7-July-2017
English
The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and smaller salary gaps between levels of education.
7-July-2017
English
Teachers enter the profession for a variety of reasons. Intrinsic motivations that have to do with the nature of the job and the intangible rewards associated with being an effective teacher play an important role.
30-June-2017
English
The various deficiencies of the labour market and the educational system have resulted in high unemployment, low labour force participation, low skills levels and high skill mismatch.
30-June-2017
English, PDF, 347kb
13.5% of those aged 15-29 are not in employment, education or training (NEET) in Belgium. This is a structural phenomenon with young people without upper secondary education especially at risk: they are six times as likely to be NEET in their late twenties than their university-educated peers.
28-June-2017
English
Local governments are the main contributors to the financing of early childhood education, particularly with regards to core goods and services such as staff salaries and school buildings. Households and other private entities bear a greater share of the cost than in other levels of education, particularly for ancillary services such as meals, school health services and transport.
28-June-2017
English
There is now a widespread consensus that high-quality early childhood education is critically important for children. Research continues to find that early childhood education can compensate for a lack of learning opportunities at home, and can help children begin to develop the social and emotional skills needed for success later in life.
26-June-2017
English
Small in size but not in its ambitions, Slovenia has a bold vision for a society in which people learn for and through life, are innovative, trust one another, enjoy a high quality of life and embrace their unique identity and culture.
26-June-2017
English
Back in 2013, when we launched the OECD's first international review of school resource policies, we may not have been fully prepared for the detective-type work we were getting into. The OECD Review of School Resources covers 18 school systems and aims to shed light on a part of education policy that has been surprisingly left in the dark.
26-June-2017
English
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.
This report was co-funded by the European Commission.
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26-June-2017
English, PDF, 11kb
Newsroom - OECD says countries should rethink school funding policies