Chile has made impressive progress in educational attainment. Yet, despite recent improvements, outcomes, as measured by PISA results, still need to catch up with OECD standards and equity problems should be addressed.
Israel’s education system produces many tertiary graduates but there are wide gaps across society and core skills at secondary school are weak, as discussed in this working paper.
Despite some best-practice policies, challenges remain in raising employment and lowering poverty, particularly among Arab-Israeli and Ultra-orthodox households, as discussed in this working paper.
Rapid economic growth over the past two decades has substantially increased employment in Luxembourg, which has largely been met by in–flows of cross–border workers and, to a lesser extent, immigration.
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The Austrian VET system has a number of strengths: The dual system has many commendable features, with well-structured apprenticeships that integrate learning in schools and workplace training and youth unemployment rates are low.
The purpose of this OECD Japan seminar is to enable stakeholders in ECEC such as policy makers, academics, professional bodies, practitioners, parents, media, and journalists at local (sub-national), national, regional and international level to huddle together and canvass the issues.
Maintaining high participation and employment in the face of the recent recession and a rapidly ageing population are major challenges for policy makers in Finland.
The deep scars of the crisis can be relieved through appropriate policy action, particularly in competition, jobs, taxes and financial services. This would bolster long-term growth too.
William White, Chair, OECD Economic and Development Review Committee on tackling imbalances and avoiding another crisis.
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Many strengths are apparent in the Chinese system for vocational education and training in upper secondary schools. The strengths include: The establishment of 9 year schooling with almost all children in China now completing lower secondary education.