Latest Documents


  • 23-March-2016

    English

    Launch of the UNSG High-Level Commission on Health Employment and Economic Growth with Angel Gurría as co-vice chair

    Launch and first meeting of the Commission, Lyon, France. The meeting was chaired by H.E. Mr François Hollande, President of France and, H.E. Mr Jacob Zuma, President of South Africa.

    Related Documents
  • 23-March-2016

    English

    What skills do employers want?

    A discussion on how can we reconcile the apparently contradicting views of labour market demand for soft skills versus technical job-specific skills.

    Related Documents
  • 22-March-2016

    English

    Mark Keese speaks to the Worklife Hub about OECD’s new initiative on the Future of Work.

    Openness to change and a continuous questioning of the way we work are the keys to being prepared for the Future of Work. This advice comes from Mark Keese, Head of the Employment Analysis and Policy Division at the OECD, and we catch up with Mark following the OECD's Future of Work Forum in January 2016.

    Related Documents
  • 16-March-2016

    English

    Measuring skills shortages in real time

    Discussion on how technology helps measuring skills shortages in real time

    Related Documents
  • 15-March-2016

    English

    Health Workforce Policies in OECD Countries - Right Jobs, Right Skills, Right Places

    Health workers are the cornerstone of health systems, playing a central role in providing health services to the population and improving health outcomes. The demand and supply of health workers have increased over time in all OECD countries, with jobs in the health and social sector accounting for more than 10% of total employment now in several OECD countries. This publication reviews key trends and policy priorities on health workforce across OECD countries, with a particular focus on doctors and nurses given the preeminent role that they have traditionally played in health service delivery.

     

  • 15-March-2016

    English, PDF, 381kb

    Fact sheet: Trends in Medical Education and Training in the Netherlands

    Following this medical degree, new medical graduates can apply to enter in four different types of post-graduate clinical training programmes that are of various length: general practice (lasting 3 years), more than 30 different medical or surgical specialties (lasting 4 to 6 years), public health specialty (lasting 2.5 to years), or nursing home specialist (lasting 2 years).

    Related Documents
  • 15-March-2016

    English, PDF, 311kb

    Fact sheet: Trends in Medical Education and Training in Australia

    Entry to initial medical education in Australia can either occur directly following the completion of secondary school (entry to undergraduate medical education) or following the completion of a bachelor degree in any field (entry to graduate medical education). In 2014, 18 medical schools offered medical education programs in Australia.

    Related Documents
  • 15-March-2016

    English, PDF, 382kb

    Fact sheet: Trends in Medical Education and Training in Ireland

    Entry to medical education in Ireland can occur in two ways: students can access it directly from secondary school (in which case it takes them 5 to 6 years to complete the programme) or after receiving a first bachelor degree (in which case the programme can be completed in 4 years).

    Related Documents
  • 15-March-2016

    English, PDF, 317kb

    Fact sheet: Trends in Nursing Education in the United States

    There are two broad categories of nurses in the United States: licensed practical nurses (LPNs) or licensed vocational nurses (LVNs, and registered nurses (RNs). In addition, graduates from RN programs can pursue further education at the master’s (or doctorate) level to become Advanced Practice Registered Nurses (APRNs).

    Related Documents
  • 15-March-2016

    English, PDF, 432kb

    Fact sheet: Trends in Medical Education and Training in Canada

    To become a doctor in Canada, a student can therefore expect 9 to 13 years of university education and post-graduate training, depending on the area of specialisation.

    Related Documents
  • << < 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 > >>