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This paper examines the normative impact of PISA by investigating how, and the extent to which , national policy actors use PISA in policies and practices, to evaluate and improve school-system performance.
The Guidelines for Quality Provision in Cross-border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education.
Macroeconomic crises and shocks often cause large and unforeseen income and employment losses. This chapter presents new OECD analysis of the types of policies that have helped to protect the most vulnerable from these losses in a wide group of OECD and emerging countries.
This report maps the development of the Programme, from determining what should be measured, to defining the meaning of PIAAC’s three core domains.
This study examines the feasibility of reporting scores of a test based on the Programme for International Student Assessment (PISA) 2000 instrument that was administered to a sample of 25-year-old Youth in Transition Survey (YITS) respondents on the PISA scale.
Reducing school failure pays off for both society and individuals. The highest performing education systems across OECD countries combine quality with equity. This report presents policy recommendations for education systems to help all children succeed in their schooling.
Governments should invest more in disadvantaged schools and students to ensure that everyone gets a fair chance, according to a new OECD report.
This working paper was prepared as part of the OECD thematic review Overcoming School Failure: Policies that Work, www.oecd.org/edu/equity. The project provides evidence on the policies that are effective to reduce school failure by improving low attainm
This paper studies the impact of recent changes in second pension pillars of three Central and Eastern European Countries on the deficit and implicit debt of their full pension systems.
To facilitate individuals to adjust their skills to changes in market demands, Sweden has a relatively generous policy to stimulate formal adult education at the compulsory, upper secondary and tertiary levels.