Research shows that programmes to improve adults’ basic skills need to use awareness-raising measures (like the adult education weeks promoted in Denmark and Finland) and national campaigns (as conducted in France and Luxembourg) to encourage interested, but reluctant adults to participate.
The use of ICT for students’ projects or class work is an active teaching practice that promotes skills for students’ lifelong success.
One of the most dramatic consequences of the economic crisis has been the soaring levels of youth unemployment in several OECD countries; and the hesitant recovery of the past years was insufficient to improve the job prospects of young people.
Information and communication technologies (ICT) permeate every aspect of our lives, from how we work, to how we “talk” with friends, to how we participate in political processes. But what are the returns to “digital skills” – the capacity to use digital devices and applications to access and manage information and solve problems – on the labour market? Do they help land a job or earn higher wages?
Countries and economies participating in PISA have invested substantial resources and used a wide variety of strategies during the past ten years to improve the quality of their schools. Have these efforts paid off?
Studies show that interpersonal trust is fundamental for promoting the resilience of our societies, but many individuals say that they have little trust in others.
When societies move forward, not everyone benefits in the same way or to the same extent. Some social groups change faster than others, while other groups risk falling behind. Change in education is no exception. In understanding social change it is critically important not only to look at the average change, but also to look at how change affects the entire population.
At the OECD, we tend to look at French education through the lens of statistics. These show one of the largest gaps between the learning outcomes of children from poor and wealthy families. And the opportunity gap keeps widening.
When it comes to technology, education seems stuck in the age of chalkboards. But at an international conference on technology in education, held in Qingdao, China, last week, I got the feeling that educators and education ministers might finally be ready to join the technological revolution.
More than 35 million 16-29 year-olds across OECD countries are neither employed nor in education or training (NEET) – and around half of all NEETs are out of school and not looking for work. These young people are likely to have dropped off the radar of their country’s education, social and labour market systems.