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A workshop on 11-12 September 2008 explored how the OECD can contribute to the development of strategies, curricula, and sustainable schools for the UN Decade of Education for Sustainable Development (2005-2014).
English, , 202kb
Improving School Leadership: Executive Summaries
English, , 32kb
The world is rapidly transforming and a number of dynamic emerging economies,including South Africa, have become major players and trading partners with the members of the Organisation for Economic Co-operation and Development(OECD). In this context, the OECD Members have recognised the need for theOrganisation to become more open and relevant in order to realise its strategicgoal of becoming an important hub for dialogue on globally
English, , 1,980kb
This Country Background Report for Spain was prepared by the Ministry of Education and Science as an input to the OECD Thematic review of Tertiary Education.
Despite considerable progress in many areas, there remains substantial scope for making government operations more cost-effective. Brazil spends a high share of GDP on selected government financed programmes in relation to many OECD countries and its emerging-market peers, but outcome indicators are often comparatively poor. As a result, in the absence of efficiency gains, further increases in spending would need to be financed
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While Austria’s education system has long equipped the Austrian labour force with good vocational skills, it now faces major challenges to provide youth with new, higher and more generic skills.
Stimulating competition, innovation and investment in services and fostering the employment of low-skilled workers would help increase potential output and social cohesion.
Latvian, , 540kb
Though labour market outcomes have improved markedly in past years, some challenges remain such as low labour force participation of the elderly, low employment rates of youth and rising labour market dualism.