By Date


  • 20-April-2016

    English

    Financial Education in Europe - Trends and Recent Developments

    This publication provides an overview of the recent trends and developments in financial education policies and programmes in Europe.  It describes the status of national strategies for financial education and various financial education programmes targeting a variety of audiences and through a variety of delivery channels. Based on the analysis of these initiatives, the report offers policy and practical suggestions for European policy makers and other stakeholders.

  • 19-April-2016

    English

    PISA 2015 Assessment and Analytical Framework - Science, Reading, Mathematic and Financial Literacy

    “What is important for citizens to know and be able to do?” The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills. The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the sixth cycle of the triennial assessment. Similar to the previous cycles, the 2015 assessment covers science, reading and mathematics, with the major focus on scientific literacy this cycle. Financial literacy is also evaluated as an optional assessment, as it was in 2012.A questionnaire about students’ background is distributed to all participating students. Students may also choose to complete additional questionnaires: one about their future studies and career, a second about their familiarity with information and communication technologies. School principals complete a questionnaire about the learning environment in their schools, and parents of students who sit the PISA test can choose to complete a questionnaire about the home environment. Seventy-one countries and economies, including all 34 OECD countries, participated in the PISA 2015 assessment.

  • 14-avril-2016

    Français

    Les Compétences des Adultes á la loupe No. 2: Qu’entend-on réellement par faibles compétences en littératie ?

    Selon l'évaluation des compétences des adultes, même les adultes ayant le plus faible niveau de compétences en littératie possèdent certaines compétences de base en lecture, bien que le niveau de ces dernières varie considérablement entre les pays.

    Documents connexes
  • 14-April-2016

    English

    Making literacy everybody’s business (OECD Education&Skills Today Blog)

    Ensuring that all people have solid foundation skills has become one of the central aims of the post-2015 development agenda.

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  • 12-April-2016

    English

    Governing Education in a Complex World

    What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
    Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
    Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.

  • 12-avril-2016

    Français

    Les compétences au service du progrès social - Le pouvoir des compétences socio-affectives

    Les enfants d’aujourd’hui auront besoin d’un ensemble équilibré de compétences cognitives, sociales et affectives pour réussir dans la vie moderne. Leur faculté à atteindre les objectifs, à travailler avec autrui et à gérer leurs émotions sera essentielle pour affronter les défis du XXIe siècle.
    Si tout le monde s’accorde à reconnaitre l’importance des compétences sociales et affectives, telles que la persévérance, la sociabilité et l’estime de soi, on ne peut pas en dire autant des moyens à mettre en œuvre pour améliorer ces compétences et des efforts déployés pour les mesurer et les renforcer. Les enseignants et les parents ne savent peut-être pas si les efforts qu’ils déploient pour développer ces compétences portent leurs fruits et n’ont peut-être pas connaissance de ce qu’ils pourraient faire de mieux. L’offre de politiques et programmes conçus pour mesurer et renforcer les compétences sociales et affectives varie fortement entre les pays et les régions.

    Ce rapport résume la recherche analytique menée par l’OCDE sur le rôle des compétences socio-affectives et propose des stratégies pour les renforcer. Il analyse les effets  que les compétences peuvent avoir sur divers aspects du bien-être individuel et du progrès social, allant de l’éducation aux retombées associées au marché du travail, la santé, la vie familiale, l’engagement civique et la satisfaction à l’égard de l’existence. Ce rapport montre également comment les pouvoirs publics, par leurs interventions, l’école et les enseignants, par leurs pratiques pédagogiques, et les parents, par la façon dont ils élèvent leurs enfants, peuvent faciliter le développement des compétences sociales et affectives. Ce rapport présente des pistes prometteuses pour favoriser le développement socio-affectif et montre, par ailleurs, que les compétences sociales et affectives peuvent être mesurées de façon valable à l’intérieur des frontières culturelles et linguistiques.

  • 8-April-2016

    English

    Getting Skills Right: Assessing and Anticipating Changing Skill Needs

    Digitalisation, globalisation, demographic shifts and other changes in work organisation are constantly reshaping skill needs. This can lead to persistent skill shortages and mismatch which are costly for individuals, firms and society in terms of lost wages and lower productivity and growth. These costs can be reduced through better assessment and anticipation of changing skill needs and by improving the responsiveness of skills development to these changes.
    This report identifies effective strategies for improving labour market information on skill needs and ensuring that this information is used effectively to develop the right skills. It provides a comparative assessment of practices across 29 countries in the following areas: i) the collection of information on existing and future skill needs; ii) the use of this information to guide skill development policies in the areas of labour, education and migration; and iii) governance arrangements to ensure good co-ordination among the key stakeholders in the collection and use of skill needs information.

     

  • 6-April-2016

    English

    OECD Reviews of School Resources: Estonia 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.

  • 31-March-2016

    English, PDF, 346kb

    Greece Policy Brief: Equipping the Young with Sufficient Basic Skills to Succeed in Life

    PISA results show that Greece is not equipping its young people with the basic skills they need to compete in today’s world economy.

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  • 25-March-2016

    English

    OECD Reviews of School Resources: Lithuania 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.

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