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Publications & Documents


  • 5-December-2018

    English

    Skills Strategy Implementation Guidance for Slovenia - Improving the Governance of Adult Learning

    A well-coordinated adult learning system will be essential to support the achievement of Slovenia’s long-term development goals. The transformational effects of globalisation, technological progress and demographic change on life at work and outside of it amplify the importance of getting adults’ skills right.OECD research shows that individuals, employers and society benefit from adults having higher levels of skills. Slovenia has achieved significant improvements in student performance and tertiary attainment in recent decades. Yet today, many adults in Slovenia have only low levels of basic skills. Participation in adult learning remains below Slovenia’s targets, especially for low-skilled, unemployed and older adults, and workers in small businesses. Against the backdrop of a growing economy and awareness about the importance of skills, Slovenia’s government, social partners and stakeholders have a unique opportunity to improve how they share responsibility and work together in the adult learning system.This report outlines how Slovenia can strengthen the enabling conditions for co-operation, co-operation between specific actors (ministries, municipalities and stakeholders), and co-operation on specific challenges (promotion and financing). It recommends eight actions that government, social partners and stakeholders can take to strengthen co-ordination and co-operation, in order to improve participation, outcomes and cost-effectiveness in adult learning.
  • 19-November-2018

    English

    To what extent do policies contribute to self-employment?

    Using cross-country time series panel regressions for the last two decades, this paper seeks to identify the main policy and institutional factors that explain the share of selfemployment across European countries.

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  • 14-November-2018

    English

    TALIS 2018 questionnaires

    The Teaching and Learning International Survey (TALIS) asks teachers and school leaders about working conditions and learning environments at their schools to help countries face diverse challenges.

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  • 14-November-2018

    English, PDF, 874kb

    TALIS 2018 Principal questionnaire

    TALIS 2018 Principal questionnaire

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  • 14-November-2018

    English, PDF, 1,043kb

    TALIS 2018 Teacher questionnaire

    TALIS 2018 Teacher questionnaire

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  • 5-November-2018

    English

    Multi-dimensional Review of Paraguay - Volume 2. In-depth Analysis and Recommendations

    Having achieved robust economic growth and remarkable macroeconomic stability over the past 15 years, Paraguay has set a course to become not only more prosperous, but also more inclusive by 2030. To deliver on its development ambition, the country will have to overcome a number of crosscutting constraints that limit progress towards widely shared improvements in citizen well-being, as identified in Volume 1 of the review. Putting Paraguay on a more inclusive development path requires co-ordinated actions to increase the capacity of the state to redistribute, to improve the delivery of public services, and to break the persistence of poverty and inequality across generations. This report discusses policy actions and priorities in three critical areas to make Paraguay’s development more inclusive. It presents in-depth analysis and recommendations to improve the effectiveness of social protection, the delivery of health services, and the formation of skills for all Paraguayans.
  • 29-October-2018

    English

    Skills on the Move - Migrants in the Survey of Adult Skills

    Migration has been at the centre of political debate across the OECD in recent years. Drawing on data from the OECD Survey of Adult Skills (PIAAC), this report provides new evidence on differences in migrants’ characteristics and contexts and considers how these relate to the skills migrants possess. It also examines the relationship between migrants’ skills and their labour and non-labour market outcomes in host countries. Finally, it sheds new light on how migrants’ skills are developed, used and valued in host country labour markets and societies. Results and lessons gleaned from analysis highlight the way forward for future research on this topic.The report represents an invaluable resource for policy makers across different sectors as they design and implement strategies aimed at promoting the long-term integration of foreign-born populations in the economic and social life of their countries. The analyses presented allow us to identify the skill composition of foreign-born populations, the labour market and broader social outcomes associated with such skills, and the factors that can promote skill acquisition and skill use.
  • 23-October-2018

    English

    Educational disadvantage starts from age 10

    The academic performance gap between advantaged and disadvantaged children develops from as early as 10 years old and widens throughout students’ lives, according to a new OECD report.

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  • 23-October-2018

    English

    Equity in Education - Breaking Down Barriers to Social Mobility

    In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.
  • 23-October-2018

    English

    Developing Schools as Learning Organisations in Wales

    Wales (United Kingdom) considers the development of schools as learning organisations as vital for supporting schools to put its new, 21st century curriculum into practice. A growing body of research evidence shows that schools that operate as learning organisations can react more quickly to changing external environments and embrace changes and innovations.This report aims to support Wales in this effort, gauging the extent to which schools have put into practice the characteristics of learning organisations and identifying areas for further development. It also examines the system-level conditions that can enable or hinder schools in Wales in developing as learning organisations. It offers a number of concrete recommendations for consideration by the Welsh Government and other stakeholders at various levels of the system.The report will be valuable not only for Wales, but also to the many countries that are looking to establish collaborative learning cultures across their school systems.
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