By Date


  • 29-November-2017

    English

    Supporting Entrepreneurship and Innovation in Higher Education in Hungary

    This report presents evidence-based analysis of current strategies and practices in higher education institutions (HEIs) in Hungary towards a value-creating use of knowledge resources for innovation and entrepreneurship. The analysis and recommendations are highly relevant for policy makers and HEI leaders in other countries. Increased attention to innovation and entrepreneurship both from public policy actors and HEI leadership has triggered an incremental change process in the organisational culture of HEIs and a new approach to education and research for students and staff. HEInnovate is a joint initiative of the European Commission and the OECD to promote the innovative and entrepreneurial higher education institution across Europe and beyond (www.heinnovate.eu).

  • 21-November-2017

    English

    Archived webinar - "PISA 2015 Results (Volume V) - Collaborative Problem Solving"

    with Andreas Schleicher - Director for the Directorate of Education and Skills (November 21, 2017)

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  • 21-November-2017

    English

    PISA in Focus No. 78 - Collaborative problem solving

    This month’s PISA in Focus provides an overview of the assessment’s results and shows that collaborative problem-solving performance is positively related to performance in the core PISA subjects (science, reading and mathematics). The results also show, among other findings, that girls perform significantly better than boys in collaborative problem solving in every country and economy that participated in the assessment.

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  • 21-November-2017

    English

    Are school systems ready to develop students’ social skills? (OECD Education Today Blog)

    Successes and failures in the classroom will increasingly shape the fortunes of countries. And yet, more of the same education will only produce more of the same strengths and weaknesses.

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  • 21-novembre-2017

    Français

  • 21-November-2017

    English

    PISA 2015 Results (Volume V) - Collaborative Problem Solving

    The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students’ ability to work with two or more people to try to solve a problem. The volume provides the rationale for assessing this particular skill and describes performance within and across countries. In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in building young people’s skills in solving problems collaboratively.

  • 20-November-2017

    English

    Getting Skills Right: United Kingdom

    This report identifies effective strategies to tackle skills imbalances in the United Kingdom. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment between skills acquisition and labour market needs; education and training policies targeting skills development and investment for individuals and employers; job creation policies to develop skills through on-the-job learning; and policies facilitating the entry of migrants with skills that are in demand. The assessment is based on country visits, desk research and data analysis conducted by the OECD secretariat.

  • 20-novembre-2017

    Français

    Perspectives de l'OCDE sur les compétences 2017 - Compétences et chaînes de valeur mondiales

    Depuis les années 90, le monde est entré dans une nouvelle phase de la mondialisation. Les technologies de l’information et des communications, la libéralisation des échanges et la baisse des coûts de transport ont permis aux entreprises et aux pays de segmenter le processus de production en chaînes de valeur mondiales (CVM). De nombreux produits sont désormais conçus dans un pays et assemblés dans un autre, à partir de pièces fabriquées dans plusieurs pays. Trente pour cent de la valeur des exportations des pays de l’OCDE proviennent de l’étanger. Dans ce nouveau contexte, les CVM et les compétences sont plus étroitement liées que jamais. Les compétences jouent un rôle clé dans la caractérisation des avantages comparatifs des pays dans les CVM. Nombre des opportunités et des défis induits par les CVM sont déterminés par les compétences de chaque pays.

    L’édition 2017 des Perspectives de l’OCDE sur les compétences montre comment les pays peuvent tirer pleinement parti des chaînes de valeur mondiales, sur les plans économique et social, en investissant dans les compétences de leur population. Il est essentiel à cet égard d’adopter une approche interministérielle. Les pays doivent mettre au point un ensemble cohérent de politiques en lien avec les compétences, telles que la politique éducative, la législation sur la protection de l’emploi et la politique migratoire, en coordination avec la politique commerciale et la politique de l’innovation. Ce rapport présente de nouvelles analyses à partir de l’Enquête sur les compétences des adultes et de la base de données sur les échanges en valeur ajoutée. Il explique également ce que les pays devraient faire pour se spécialiser dans des secteurs d’activité technologiquement avancés.

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  • 17-November-2017

    English

    How much will the literacy level of working-age people change from now to 2022? (OECD Education Today Blog)

    Taken as a whole, the OECD’s Programme for International Student Assessment (PISA) and Survey of Adult Skills (PIAAC) present a mixed picture for Korea and Singapore. As their economies have grown, these two countries’ education systems have seen fast and impressive improvements; both now rank among PISA’s top performers.

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  • 16-November-2017

    English

    Is the growth of international student mobility coming to a halt? (OECD Education Today Blog)

    Higher education is one of the most globally integrated systems of the modern world. There still are important barriers to the international recognition of degrees or the transfer of credits, but some of the basic features of higher education enjoy global convergence and collaboration.

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