Surveys suggest that Denmark ranks close to or slightly above the OECD average in terms of student and adult skills, even though Denmark spends more than many OECD countries on education, labour market policies and adult learning. Sluggish productivity growth over the past two decades raises the question of how to develop better skills and use them more efficiently to achieve stronger and more inclusive growth.
Education and media services both provide services that embody local cultures, in which there is extensive public sector participation and significant domestic regulation. At the same time, they are dramatically affected by the information and communication technology revolution. The production of information content now involves huge costs in terms of research and development or artistic talent, while the cost of making such products available to other consumers is very low. This in turn challenges the effectiveness of domestic regulation and raises fundamental questions about its purpose, calling for an increased scope for international trade and investment, and the development of supply chains. This book provides readers with a comprehensive and consistent treatment of policy in the higher education and media services sector across a range of Asian economies little studied in the existing literature. It gives an overview of global trends in each area, followed by detailed, country-specific studies. Through comparative work, it identifies common elements across these sectors and highlights critical implications for trade policy.
The paper discusses a number of policies that could help to make the Chilean labour market more inclusive and broaden the benefits of growth. These include expanding childcare, promoting a more flexible labour market and strengthening education and skills policies, among others.
English, PDF, 2,317kb
Across OECD countries, the median age students first graduated from university fell by 6 months between 2005 and 2011.
PISA Data Visualisation Contest
English, PDF, 4,361kb
This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
English, PDF, 2,297kb
Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory.
English, PDF, 1,907kb
Skills are critically important for the economic performance of countries. Greater proficiency in key skills among workers drive productivity and participation in the labour force, thus leading to increased growth and prosperity. In turn, higher economic output provides individuals, companies and the state with the resources to improve the opportunities for acquiring and developing skills.
English, PDF, 1,502kb
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
English, PDF, 3,656kb
The report Improving Schools in Wales: An OECD Perspective proposes a comprehensive strategy for Wales to support equity and quality in its school system building on a comparative perspective. It draws upon lessons from PISA, high performers and successful reformers in education, and on the research and analysis of key aspects of education policy in Wales undertaken by the OECD-Wales Review Team.