By Date


  • 28-June-2016

    English

    Skills Matter - Further Results from the Survey of Adult Skills

    In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.


    This volume reports results from the 24 countries and regions that participated in the first round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey).  It describes adults’ proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes. Another related report, The Survey of Adult Skills: Reader’s Companion, Second Edition, describes the design and methodology of the survey and its relationship to other international assessments of young students and adults.

  • 28-June-2016

    English

    The Survey of Adult Skills - Reader's Companion, Second Edition

    In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.

    The Survey of Adult Skills: Reader’s Companion, Second Edition describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. It is a companion volume to Skills Matter: Further Results from the Survey of Adult Skills. Skills Matter reports results from the 24 countries and regions that participated in the first round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey).

  • 9-June-2016

    English

    OECD Reviews of School Resources: Austria 2016

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
    The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
    This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

  • 25-May-2016

    English

    No gain without (some) pain (OECD Education Today Blog)

    Across OECD countries, 32% of low-performing students reported that they give up easily when confronted with a difficult mathematics problem compared to only 13% of top performers.

    Related Documents
  • 25-May-2016

    English

    Netherlands 2016 - Foundations for the Future

    How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.

  • 25-mai-2016

    Français

    De nouvelles réformes favoriseraient l’équité et la qualité du système éducatif néerlandais

    Le système éducatif néerlandais est l’un des plus performants des pays de l’OCDE, mais pour relever encore les niveaux, des réformes supplémentaires seront nécessaires afin d’améliorer les services d’éducation et de soins de la petite enfance, réduire les risques d’orientation précoce, développer le professionnalisme des enseignants tout au long du cycle de vie.

    Documents connexes
  • 24-May-2016

    English

    Going beyond education policies – how can PISA help turn policy into practice? (OECD Education Today Blog)

    How are policy makers in the United States using data to help districts maximise their impact? And, what tools do districts need to work together in order to build stronger communities?

    Related Documents
  • 24-mai-2016

    Français

    Les adultes, l'informatique et la résolution de problèmes - Où est donc le problème ?

    Ce rapport présente une analyse approfondie des résultats de l’Évaluation des compétences des adultes dans le
    domaine de la résolution de problèmes dans des environnements à forte composante technologique, ainsi que
    des indicateurs sur l’utilisation des TIC et la résolution de problèmes. Les pays nordiques et les Pays-Bas affichent
    les pourcentages les plus élevés d’adultes (environ 40 %) aux niveaux supérieurs de l’échelle de compétences en
    résolution de problèmes, tandis que l’Irlande, la Pologne et la République slovaque accusent les pourcentages
    les plus faibles (environ 20 %) d’adultes à ces niveaux. La variation des niveaux de compétences en résolution de
    problèmes à l’aide des TIC s’observant entre les pays reflète des différences d’accès à Internet et de fréquence
    d’utilisation du courrier électrique parmi les adultes. Ce rapport met au jour une forte corrélation entre d’un côté,
    les compétences en résolution de problèmes, et de l’autre, l’âge et les compétences cognitives génériques, même
    après contrôle d’autres facteurs pertinents. Il montre l’existence d’un lien entre la maîtrise des compétences
    en résolution de problèmes à l’aide des TIC et l’élévation du taux d’activité, la baisse du taux de chômage et
    l’augmentation de la rémunération. Par contraste, il souligne la forte incidence négative d’un manque d’expérience
    en informatique sur la situation sur le marché du travail, même après contrôle d’autres facteurs. L’analyse examine
    les politiques permettant de promouvoir l’accès aux TIC et leur utilisation, les possibilités de développer les
    compétences en résolution de problèmes à l’aide de la formation scolaire ou de l’apprentissage tout au long de
    la vie, et l’importance des compétences en résolution de problèmes dans le cadre des services publics en ligne.

    Also AvailableEgalement disponible(s)
  • 23-May-2016

    English

    On public education in Chile

    In 2011 the Social Movement for Public Education led the biggest demonstrations since Pinochet’s dictatorship in Chile. Since then, one of the main campaigns in Chilean society has been for the recognition of education as a social right, under the slogan of “free, quality, public education” (educación pública, gratuita y de calidad).

    Related Documents
  • 20-May-2016

    English

    Time, working and learning (OECD Education Today Blog)

    At the beginning of work-based learning programmes employers make an investment. This pays off later on when, after receiving high quality training, skilled trainees achieve higher productivity and contribute to production.

    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 > >>