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Unemployment is high and large numbers of children and adults do not have the basic skills necessary to thrive in today’s global economy. We need to kick-start a global skills revolution and build the policies that will save a whole generation, said OECD Secretary-General.
English, PDF, 437kb
A Skills beyond School Review of England. Summary in English.
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.
English, PDF, 4,200kb
A Skills beyond School Review of England. OECD Reviews of Vocational Education and Training. This book examines vocational education and training programmes in England, including coverage of how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are involved.
English, PDF, 2,161kb
This year, more than 23 million people across the OECD and other G20 countries will start university for the first time. They are about to commit themselves to years of study, expecting to gain not just a diploma but also the specific knowledge and skills required to fulfil the needs of their profession and their everyday life.
The NZ labour market is among the most flexible in the OECD, and outcomes for its young people have been among the best. However, labour-market opportunities are heavily determined by initial education, where New Zealand’s system is also successful and innovative in many ways.
Education at a Glance 2013: Highlights summarises the OECD’s flagship compendium of education statistics, Education at a Glance.
The new university year has not even begun for millions of students worldwide and already many are worrying about how they will pay their tuition fees. But for those asking themselves if it is all worth it, the answer is reassuring.
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.
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.