This paper critically reviews the current state of cross-country research on informality and discusses how existing data sources can be more effectively employed and extended to shed light on the link between public policies and informality.
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The Czech Republic has a long tradition of a highly differentiated education system. Tracking occurs very early.
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The objective of this report is to describe the progress of the Spanish education system as regards policies towards equity and inclusion and towards reducing school failure in the past five years, taking as a reference the OECD’s Report (2007): No more failures: Ten Steps to Equity in Education.
This book examines the transition of young adults with disabilities from school to tertiary education and work. It analyses the policy experiences of several OECD countries and identifies recent trends in access to education and employment as well as best transition policies and practices.
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Given the slack remaining in economic activity and labour utilisation, together with still-anchored inflation expectations, aggregate demand policies have a role to play in supporting the economic recovery and stimulate jobs.
Meeting of National Economic Research Organisations, OECD Headquarters, 20 June 2011
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The OECD’s 50th Anniversary is an opportunity to reaffirm what we stand for and what we are about. After 50 years, our objective is and remains to help member and partner country’s governments to formulate and implement better policies for better lives.
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Denmark holds high ambitions to improve student outcomes and deserves credit for gaining broad agreement from all major stakeholders in efforts to stimulate an assessment and evaluation culture in compulsory education.
In order to assist Mexico and other countries in addressing this challenge, this report provides advice for designing, planning, implementing and evaluating policies and practices on educational assessment, standards and evaluation, drawing on the world’s best available expertise.
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These Pointers for Policy Development are drawn from the Thematic Review of Tertiary Education, which covered tertiary education policies in 24 countries.