all three-year-olds in Spain are enrolled in school, most of them in public institutions. Spain’s expenditure on pre-primary education (for public institutions) amounts to 0.9% of GDP, compared to the OECD average of 0.5% of the combined GDP.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Spain.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Spain.pdf</guid>
<pubDate>Fri, 07 Sep 2012 11:45:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Japan]]></title>
<description><![CDATA[Although the salaries of experienced teachers in Japan are high relative to other OECD countries, their starting salaries are lower and working hours are longer. Moreover, different from the trend across OECD countries, teachers’ salaries have been declining since 2000 in real terms.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Japan.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Japan.pdf</guid>
<pubDate>Fri, 07 Sep 2012 11:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - Germany]]></title>
<description><![CDATA[Germany’s early childhood education system is fairly well-developed: 96% of four-year-olds are enrolled in early childhood education programmes, and 89% of three-year-olds are. These levels are well above the respective OECD averages of 79% and 66%.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - Germany.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - Germany.pdf</guid>
<pubDate>Fri, 07 Sep 2012 11:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Regards sur l'éducation 2012 : Notes pays - France ]]></title>
<description><![CDATA[L’école maternelle est ouverte au plus grand nombre en France malgré un investissement par élève moindre par rapport à la moyenne des pays de l’OCDE, ce qui se traduit par un taux d’encadrement (enseignants et auxiliaires d’éducation confondus) plus élevé en France que dans la plupart des pays de l’OCDE.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - France (FR).pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - France (FR).pdf</guid>
<pubDate>Fri, 07 Sep 2012 11:36:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2012: Country Notes - European Union]]></title>
<description><![CDATA[The relative earnings premium for those with a tertiary education increased in most EU21 countries over the past ten years, indicating that the demand for more educated individuals still exceeds supply.]]></description>
<link>http://www.oecd.org/education/EAG2012 - Country note - European Union.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/EAG2012 - Country note - European Union.pdf</guid>
<pubDate>Fri, 07 Sep 2012 11:32:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education: OECD calls for reform of postsecondary vocational education and training in Denmark]]></title>
<description><![CDATA[Denmark should build on the strengths of its vocational and educational training programme to ensure that young people enter the labour market with the skills companies need and to meet the national goal of having 60% of young people enter higher education by 2020, according to a new OECD report.
]]></description>
<link>http://www.oecd.org/education/educationoecdcallsforreformofpostsecondaryvocationaleducationandtrainingindenmark.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/educationoecdcallsforreformofpostsecondaryvocationaleducationandtrainingindenmark.htm</guid>
<pubDate>Tue, 04 Sep 2012 11:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education: Korea should improve its vocational education programmes, says OECD

 ]]></title>
<description><![CDATA[Korea should reform its vocational education and training programmes to ensure that students leave college with the skills and expertise that companies need in today’s rapidly changing labour market, according to a new OECD report. ]]></description>
<link>http://www.oecd.org/education/educationkoreashouldimproveitsvocationaleducationprogrammessaysoecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/educationkoreashouldimproveitsvocationaleducationprogrammessaysoecd.htm</guid>
<pubDate>Tue, 04 Sep 2012 09:30:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Second chances in education 
]]></title>
<description><![CDATA[We all know how important the first years of formal education are; but what if the education provided during those years isn’t the best it can be? ]]></description>
<link>http://oecdeducationtoday.blogspot.com/2012/08/second-chances-in-education.html </link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.com/2012/08/second-chances-in-education.html </guid>
<pubDate>Thu, 30 Aug 2012 10:37:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Making the right connections 
]]></title>
<description><![CDATA[It’s becoming clear to me that the crisis in youth unemployment around the world is not just one of the aftershocks of the global economic downturn, but may also have roots in education systems that are not adequately preparing students for 21st-century economies.]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/08/making-right-connections.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/08/making-right-connections.html</guid>
<pubDate>Thu, 02 Aug 2012 15:29:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[June 2012: OECD Education Newsletter ]]></title>
<description><![CDATA[OECD Education Newsletter JUly]]></description>
<link>http://www.oecdmybrochure.org/edu/newsletter/</link>
<guid isPermaLink="true">http://www.oecdmybrochure.org/edu/newsletter/</guid>
<pubDate>Wed, 01 Aug 2012 18:04:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Registration for the Programme on Institutional Management in Higher Education (IMHE) General Conference 2012]]></title>
<description><![CDATA[Join around 500 higher education policy-makers, institutional leaders and academic experts active in higher education at the biennial General Conference of the OECD’s Programme for Institutional Management in Higher Education on 17-19 September in Paris.
]]></description>
<link>http://www.oecd.org/education/registrationfortheprogrammeoninstitutionalmanagementinhighereducationimhegeneralconference2012.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/registrationfortheprogrammeoninstitutionalmanagementinhighereducationimhegeneralconference2012.htm</guid>
<pubDate>Sat, 30 Jun 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Education Newsletter]]></title>
<description><![CDATA[OECD Education Newsletter]]></description>
<link>http://www.oecd.org/education/newsletter.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/newsletter.htm</guid>
<pubDate>Fri, 29 Jun 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Are Teachers Getting the Recognition They Deserve? ]]></title>
<description><![CDATA[More and more countries are having discussions about how to evaluate the quality of their teaching workforce and, subsequently, how to reward teachers for their work. The OECD’s newest series of briefs, Teaching in Focus, launches this month with a discussion of the appraisal and feedback teachers receive and the impact of both on their teaching.
]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/05/are-teachers-getting-recognition-they.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/05/are-teachers-getting-recognition-they.html</guid>
<pubDate>Tue, 26 Jun 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[What should students learn in the 21st century? ]]></title>
<description><![CDATA[By Charles Fadel - Founder & chairman, Center for Curriculum Redesign 
It has become clear that teaching skills requires answering “What should students learn in the 21st century?” on a deep and broad basis. Teachers need to have the time and flexibility to develop knowledge, skills, and character, while also considering the meta-layer/fourth dimension that includes learning how to learn, interdisciplinarity, and personalisation. 

]]></description>
<link>http://oecdeducationtoday.blogspot.fr/2012/05/what-should-students-learn-in-21st.html</link>
<guid isPermaLink="true">http://oecdeducationtoday.blogspot.fr/2012/05/what-should-students-learn-in-21st.html</guid>
<pubDate>Tue, 26 Jun 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Promoting social cohesion in Korea]]></title>
<description><![CDATA[Korea faces the challenge of reversing rising inequality while sustaining robust economic growth.]]></description>
<link>http://www.oecd-ilibrary.org/economics/promoting-social-cohesion-in-korea_5k97gkdfjqf3-en</link>
<guid isPermaLink="true">http://www.oecd-ilibrary.org/economics/promoting-social-cohesion-in-korea_5k97gkdfjqf3-en</guid>
<pubDate>Mon, 11 Jun 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD launches Skills Strategy to boost jobs and growth]]></title>
<description><![CDATA[The OECD has launched its Skills Strategy to help governments build economic resilience, boost employment and reinforce social cohesion. Despite the pressure on public finances, spending on education and skills is an investment for the future and must be a priority.]]></description>
<link>http://www.oecd.org/education/oecdlaunchesskillsstrategytoboostjobsandgrowth.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/oecdlaunchesskillsstrategytoboostjobsandgrowth.htm</guid>
<pubDate>Mon, 21 May 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Untapped Skills: Realising the Potential of Immigrant Students]]></title>
<description><![CDATA[A country’s success in integrating immigrants’ children is a key benchmark of the efficacy of social policy in general and education policy in particular. The variance in performance gaps between immigrant and non-immigrant students across countries, even after adjusting for socio-economic background, suggests that policy has an important role to play in eliminating such gaps. 

]]></description>
<link>http://www.oecd.org/education/school/Untapped Skills.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/Untapped Skills.pdf</guid>
<pubDate>Wed, 16 May 2012 12:42:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[More parent and community engagement would boost quality in early childhood education and care in England]]></title>
<description><![CDATA[The report highlights strategies from other countries that could serve as a model for England as it develops its early childhood education and care programme.]]></description>
<link>http://www.oecd.org/education/moreparentandcommunityengagementwouldboostqualityinearlychildhoodeducationandcareinengland.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/moreparentandcommunityengagementwouldboostqualityinearlychildhoodeducationandcareinengland.htm</guid>
<pubDate>Thu, 26 Apr 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[The OECD skills strategy and its relevance for Japan]]></title>
<description><![CDATA[Without adequate investment in skills, people languish on the margins of society, technological progress does not translate into inclusive economic growth, and countries can no longer compete in an increasingly knowledge-based global society, said OECD Secretary-General.]]></description>
<link>http://www.oecd.org/education/theoecdskillsstrategyanditsrelevanceforjapan.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/theoecdskillsstrategyanditsrelevanceforjapan.htm</guid>
<pubDate>Tue, 24 Apr 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education Indicators in Focus No. 2]]></title>
<description><![CDATA[]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/49729932.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/49729932.pdf</guid>
<pubDate>Wed, 22 Feb 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Equity and Quality in Education: Supporting Disadvantaged Students and Schools - Spotlight Report: Spain]]></title>
<description><![CDATA[This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. ]]></description>
<link>http://www.oecd.org/education/school/49603597.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/49603597.pdf</guid>
<pubDate>Thu, 09 Feb 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Equity and Quality in Education: Supporting Disadvantaged Students and Schools - Spotlight Report: Sweden]]></title>
<description><![CDATA[This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. ]]></description>
<link>http://www.oecd.org/education/school/49603607.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/49603607.pdf</guid>
<pubDate>Thu, 09 Feb 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Equity and Quality in Education: Supporting Disadvantaged Students and Schools - Spotlight Report: Austria]]></title>
<description><![CDATA[This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. ]]></description>
<link>http://www.oecd.org/education/school/49603557.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/49603557.pdf</guid>
<pubDate>Thu, 09 Feb 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Equity and Quality in Education: Supporting Disadvantaged Students and Schools - Spotlight Report: Greece]]></title>
<description><![CDATA[This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. ]]></description>
<link>http://www.oecd.org/education/school/49603577.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/49603577.pdf</guid>
<pubDate>Thu, 09 Feb 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Equity and Quality in Education: Supporting Disadvantaged Students and Schools - Spotlight Report: Ireland]]></title>
<description><![CDATA[This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. ]]></description>
<link>http://www.oecd.org/education/school/49603587.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/49603587.pdf</guid>
<pubDate>Thu, 09 Feb 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Equity and Quality in Education: Supporting Disadvantaged Students and Schools - Spotlight Report: The Netherlands]]></title>
<description><![CDATA[This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. ]]></description>
<link>http://www.oecd.org/education/school/49603617.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/49603617.pdf</guid>
<pubDate>Thu, 09 Feb 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Reviews of Evaluation and Assessment in Education: Czech Republic]]></title>
<description><![CDATA[This report for the Czech Republic forms part of the OECD Review on Evaluationand Assessment Frameworks for Improving School Outcomes. The purpose of the Review is to explore how systems of evaluation and assessment can be used to improve the quality, equity and efficiency of school education.]]></description>
<link>http://www.oecd.org/education/school/49479976.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/49479976.pdf</guid>
<pubDate>Mon, 30 Jan 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Less income inequality and more growth - Are they compatible?]]></title>
<description><![CDATA[Can both less income inequality and more growth be achieved? A recent OECD study sheds new light on the link between policies that boost growth and the distribution of income. ]]></description>
<link>http://www.oecd.org/education/labour/lessincomeinequalityandmoregrowth-aretheycompatible.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/labour/lessincomeinequalityandmoregrowth-aretheycompatible.htm</guid>
<pubDate>Mon, 23 Jan 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Slovak Republic should help preschool teachers improve their skills, says OECD]]></title>
<description><![CDATA[29/03/2012 - Slovak Republic should help preschool teachers improve their skills, says OECD, and should encourage preschool teachers to keep improving their qualifications throughout their career and attract more young people, especially men, to the profession]]></description>
<link>http://www.oecd.org/education/slovakrepublicshouldhelppreschoolteachersimprovetheirskillssaysoecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/slovakrepublicshouldhelppreschoolteachersimprovetheirskillssaysoecd.htm</guid>
<pubDate>Sun, 01 Jan 2012 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Reviews of Evaluation and Assessment in Education: School Evaluation in the Flemish Community of Belgium 2011]]></title>
<description><![CDATA[This report provides, for the Flemish community of Belgium, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.]]></description>
<link>http://www.oecd.org/education/school/oecdreviewsofevaluationandassessmentineducationschoolevaluationintheflemishcommunityofbelgium2011.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/oecdreviewsofevaluationandassessmentineducationschoolevaluationintheflemishcommunityofbelgium2011.htm</guid>
<pubDate>Wed, 07 Dec 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Czech Republic should further develop its framework programme for preschool education, says OECD]]></title>
<description><![CDATA[The Czech Republic should build on the strengths of its preschool education framework to further enhance the quality of its early childhood education and care services, according to a new OECD report.]]></description>
<link>http://www.oecd.org/education/czechrepublicshouldfurtherdevelopitsframeworkprogrammeforpreschooleducationsaysoecd.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/czechrepublicshouldfurtherdevelopitsframeworkprogrammeforpreschooleducationsaysoecd.htm</guid>
<pubDate>Thu, 01 Dec 2011 16:43:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Reviews of Evaluation and Assessment in Education: Norway 2011]]></title>
<description><![CDATA[This book provides, for Norway, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives and possible future approaches.]]></description>
<link>http://www.oecd.org/education/school/oecdreviewsofevaluationandassessmentineducationnorway2011.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/oecdreviewsofevaluationandassessmentineducationnorway2011.htm</guid>
<pubDate>Mon, 31 Oct 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OCDE confirma que Cataluña cumple con los estándares de la muestra de PISA 2009]]></title>
<description><![CDATA[La OCDE confirma que la muestra de PISA 2009 en Cataluña cumple con los estándares de la OCDE y es internacionalmente comparable. Las características de la muestra y las tasas de exclusión en Cataluña son también muy similares a las de anteriores evaluaciones PISA. Las afirmaciones se basan esencialmente en una interpretación errónea de los datos sobre las tasas de exclusión y estándares de muestreo de la OCDE.]]></description>
<link>http://www.oecd.org/education/ocdeconfirmaquecataluacumpleconlosestandaresdelamuestradepisa2009.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/ocdeconfirmaquecataluacumpleconlosestandaresdelamuestradepisa2009.htm</guid>
<pubDate>Thu, 27 Oct 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Reviews of Evaluation and Assessment in Education: Sweden 2011]]></title>
<description><![CDATA[This book provides, for Sweden an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education, along with current policy initiatives and possible future approaches.]]></description>
<link>http://www.oecd.org/education/school/oecdreviewsofevaluationandassessmentineducationsweden2011.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/oecdreviewsofevaluationandassessmentineducationsweden2011.htm</guid>
<pubDate>Thu, 27 Oct 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Reviews of Evaluation and Assessment in Education: Denmark 2011]]></title>
<description><![CDATA[This book provides, for Australia, an independent analysis of major issues facing its educational evaluation and assessment framework, current policy initiatives, and possible future approaches.]]></description>
<link>http://www.oecd.org/education/school/oecdreviewsofevaluationandassessmentineducationdenmark2011.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/oecdreviewsofevaluationandassessmentineducationdenmark2011.htm</guid>
<pubDate>Thu, 27 Oct 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2011: Country note – Japan]]></title>
<description><![CDATA[The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/48657354.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/48657354.pdf</guid>
<pubDate>Tue, 13 Sep 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2011: Country note – United Kingdom]]></title>
<description><![CDATA[The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/48657394.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/48657394.pdf</guid>
<pubDate>Tue, 13 Sep 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2011: Country note – Estonia]]></title>
<description><![CDATA[The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/48670002.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/48670002.pdf</guid>
<pubDate>Tue, 13 Sep 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2011: Country note – Mexico]]></title>
<description><![CDATA[The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/48667287.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/48667287.pdf</guid>
<pubDate>Tue, 13 Sep 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2011: Country note – Greece]]></title>
<description><![CDATA[The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/48657344.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/48657344.pdf</guid>
<pubDate>Tue, 13 Sep 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2011: Country note – Germany]]></title>
<description><![CDATA[The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/48657384.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/48657384.pdf</guid>
<pubDate>Tue, 13 Sep 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2011: Country note – Italy]]></title>
<description><![CDATA[The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/48669580.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/48669580.pdf</guid>
<pubDate>Tue, 13 Sep 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education at a Glance 2011: Country note – Spain]]></title>
<description><![CDATA[The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance.]]></description>
<link>http://www.oecd.org/education/skills-beyond-school/48663662.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/skills-beyond-school/48663662.pdf</guid>
<pubDate>Tue, 13 Sep 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[OECD Reviews of Evaluation and Assessment in Education: Australia]]></title>
<description><![CDATA[Evaluation and assessment policies are key in Australia’s national school reform agenda. The Australian approach combines the development of goals, monitoring and reporting at national level with local evaluation and assessment practices shaped by jurisdiction-level school improvement frameworks]]></description>
<link>http://www.oecd.org/education/school/48519807.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/48519807.pdf</guid>
<pubDate>Thu, 18 Aug 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education reform: a priority for a better future]]></title>
<description><![CDATA[Greece needs to look beyond its short-term difficulties and start to prepare for a brighter future. It is at the crossroads, but can succeed, provided that it undertakes and implements relentlessly the right reforms. The reform of education is in fact the key to Greece’s future prosperity.]]></description>
<link>http://www.oecd.org/education/educationreformapriorityforabetterfuture.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/educationreformapriorityforabetterfuture.htm</guid>
<pubDate>Tue, 02 Aug 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Education: Korea tops new OECD PISA survey of digital literacy ]]></title>
<description><![CDATA[Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.]]></description>
<link>http://www.oecd.org/education/educationkoreatopsnewoecdpisasurveyofdigitalliteracy.htm</link>
<guid isPermaLink="true">http://www.oecd.org/education/educationkoreatopsnewoecdpisasurveyofdigitalliteracy.htm</guid>
<pubDate>Tue, 28 Jun 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Overcoming School Failure:  Background Report for the Czech Republic June 2011]]></title>
<description><![CDATA[The Czech Republic has a long tradition of a highly differentiated education system. Tracking occurs very early.]]></description>
<link>http://www.oecd.org/education/school/48631810.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/48631810.pdf</guid>
<pubDate>Wed, 01 Jun 2011 00:00:00 GMT</pubDate>
</item> 

<item>
<title><![CDATA[Overcoming School Failure:  Spanish National Report May 2011]]></title>
<description><![CDATA[The objective of this report is to describe the progress of the Spanish education system as regards policies towards equity and inclusion and towards reducing school failure in the past five years, taking as a reference the OECD’s Report (2007): No more failures: Ten Steps to Equity in Education.]]></description>
<link>http://www.oecd.org/education/school/48631820.pdf</link>
<guid isPermaLink="true">http://www.oecd.org/education/school/48631820.pdf</guid>
<pubDate>Wed, 01 Jun 2011 00:00:00 GMT</pubDate>
</item> 








</channel>
</rss>