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Breaking down barriers to gender equality in education, employment and entrepreneurship would create new sources of economic growth and help make better use of everyone’s skills, according to this new OECD report.
As governments and international organisations grapple with an increasingly turbulent economic climate and rising frustration and disquiet among citizens, they require fresh thinking and inspiring ideas. In developing strategies to restore long-term economic growth and employment, policy-makers must ensure that they respond to public demands for a fairer and more inclusive society. The challenge for this year's Forum is clear: how can
The OECD has launched its Skills Strategy to help governments build economic resilience, boost employment and reinforce social cohesion. Despite the pressure on public finances, spending on education and skills is an investment for the future and must be a priority.
"The OECD Skills Strategy is designed to help countries build better skills policies and turn them into jobs, growth, and better lives." - Mr. Angel Gurría, Secretary-General of the OECD
This working paper seeks to explore the reasons why educational attainment in the immigrant population varies between North America and Europe.
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A country’s success in integrating immigrants’ children is a key benchmark of the efficacy of social policy in general and education policy in particular. The variance in performance gaps between immigrant and non-immigrant students across countries, even after adjusting for socio-economic background, suggests that policy has an important role to play in eliminating such gaps.
Youth unemployment was 21.9% in the UK in March 2012, the second highest rate of G8 countries after Italy. This is close to its 20-year peak of 22.4% at the end of 2011.
OECD’s Centre for Educational Research and Innovation (CERI) has worked on Open Educational Resources (OER) in the past, which led to the publication Giving Knowledge for Free – the Emergence of Open Educational Resources (2007).
The report examines whether and how parents’ involvement is related to their child’s proficiency in and enjoyment of reading -- and it also offers comfort to parents who are concerned that they don’t have enough time or the requisite academic knowledge to help their children succeed in school.&l
While a number of single-country studies have been done to explore whether or not there is a "critical age" at which the arrival in a new country becomes a steep disadvantage to the immigrant student, this study aims to determine whether the steepness of the age-at-arrival/test score profile varies across origin or destination countries. As expected, the later the arrival, the greater the penalty. However results vary according to