English, PDF, 798kb
This series of Working Papers is designed to make available, to a wider readership, selected studies which the Department has prepared for use within OECD. Authorship is generally collective, but main individual authors are named.
The Portuguese economy is gradually recovering from a deep recession thanks to a broad structural reform agenda that has led to rising economic growth, falling unemployment and remarkable progress in export performance.
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems.
Most people see social inequities in education as stubbornly persistent.
Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.
Modern education systems, which are open to the middle classes and the poor, not just the elites, were established during the first industrial revolution in the 18th and 19th centuries.
Spanish, PDF, 2,870kb
El sector de la educación obtuvo buenos resultados en las habilidades para las TIC y para la resolución de problemas, aunque si se les compara a las de sectores de actividades profesionales, científi cas y técnicas, todavía va por detrás.
English, PDF, 752kb
This paper provides a quantitative description of decoupling in OECD countries over the past two decades, with the results suggesting that it is explained by declines in both labour shares and the ratio of median to average wages (a partial measure of wage inequality).
As governments around the world seek to tackle stubbornly high levels of youth unemployment, new attention has been focused on the relationship between education and employment.
The DAC defines aid to education as including education policy and administrative management, education facilities and training, teacher training and educational research, basic education, secondary education and post-secondary education.