OECD Home › Education › Publications & Documents
Publications & Documents
As fundamental technological and demographic challenges re-shape our economies, the quality of teaching, which is the biggest in-school influence on student learning, is the yardstick for long-term growth, said OECD Secretary-General.
English, , 861kb
The information presented in this study is based on countries responses to the OECD VET international questionnaire circulated to countries in August 2007.
Using PISA data from 2006, this report focuses on how 15-year-old students use learning time, both in and out of school.
After steady employment growth since the 1990s, Spain has experienced the sharpest increase in unemployment among OECD countries during the crisis, amplified by structural problems of the labour market.
- Economic Survey of Spain 2010
La educación ha sido una prioridad central para Chile desde hace mucho tiempo y un factor clave para su desarrollo económico. Durante las dos últimas décadas, el país ha hecho un gran esfuerzo por aumentar el número de jóvenes que acceden a la educación superior.
English, , 2,722kb
In Sweden’s highly decentralised education system, evaluation and assessment are crucial to ensure that professionals get the information and feedback they need to improve the quality of their work.
The paper presents an overview of the field of engineering, the typical degrees and engineering occupations associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them.
This report intends to identify a set of learning outcomes and spur on a collective reflection on learning outcomes for economics at the transnational level.
After the onset of the crisis, unemployment in Sweden increased markedly, though much less than expected and than during the early 1990s, even as participation in the labour market held up well.
- Economic Survey of Sweden 2011
A long-held ambition for many educators and assessment experts has been to integrate summative and formative assessments so that data from external assessments used for system monitoring may also be used to shape teaching and learning in classrooms.