L'OCDE a lancé sa Stratégie des compétences pour aider les gouvernements à renforcer la résilience économique, stimuler l'emploi et améliorer la cohésion sociale. Malgré la pression pesant sur les finances publiques, l’éducation et les compétences sont des dépenses d'avenir prioritaires.
"The OECD Skills Strategy is designed to help countries build better skills policies and turn them into jobs, growth, and better lives." - Mr. Angel Gurría, Secretary-General of the OECD
This working paper seeks to explore the reasons why educational attainment in the immigrant population varies between North America and Europe.
English, Excel, 3,729kb
A country’s success in integrating immigrants’ children is a key benchmark of the efficacy of social policy in general and education policy in particular. The variance in performance gaps between immigrant and non-immigrant students across countries, even after adjusting for socio-economic background, suggests that policy has an important role to play in eliminating such gaps.
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).
The report examines whether and how parents’ involvement is related to their child’s proficiency in and enjoyment of reading -- and it also offers comfort to parents who are concerned that they don’t have enough time or the requisite academic knowledge to help their children succeed in school.&l
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
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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