Publications & Documents


  • 26-June-2017

    English, PDF, 11kb

    Newsroom - OECD says countries should rethink school funding policies

    Newsroom - OECD says countries should rethink school funding policies

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  • 23-June-2017

    English

    Skills and global value chains: A characterisation

    Combining OECD Survey of Adult Skills-based indicators with OECD Trade in Value Added (TiVA) data sheds light on the way skills and their distributions (at the country-industry level) relate to industry performance and to integration into global value chains. The results underline the importance of cognitive skills such as literacy, numeracy and problem solving for any industry to thrive in the global economy.

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  • 23-June-2017

    English

    Rethinking the learning environment (OECD Education Today Blog)

    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.

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  • 23-June-2017

    English

    Fighting gender inequality in Sweden

    Sweden ranks among the best OECD countries in terms of gender equality.

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  • 23-June-2017

    English

    Income, wealth and equal opportunities in Sweden

    Sweden is an egalitarian society in international comparison, and has managed to combine equity with economic efficiency.

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  • 22-June-2017

    English

    Archived webinar - Transitions from Early Childhood Education and Care to Primary Education

    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.

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  • 22-June-2017

    English

    The OECD Handbook for Innovative Learning Environments

    How might we know whether our schools or system are set up to optimise learning? How can we find out whether we are getting the most from technology? How can we evaluate our innovation or think through whether our change initiative will bring about its desired results? Teachers and educational leaders who grapple with such questions will find this handbook an invaluable resource. It draws on extensive reports and materials compiled over a decade by the OECD in its Innovative Learning Environments (ILE) project. Its four chapters – The learning principles; The innovative learning environment framework; Learning leadership and evaluative thinking; and Transformation and change - each contain a concise, non-technical overview introduction followed by a set of tools. The handbook makes good the ILE ambition not just to analyse change but to offer practical help to those around the world determined to innovate their schools and systems.

    “If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should have a central role in its design.” Andreas Schleicher, OECD Director for Education and Skills.

  • 21-June-2017

    English

  • 21-June-2017

    English

    Priming up for primary school (OECD Education Today Blog)

    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.

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  • 21-June-2017

    English, PDF, 557kb

    Starting Strong V: Transition from Early Childhood Education and Care to Primary Education – Background report – Austria

    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.

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