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Publications & Documents
Pointers for Policy Development are designed for busy policymakers and others wanting to know the OECD’s policy advice on different education and training topics within each of the thematic reviews carried out by the Education and Training Policy Division.
In 2008, the Czech government implemented a major overhaul of the personal income tax (PIT), replacing the previous progressive rate schedule with a single 15% rate levied on an enlarged base.
- Economic Survey of the Czech Republic 2010
Czech, , 2,062kb
This paper presents in summary form the findings that emerge from a study of 20 structural reform episodes in 10 OECD countries.
Net migration to OECD countries has tripled since 1960. Today, immigrant students comprise 10 to 20% of the student population in many OECD countries. Some countries have long histories of immigration; others have experienced an unprecedented increase in the last decade.
This paper takes stock of recent labour market developments, highlights some of the key uncertainties, and discusses the policy options available to damp any further, structural deterioration in labour markets and facilitate an eventual, sustained, job-rich recovery.
PISA 2009 Assessment Framework - Key Competencies in Reading, Mathematics and Science presents the theory behind the development of the PISA 2009 survey, the results of which will be released in December 2010.
The Programme for International Student Assessment (PISA ) is an internationally standardised assessment that was jointly developed by participating countries and administered to 15-year-olds in schools.
English, , 2,938kb
TALIS is the first international survey to focus on the working conditions of teachers and the learning environment in schools. It focuses on four main research areas: school leadership; professional development; teacher appraisal and feedback; and teaching practices, beliefs and attitudes.
This report, based on an OECD review in 22 countries, explores the advantages of recognising non-formal and informal learning outcomes, takes stock of existing policies and practices, and recommends how to organise recognition of these learning systems.