OECD countries have made significant reform progress in recent decades, in fields as diverse as competition policy, health care and the environment. How have they done it? And why have reforms advanced in some places and stalled in others? This collection of essays analyses the reform experiences of the 30 OECD countries in nine major policy domains in order to identify lessons, pitfalls and strategies that may help foster policy reform in the future. While taking full account of the tremendous differences in the political and institutional settings in which these reforms were undertaken, the authors highlight a number of common challenges and potential solutions that hold good across both countries and issue areas. They show that the scope for cross-national policy learning is enormous.
The importance of such reform lessons is all the greater in the wake of the global financial and economic crisis. As OECD governments confront the challenge of trying to restore public finances to health without undermining the recovery, they will need to pursue a careful mix of fiscal policies and growth-enhancing structural reforms. Designing, adopting and implementing such a policy mix will require the crafting of effective reforms and effective strategies for implementing them.
English, , 908kb
Reviews of Higher Education in Regional and City Development are the OECD’s vehicle to mobilise higher education for economic, social and cultural development of cities and regions. They analyse how higher education systems impact local and regional development and assist in improving this impact.
Ce rapport explore les avantages de la reconnaissance des résultats de l’apprentissage non formel et informel, et dresse un état des lieux des politiques et pratiques existantes.
This paper makes an in-depth comparison of the PISA (OECD) and TIMSS (IEA) mathematics assessments conducted in 2003. First, a comparison of survey methodologies is presented, followed by an examination of the mathematics frameworks in the two studies. The methodologies and the frameworks in the two studies form the basis for providing explanations for the observed differences in PISA and TIMSS results. At the country level, it
Czech, , 2,062kb
Net migration to OECD countries has tripled since 1960. Today, immigrant students comprise 10 to 20% of the student population in many OECD countries. Some countries have long histories of immigration; others have experienced an unprecedented increase in the last decade.
PISA 2009 Assessment Framework - Key Competencies in Reading, Mathematics and Science presents the theory behind the development of the PISA 2009 survey, the results of which will be released in December 2010.
The Programme for International Student Assessment (PISA ) is an internationally standardised assessment that was jointly developed by participating countries and administered to 15-year-olds in schools.
English, , 2,938kb
TALIS is the first international survey to focus on the working conditions of teachers and the learning environment in schools. It focuses on four main research areas: school leadership; professional development; teacher appraisal and feedback; and teaching practices, beliefs and attitudes.
This report presents the findings of our review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations.