Publications & Documents


  • 19-October-2016

    English

    OECD Reviews of School Resources: Czech Republic 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.

  • 14-October-2016

    English

    A Skills beyond School Review of Peru

    Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged?  How can workbased learning be used?  How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? The country reports in this series look at these and other questions. They form part of Skills beyond School, OECD policy reviews of vocational education and training.

  • 10-October-2016

    English

    Getting Skills Right: Sweden

    The costs of a persistent misalignment between the supply and demand for skills are substantial, ranging from lost wages for workers to lower productivity for firms and countries. Addressing skills imbalances has become even more of a concern as OECD governments reflect on the implications of technological progress, digitisation, demographic change and globalisation for jobs and work organisation. In light of these challenges, OECD has undertaken new research to shed light on how countries measure changing skill needs while ensuring that employment, training and migration institutions are responsive to the emergence of new skill requirements. The Getting Skills Right in Sweden review offers an in-depth analysis of the key areas where policy action is required to spur the development of an efficient system for skills assessment and anticipation to inform policy in the country. The report provides an assessment of practices in the following areas: i) the collection of information on existing and future skill needs; ii) the use of skill needs information to guide policy development in the areas of labour, education and migration; and iii) the existence of effective governance arrangements to ensure good co-ordination among the key stakeholders in the collection and use of skill needs information.

  • 7-October-2016

    English

    Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them

    Every three years, the Programme for International Student Assessment, better known as PISA, evaluates 15 year-old students around the world to determine how well their education system has prepared them for life after compulsory schooling. Once the results are published, the media rush to compare their countries’ positions in the international league tables. Government policy makers, journalists and academic researchers mine the report to find out how successful education systems elicit the best performance from their students while making access to high-quality education more equitable. But sometimes the key messages don’t make it back to the teachers who are preparing their country’s students every day.

    Ten Questions for Mathematics Teachers…  and How PISA Can Help Answer Them aims to change that. This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them reflect on their teaching strategies and how students learn.

  • 30-septembre-2016

    Français

    Promouvoir le bien-être dans une société vieillissante en Allemagne

    Le vieillissement démographique sera marqué en Allemagne, où il s’est amorcé plus tôt que dans la plupart des autres économies de l’OCDE.

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  • 29-septembre-2016

    Français

    Enseignement supérieur et marché du travail au Togo - Comment valoriser les compétences ?

    Les compétences occupent une place centrale dans le développement économique, social et humain des individus et des sociétés. Leur rôle est d’autant plus important pour une économie en développement comme le Togo, qui doit rapidement faire face à des difficultés majeures telles que l’ampleur de la pauvreté et de fortes inégalités alimentées par la prévalence d’activités peu productives dans le secteur informel et la faible création d’emplois décents.
     
    Cette étude examine les principaux défis auxquels le système éducatif du Togo est confronté. Elle s’appuie sur la méthodologie développée par l’OCDE dans le cadre des stratégies nationales de compétences, et se focalise sur l’enseignement supérieur tout en tenant compte de l’ensemble du système éducatif et du marché du travail.
     
    L’analyse couvre les enjeux principaux auxquels fait face le Togo quant à sa capacité à développer les compétences appropriées, à mobiliser les compétences sur le marché du travail, à utiliser les compétences efficacement et à renforcer la gouvernance de l’enseignement supérieur.  
     

  • 28-September-2016

    English

    Making Education Count for Development - Data Collection and Availability in Six PISA for Development Countries

    This report reviews the collection, availability and quality of system-level data and metadata on education from countries participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia. PISA for Development aims to increase low income countries’ use of PISA assessments for monitoring progress towards national goals for improving education and for analysing the factors associated with student learning outcomes, particularly among poor and marginalised populations. The project also helps track progress towards the international education targets defined in the Education 2030 Framework for Action, which the international community adopted in 2015 as the strategy for achieving the Education Sustainable Development Goal (SDG).

    The report suggests technically sound and viable options for improving data quality, completeness and international comparability in the six countries that are reviewed. It also provides insights into overcoming some of the challenges common to countries that participate in PISA for Development and to other middle income and low income countries.

  • 26-September-2016

    English

    Educating for Innovation and Innovation in Education (OECD Education Today Blog)

    Students unable to navigate through our complex digital landscape are simply no longer able to participate in our social, economic and cultural life.

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  • 26-September-2016

    English

    Innovating Education and Educating for Innovation - The Power of Digital Technologies and Skills

    OECD’s Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors.

    This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education.

  • 23-September-2016

    English

    OECD Education and Skills Newsletter - September 2016

    Bringing you the highlights from the OECD Directorate for Education and Skills

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