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Publications & Documents


  • 26-June-2020

    English

    Foreign language teachers as ambassadors of multilingualism and international exchange - Evidence from TALIS 2018

    In today’s world, globalisation, technological innovation and human migration have made interactions between people from different countries and cultures almost inevitable. In this context, being able to communicate in more than one language has become a key skill with important economic benefits for individuals and economies. However, the relevance of learning other languages goes beyond improving communication: it also promotes the understanding of the complexity of cultures and languages and allows students to learn about other visions of the world. These are important prerequisites for active participation in a globalised world. Therefore, learning a foreign language can act as a powerful tool to increase intercultural skills, enhance global co-operation and discover new and innovative ways of thinking and working together. Being aware of these benefits, many countries are placing increased emphasis on foreign language teaching.
  • 23-June-2020

    English

    OECD Skills Strategy Northern Ireland (United Kingdom) - Assessment and Recommendations

    Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances, and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, 'OECD Skills Strategy Northern Ireland (United Kingdom): Assessment and Recommendations', identifies opportunities and makes recommendations to reduce skills imbalances, create a culture of lifelong learning, transform workplaces to make better use of skills, and strengthen the governance of skills policies in Northern Ireland.
  • 23-June-2020

    English

    OECD Secretary-General's Report to Ministers 2020

    The OECD works on finding evidence-based solutions to a range of social, economic and environmental challenges, promoting 'Better Policies for Better Lives'. The global spread of coronavirus in 2020 has made the commitment to this motto all the more relevant. This edition of the OECD Secretary-General's Report to Ministers outlines the main achievements of the OECD in 2019. It describes the OECD’s work on economics, employment, education, health, inequalities, the environment, tax and many other fields in the context of a rapidly changing world. It includes the activities of the Secretary-General and his office, as well as those of OECD directorates, agencies, special entities and advisory committees. The OECD is one of the world’s largest and most trusted sources of comparable statistical data and research. It is also a unique forum and knowledge hub for exchange of experiences, best-practice sharing, and advice on public policies and global standard-setting. This year will mark the 60th anniversary of the Organisation, and this will be the opportunity to reflect on the past, and develop a vision for the future. More than ever, we need evidence-based policies geared towards building societies and economies that are more resilient, inclusive and sustainable.
  • 18-June-2020

    English

    Resourcing Higher Education - Challenges, Choices and Consequences

    Investment in higher education in OECD countries has increased substantially over the last 20 years, as a result of higher enrolment, increasing costs, government priorities related to skills, and research and innovation. Faced with economic and fiscal challenges, public authorities across the OECD need now more than ever to make thoughtful decisions about how to mobilise, allocate and manage financial and human resources in higher education. Effective action on the part of governments requires knowledge of international trends and alternative policy approaches; evidence from research and policy evaluations; and the practical experience of peers in other countries. The OECD Higher Education Resources Project addresses these needs by providing an accessible international evidence base for policy makers in Resourcing Higher Education, and targeted system-specific analyses in upcoming policy briefs and national policy reviews.
  • 16-June-2020

    English

    Enhancing Training Opportunities in SMEs in Korea

    This report assesses whether training workers in small and medium-sized enterprises (SMEs) in Korea is adequate, relevant, and aligned to skills needs. It analyses policy options to expand access to training for SMEs, remove the barriers to training participation/provision, and ensure that training provided by SMEs supports their growth and encourages innovation, particularly in the context of the 4th industrial revolution. Based on this analysis, this report provides actionable policy recommendations as well as good practice examples from OECD countries.
  • 10-June-2020

    English

    Why parenting matters for children in the 21st century - An evidence-based framework for understanding parenting and its impact on child development

    This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development. The paper outlines how changes in the 21st century have altered family life and summarises evidence from 29 meta-studies and 81 quantitative studies for the developmental impact of different parenting styles and dimensions. Overall, results suggest that warm parenting that provides children with age-appropriate autonomy and structure is key for a healthy and prosperous development of children and adolescents across various domains. The parenting approach adopted by parents but also its effect varies and the paper points to various contextual (e.g. culture, socio-economic factors, support within the community and family) and individual (e.g. gender, personality and health condition of children and parents) factors explaining these variations. The paper discusses how a systematic consideration of such factors not only sharpens the scientific understanding of parenting and its impact but also helps improving family policies and support.
  • 2-June-2020

    English

    Protecting children online - An overview of recent developments in legal frameworks and policies

    The digital environment presents a wide range of benefits to children, whilst also exposing them to various risks, including cyberbullying, harmful content and inappropriate contact with strangers. This report provides an overview of the legal and policy actions that governments, international organisations and other stakeholders have taken to ensure a safe and beneficial digital environment for children. It considers actions taken to keep pace with technological developments, to ensure children can realise the benefits of the digital environment, and to respond to the changing digital risk landscape. The report also informed the revision of the 2012 OECD Recommendation of the Council on the Protection of Children Online, which aims to bring it into line with current and anticipated future needs of children in the digital environment.
  • 29-May-2020

    English

    How prepared are teachers and schools to face the changes to learning caused by the coronavirus pandemic?

    Insights from TALIS 2018 shed light on the level of preparedness of teachers and schools to adjust to new ways of working in the face of the COVID-19 crisis. This will allow education systems to learn from the crisis and be better prepared for the challenges of teaching and learning in this new environment.
  • 12-May-2020

    English

    What role might the social outcomes of education play during the COVID-19 lockdown ?

    While the economic benefits of education have been demonstrated in a number of areas, greater educational attainment is also positively associated with a variety of social outcomes that are important during the COVID-19 outbreak. Data collected before the outbreak show that people with a tertiary degree are less likely to report suffering from depression and they are more likely to be in contact with their friends and family physically and through the Internet. During the confinement period, the positive social outcomes of education are more important than ever in equipping individuals to face the crisis. Good mental health, a strong social network and a healthy lifestyle are all associated with the choices individuals made prior to COVID-19, and their choice of whether to continue with their education or not will have been amongst the most important.
  • 7-May-2020

    English, PDF, 685kb

    TALIS 2018 Country Note Volume II - Cyprus

    The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools.

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