English, PDF, 488kb
This study looks into the use of fixed term contracts and agency work in Russia during and shortly after the crisis 2009 10 with the help of an enterprise survey.
English, PDF, 485kb
The well performing labour market has delivered low unemployment and relatively stable wage developments.
English, PDF, 555kb
The global crisis led to a smaller increase in the unemployment rate than in most other OECD countries as employment has been sustained through intensive use of reduced working time schemes.
English, PDF, 2,614kb
On average across 15 OECD countries, a 30-year-old man tertiary graduate can expect to live another 51 years, while a 30 year-old man who has not completed upper secondary education can expect to live an additional 43 years. A similar comparison between women in the two educational groups reveals less of a difference than that among men.
English, PDF, 7,296kb
This first volume of the report of the Feasibility Study of the Assessment of Higher Education Learning Outcomes (AHELO) focuses on the design and implementation of the Study and the lessons learnt through that process.
The OECD today announced the winner of its first-ever global data visualisation challenge.
This interactive chart, designed by Krisztina Szucs and Mate Cziner from Hungary, condenses highly complex data on the costs and benefits of education around the world. It clearly highlights important facts showing students, parents and policy makers where the real costs and benefits lie for them in relation to education
English, PDF, 1,739kb
This review is one of a series of country reports on postsecondary vocational education and training (VET) in OECD countries, prepared as part of an OECD study. The series includes reviews, (such as this one) involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis.
English, PDF, 3,238kb
This PISA report provides a first systematic attempt to examine the performance of students in school jointly with the expectations they have for their own educational future.
While enrolment in tertiary education has increased dramatically over the past decades, many university-aged students do not enrol, nor do they expect to earn a university degree. While it is important to promote high expectations for further education, it is equally important to ensure that students’ expectations are well-aligned with their actual abilities. Grade Expectations: How Marks and Education Policies Shape Students'