This PISA assessment of global competence would offer the first, comprehensive overview of education systems’ success in equipping young people to support the development of peaceful, diverse communities.
OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students.
This review is the first in a new series on the skills and labour market integration of immigrants and their children. With 16% of its population born abroad, Sweden has one of the larger immigrant populations among the European OECD countries. Estimates suggest that about half of the foreign-born population originally came to Sweden as refugees or as the family of refugees and Sweden has been the OECD country that has had by far the largest inflows of asylum seekers relative to its population. In all OECD countries, humanitarian migrants and their families face greater challenges to integrate into the labour market than other groups. It is thus not surprising that immigrant versus native-born differences are larger than elsewhere, which also must be seen in the context of high skills and labour market participation among the native-born. For both genders, employment disparities are particularly pronounced among the low-educated, among whom immigrants are heavily overrepresented. These immigrants face particular challenges related to the paucity of low-skilled jobs in Sweden, and policy needs to acknowledge that their integration pathway tends to be a long one. Against this backdrop, Sweden has highly developed and longstanding integration policies that mainly aim at upskilling immigrants while temporarily lowering the cost of hiring, while other tools that work more strongly with the social partners and the civil society are less well developed and need strengthening.
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This brochure describes the OECD’s proposal for the PISA 2018 Global Competence assessment that emphasises quality and relevance. It builds on the work already undertaken by the Global Competence Expert Group and incorporates contributions from OECD member countries.
This book provides a comprehensive assessment of the innovation policy of Luxembourg. It is the second such OECD review of Luxembourg's innovation system, following an earlier review published in 2007. Since that time, the system has undergone profound change, notably a rapid expansion in the scale and scope of public sector research, which offers new opportunities for Luxembourg, but also new challenges for innovation policy. The review focuses on the role of government and includes concrete recommendations on how to improve policies that affect innovation and R&D performance.
The SME Policy Index is a benchmarking tool designed for emerging economies to assess SME policy frameworks and monitor progress in policy implementation over time. The Index has been developed by the OECD in partnership with the European Commission (EC), the European Bank for Reconstruction and Development (EBRD), and the European Training Foundation (ETF) in 2006 for the Western Balkans. The South East European Centre for Entrepreneurial Learning (SEECEL) joined as an additional partner in 2014. The SME Policy Index has since 2006 been applied in four regions and nine assessment rounds overall.
The SME Policy Index: Western Balkans and Turkey 2016 presents the results of the fourth assessment of the Small Business Act for Europe in the Western Balkans and, since 2012, Turkey. The assessment framework is structured around the ten principles of the Small Business Act for Europe (SBA). It provides a wide-range of pro-enterprise measures to guide the design and implementation of SME policies based on good practices promoted by the EU and the OECD.
The Index identifies strengths and weaknesses in policy design, implementation and monitoring. It allows for comparison across countries and measures convergence towards good practices and relevant policy standards. It aims to support governments in setting targets for SME policy development and to identify strategic priorities to further improve the business environment. It also helps to engage governments in policy dialogue and exchange good practices within the region and with OECD and EU members.
The Survey of Adult Skills finds that adults aged 55 to 65 are less proficient in literacy and numeracy than adults aged 25 to 34. But differences in skills proficiency that are related to age vary widely across countries, implying that skills policies can affect the evolution of proficiency over a lifetime.
Increased life expectancy represents one of the great achievements of modern societies: living longer and better has been a dream of past generations. At the same time, it implies changes to many aspects of life.
If one were to ask ministers of education what they consider to be the most important factor determining the quality of their education systems, the odds are high that they would refer to the quality of the teaching work force.
Le secteur de l’éducation se positionne bien en matière de compétences en technologies de l’information et de la communication (TIC) et en résolution de problèmes, même s’il reste en deçà du secteur des activités spécialisées, scientifiques et techniques.