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Reviews of national policies for education are most prominent among a range of activities that lead to analyses of education policy development and implementation in response to or anticipation of wider economic and social trends and developments.
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OECD Economic Outlook No. 70, Chapter 5. This chapter examines various efficiency and equity aspects of post-secondary education and training.
In 1999 long-term aims were set by China for the development of all types of education towards the year 2010. The goal for tertiary education was to achieve an enrolment ratio of 15% of the 18-22 age group. There are fairly clear indications that...
Learning is an essential basis for progress in the 'knowledge society'; it is critical for economic growth and social welfare. OECD Member countries have committed themselves to making lifelong learning a reality for all. But the resources requir...
Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students,...
The goal of achieving lifelong learning is ambitious in its aims to engage all citizens in the process of learning. It is complex because it breaks with past education reforms by defining in new ways the content, place, timing and duration of learning.
The Programme for the International Assessment of Adult Competencies (PIAAC) is designed to assess the current state of the skills of individuals and nations in the new information age.
The importance of knowledge, skills, and competencies to individuals and society is widely accepted among policymakers in OECD countries. At least at the discourse level, a well-educated, knowledgeable, highly qualified citizenry is seen as playing an eminent role in facing the challenges of the present and the future.
To date, the major impetus in OECD countries for efforts in the area of key competencies has come from the business