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OECD’s PISA publications highlight the impact of economic, social and cultural status (ESCS) on students’ results within countries. The focus here is to investigate whether ESCS measures could contribute to differences in aggregate educational outcomes between countries.
In this paper we document the impact of education levels on labour market outcomes from 1994 to 2010 using national household survey data.
The OECD Program for International Student Assessment (PISA) and the OECD Teaching and Learning International Survey (TALIS) constitute two of the largest ongoing international student and teacher surveys presently underway.
This working paper seeks to explore the reasons why educational attainment in the immigrant population varies between North America and Europe.
OECD’s Centre for Educational Research and Innovation (CERI) has worked on Open Educational Resources (OER) in the past, which led to the publication Giving Knowledge for Free – the Emergence of Open Educational Resources (2007).
While a number of single-country studies have been done to explore whether or not there is a "critical age" at which the arrival in a new country becomes a steep disadvantage to the immigrant student, this study aims to determine whether the steepness of the age-at-arrival/test score profile varies across origin or destination countries. As expected, the later the arrival, the greater the penalty. However results vary according to
This study provides a literature review on school funding formulas across OECD countries. It looks at three salient questions from a comparative perspective: i) What kind of school formula funding schemes exist and how are they used, particularly for promoting the needs of socially disadvantaged pupils?; ii) How do school formula funding regimes perform according to equity and efficiency standards?; iii) What are the unresolved
The relationship between ageing and skills is becoming an important policy issue, not least in the context of population ageing.
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Guidelines for quality provision in cross-border higher education: where do we stand?
This paper examines the normative impact of PISA by investigating how, and the extent to which , national policy actors use PISA in policies and practices, to evaluate and improve school-system performance.