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English, , 1,059kb
In a context of high unemployment following the crisis and increased global competition, ensuring an adequate supply of skills, maximising their use and optimising further development of skills in the workforce is key to boosting employment and economic growth, and to promoting social inclusion. Skills are thus high on the agenda, nationally and internationally. Public spending on education and training already represents around 13%
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The 2011 Meeting of the OECD Council at Ministerial level is the first milestone in the Gender Initiative, which was launched by the OECD to help governments promote gender equality in Education, Employment and Entrepreneurship (the “three Es”).
This paper critically reviews the current state of cross-country research on informality and discusses how existing data sources can be more effectively employed and extended to shed light on the link between public policies and informality.
English, , 503kb
The Czech Republic has a long tradition of a highly differentiated education system. Tracking occurs very early.
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The objective of this report is to describe the progress of the Spanish education system as regards policies towards equity and inclusion and towards reducing school failure in the past five years, taking as a reference the OECD’s Report (2007): No more failures: Ten Steps to Equity in Education.
This book examines the transition of young adults with disabilities from school to tertiary education and work. It analyses the policy experiences of several OECD countries and identifies recent trends in access to education and employment as well as best transition policies and practices.
English, , 488kb
Given the slack remaining in economic activity and labour utilisation, together with still-anchored inflation expectations, aggregate demand policies have a role to play in supporting the economic recovery and stimulate jobs.
Meeting of National Economic Research Organisations, OECD Headquarters, 20 June 2011
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The OECD’s 50th Anniversary is an opportunity to reaffirm what we stand for and what we are about. After 50 years, our objective is and remains to help member and partner country’s governments to formulate and implement better policies for better lives.
English, , 3,196kb
Denmark holds high ambitions to improve student outcomes and deserves credit for gaining broad agreement from all major stakeholders in efforts to stimulate an assessment and evaluation culture in compulsory education.