La plupart des enseignants aiment leur travail, même s’ils estiment être peu soutenus et reconnus au sein de l’institution scolaire, et déconsidérés par la société au sens large, selon une nouvelle enquête de l'OCDE.
Andreas Schleicher - Directeur de la Direction de l’éducation et des compétences
English, PDF, 2,317kb
Across OECD countries, the median age students first graduated from university fell by 6 months between 2005 and 2011.
English, PDF, 4,361kb
This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
English, PDF, 2,297kb
Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory.
English, PDF, 1,907kb
Skills are critically important for the economic performance of countries. Greater proficiency in key skills among workers drive productivity and participation in the labour force, thus leading to increased growth and prosperity. In turn, higher economic output provides individuals, companies and the state with the resources to improve the opportunities for acquiring and developing skills.
English, PDF, 1,502kb
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 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.
English, PDF, 3,656kb
The report Improving Schools in Wales: An OECD Perspective proposes a comprehensive strategy for Wales to support equity and quality in its school system building on a comparative perspective. It draws upon lessons from PISA, high performers and successful reformers in education, and on the research and analysis of key aspects of education policy in Wales undertaken by the OECD-Wales Review Team.
French, PDF, 2,092kb
Pour un tiers de la population des pays de l’OCDE, le niveau de formation le plus élevé atteint est un diplôme d’une filière professionnelle du deuxième cycle de l’enseignement secondaire. On estime qu’environ la moitié de cette population obtiendra un diplôme d’une filière professionnelle au cours de sa vie.
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).