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.
Estonia has already experienced many benefits of increasing international integration, most obviously in significant convergence.
This paper uses an impulse-response function approach to assess the magnitude and persistence of the labour force participation effects of downturns for a sample of 30 countries over the period 1960-2008.
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In some countries today, standardised design is presented as a cost-effective solution, which reduces design and construction costs while producing a range of tried and- tested educational environments that support teaching and learning. Could this be a model for the future? &
Tailored education policy country reviews! A team from the Education and Traning policy division works to support individual OECD member and partner countries in the design and effective implementation of education policies.
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In a context of high unemployment following the crisis and increased global competition, ensuring an adequate supply of skills, maximising their use and optimising further development of skills in the workforce is key to boosting employment and economic growth, and to promoting social inclusion. Skills are thus high on the agenda, nationally and internationally. Public spending on education and training already represents around 13%
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The 2011 Meeting of the OECD Council at Ministerial level is the first milestone in the Gender Initiative, which was launched by the OECD to help governments promote gender equality in Education, Employment and Entrepreneurship (the “three Es”).
This paper critically reviews the current state of cross-country research on informality and discusses how existing data sources can be more effectively employed and extended to shed light on the link between public policies and informality.
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The Czech Republic has a long tradition of a highly differentiated education system. Tracking occurs very early.
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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.