Latest Documents


  • 9-March-2016

    English

    Education Indicators in Focus No. 39 - The internationalisation of doctoral and master's studies

    One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level.

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  • 9-March-2016

    English

    Is international academic migration stimulating scientific research and innovation? (OECD Education&Skills Today Blog)

    Today, around 5 million students study and do research in a country other than their own, attracted by the quality of overseas universities and willing to complement their education portfolio with international experience.

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  • 19-February-2016

    English

    A Skills beyond School Review of the Slovak Republic

    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 beyond School, the OECD policy review of postsecondary vocational education and training.

  • 28-January-2016

    English

    Why do we bother with qualifications? (OECD Education&Skills Today Blog)

    Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.

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  • 28-January-2016

    English, PDF, 2,371kb

    Building Skills for All - A Review of England

    There are an estimated 9 million working aged adults in England (more than a quarter of adults aged 16-65) with low literacy or numeracy skills or both. This reflects England’s overall performance in the Survey of Adult Skills - around average for literacy, but well below average for numeracy relative to other OECD countries in the Survey (OECD, 2013).

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  • 25-janvier-2016

    Français

    Guide opérationnel CITE 2011 - Directives pour la classification des programmes éducatifs nationaux et des certifications correspondantes

    La structure des systèmes éducatifs varie énormément d’un pays à l’autre. Afin de produire des statistiques et des indicateurs comparables à l’échelle internationale, il est nécessaire de disposer d’un cadre permettant de collecter et de soumettre des données sur des programmes éducatifs avec un contenu éducatif de niveau similaire. La Classification internationale type de l’Éducation (CITE) de l’UNESCO est la classification de référence permettant d’organiser les programmes éducatifs et les certifications correspondantes par niveau d’éducation et par domaines d’études. Les définitions et les concepts fondamentaux de la CITE ont été établis de manière à être internationalement valides et applicables à l’ensemble des systèmes éducatifs.

    La CITE 2011 est la deuxième révision importante de cette classification (élaborée initialement dans les années 70 et révisée pour la première fois en 1997). Elle a été adoptée par la Conférence générale de l’UNESCO en novembre 2011. Préparé conjointement par l’Institut de statistique de l’UNESCO (ISU), l’OCDE et Eurostat, ce guide opérationnel fournit des directives et notes explicatives pour l’interprétation de la classification révisée, par niveau éducatif. Il présente également des exemples nationaux de programmes et de certifications correspondantes classés dans la CITE 2011.

    Ce guide sera utile aux statisticiens nationaux qui collectent et soumettent des données d’éducation aux organisations internationales, ainsi qu’aux décideurs politiques et aux chercheurs intéressés par une meilleure compréhension de ces données.

  • 11-January-2016

    English

    Is the gender gap in higher education widening? (OECD Education&Skills Today Blog)

    One of the most remarkable consequences of the expansion of education in OECD countries over the past decades is the reversal of the gender gap in education. From outright exclusion and discrimination in educational institutions less than a century ago, girls and young women have conquered schools and colleges.

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  • 8-January-2016

    English

    Education Indicators in Focus No. 37 - Who are the bachelor’s and master’s graduates?

    Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the graduates at the bachelor’s and master’s level, they are still strikingly under-represented in the fields of sciences and engineering.

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  • 18-December-2015

    English, PDF, 3,067kb

    Building Skills For All: A Review of Finland Policy Insights on Literacy, Numeracy and Digital Skills from the Survey of Adult Skills

    In Finland, the numeracy and literacy skills of adults are among the highest in the countries measured through the OECD’s 2012 Survey of Adult Skills. The Survey assessed the skills of adults in literacy, numeracy and problem solving in technology-rich environments in 24 countries and sub-national regions in the first round of the Survey.

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  • 1-December-2015

    English

    Open Educational Resources - A Catalyst for Innovation

    Education is the key to economic, social and environmental progress, and governments around the world are looking to improve their education systems. The future of education in the 21st century is not simply about reaching more people, but about improving the quality and diversity of educational opportunities. How to best organise and support teaching and learning requires imagination, creativity and innovation.
    Open educational resources (OER) are teaching, learning and research materials that make use of tools such as open licensing to permit their free reuse, continuous improvement and repurposing by others for educational purposes. The OER community has grown considerably over the past 10 years and the impact of OER on educational systems has become a pervasive element of educational policy
    This report aims to highlight state of the art developments and practices in OER, but also to demonstrate how OER can be a tool for innovation in teaching and learning.

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