Latest Documents


  • 16-July-2015

    English

    How to help adult learners learn the basics (OECD Education Today Blog)

    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.

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  • 6-July-2015

    English

    AHELO Main Study

    AHELO project (Assessment of Higher Education Learning Outcomes) is the evaluation of what students in higher education know and can do upon graduation.

  • 3-July-2015

    English

    Education Indicators in Focus No.33 - Focus on vocational education and training (VET) programmes

    In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities.

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  • 3-July-2015

    English

    Are vocational programmes preparing school leavers for a risky job market? (OECD Education Today Blog)

    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.

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  • 29-June-2015

    English

    A Skills beyond School Review of Costa Rica

    Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills

  • 23-June-2015

    English

    What computer skills can do for you (OECD Education Today Blog)

    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?

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  • 23-June-2015

    English

    Adults, Computers and Problem Solving - What's the Problem?

    The report provides an in-depth analysis of the results from the Survey of Adult Skills related to problem solving in technology-rich environments, along with measures concerning the use of ICT and problem solving. The Nordic countries and the Netherlands have the largest proportions of adults (around 40%) who score at the higher levels in problem solving, while Ireland, Poland and the Slovak Republic have the smallest proportions

  • 10-June-2015

    English

    It's a matter of trust (OECD Education Today Blog)

    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.

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  • 5-June-2015

    English

    Education Indicators in Focus No.32 - Are education and skills being distributed more inclusively?

    Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another.

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  • 5-June-2015

    English

    No one left behind? (OECD Education Today Blog)

    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.

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