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The Second Meeting of the Group of National Experts was designed to share experience, discuss additional research findings, hear about the progress made by other international organisations in the area and discuss the policy evaluation framework to be used for country review
English, , 1,480kb
The Self-evaluation Report for Berlin, Germany was prepared by the Wissenschaftszentrum Berlin für Sozialforschung (WZB), as an input to the OECD Review of Higher Education in Regional and City Development.
Learning for Jobs, the initial report of the OECD policy review of vocational education and training, presents a set of policy recommendations to help countries make their vocational systems more responsive to labour market needs and boost economic growth.
The OECD Global Forum on Education aims to strengthen and expand OECD networks of education officials and experts to include a wider range of non-member economies.
Compulsory school education in Italy produces poor results in terms of 15-year-olds’ performance on PISA tests, compared with other OECD countries, despite a relatively high level of expenditure, as discussed in this working paper.
This working paper begins with a discussion of the factors that made the banks, non-financial firms and households vulnerable to deterioration in global financial markets. It then describes the failure of the banks, its direct impact on government debt, the IMF SBA and the economic outlook.
This working paper discusses what policy makers should do in order to restore balance in the Icelandic economy and lay out the foundations for a sustainable recovery.
Chinese, , 120kb
Following the success of the first three editions, the OECD Centre for Effective Learning Environments (CELE) has recently published its fourth 'Compendium of Exemplary Educational Facilities'.
Speaking at the education ministerial round table organised by the UNESCO, Angel Gurría underlined that education is the key to addressing the economic and social challenges of our times, including a way to get out of the crisis faster. According to the OECD Secretary-General, the 21st century schools will need to help young individuals to constantly adapt and grow, to develop their capacity and motivation, to expand their horizons