Publications & Documents


  • 25-March-2015

    English

    Indonesia should accelerate reforms and invest in human capital to ensure sustainable and inclusive growth

    The Indonesian economy has enjoyed strong and stable growth over the past decade and a half, leading to impressive reductions in poverty and major improvements in living standards. But challenges remain to continue to converge towards higher-income countries, according to the latest OECD Economic Survey of Indonesia.

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  • 25-March-2015

    English

    Education in Indonesia - Rising to the Challenge

    Having made impressive progress in widening access to basic education, Indonesia must now consolidate these gains and develop an education system that will support better the needs of a rapidly emerging economy in its transition towards high-income status. This report provides guidance on how Indonesia can rise to this challenge. It highlights three main policy directions which, pursued together, would help Indonesia advance on the path towards stronger growth and more inclusive and sustainable development. The first priority is to raise the quality of education and ensure that all learners acquire the skills they need to succeed in life and work. The second goal is to widen participation, requiring a concerted effort to improve access for disadvantaged groups and expand provision beyond the basic level. The final challenge is to increase efficiency, with a more data-driven approach to resource allocation, better tailoring of provision to local needs, and stronger performance management.

  • 20-March-2015

    French, PDF, 968kb

    Reformulando la Carrera Docente en Chile - Evidencia Internacional Seleccionada

    La calidad del sistema educacional de hoy es la base para la prosperidad económica y social del país de mañana.

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  • 20-March-2015

    English

    ISCED 2011 Operational Manual - Guidelines for Classifying National Education Programmes and Related Qualifications

    The structure of education systems varies widely between countries. In order to produce internationally comparable education statistics and indicators, it is necessary to have a framework to collect and report data on education programmes with a similar level of educational content. UNESCO’s International Standard Classification of Education (ISCED) is the reference classification for organising education programmes and related qualifications by education levels and fields. The basic concepts and definitions of ISCED are intended to be internationally valid and comprehensive of the full range of education systems.

    ISCED 2011 is the second major revision of this classification (initially developed in the 1970s and first revised in 1997). It was adopted by the UNESCO General Conference in November 2011. Prepared jointly by the UNESCO Institute for Statistics (UIS), the OECD and Eurostat, this operational manual provides guidelines and explanatory notes for the interpretation of the revised classification, by each education level. It also includes country examples of programmes and qualifications that have been classified to ISCED 2011.

    This manual will be useful for national statisticians collecting and reporting data on education to international organisations, as well as for policymakers and researchers interested in better understanding of these data.

  • 17-March-2015

    English

    OECD Education Today Blog: Why aren’t more girls choosing maths and science at university?

    Last Saturday, 14 April, Equal Pay Day reminded the world again of the large gap between men’s and women’s wages. Eradicating unjustifiable gender inequalities in earnings seems to be very hard to accomplish.

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  • 17-March-2015

    English, PDF, 2,277kb

    Education Indicators in Focus N°30 - What are the gender differences?

    Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.

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  • 16-March-2015

    English

    Teaching in Focus No. 10 - Embedding Professional Development in Schools for Teacher Success

    Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.

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  • 16-March-2015

    English

    OECD Education Today Blog: Teachers learn better at school

    The new Teaching in Focus brief shows that professional development embedded in school life has more impact on teaching practice than non-school embedded professional development.

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  • 16-March-2015

    English

    Determinants of female entrepreneurship in India

    This paper examines the nature and determinants of female entrepreneurship in India based on survey data. The first part assesses basic characteristics of female entrepreneurship in India, while the subsequent sections analyse key determinants of female entrepreneurship based on the literature, and test their importance at the state level in India with the support of regressions on panel-data.

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  • 12-March-2015

    English

    Canada Welcomes the Teaching Profession (OECD Education Today Blog)

    by J. Alan McIsaac (Vice-Chair, Council of Ministers of Education, Canada (CMEC), Minister, Education and Early Childhood Development, Prince Edward Island)

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