English, PDF, 324kb
To become a doctor in the UK, on average, a student can expect between 10 to 15 years of university education and post-graduate training.
Health systems in the United Kingdom have, for many years, made the quality of care a highly visible priority, internationally pioneering many tools and policies to assure and improve the quality of care. A key challenge, however, is to understand why, despite being a global leader in quality monitoring and improvement, the United Kingdom does not consistently demonstrate strong performance on international benchmarks of quality. This report reviews the quality of health care in the England, Scotland, Wales and Northern Ireland, seeking to highlight best practices, and provides a series of targeted assessments and recommendations for further quality gains in health care. To secure continued quality gains, the four health systems will need to balance top-down approaches to quality management and bottom-up approaches to quality improvement; publish more quality and outcomes data disaggregated by country; and, establish a forum where the key officials and clinical leaders from the four health systems responsible for quality of care can meet on a regular basis to learn from each other’s innovations.
English, PDF, 304kb
In 2012, 22% of students in the United Kingdom were low performers in mathematics (OECD average: 23%), 17% were low performers in reading (OECD average: 18%), 15% were low performers in science (OECD average: 18%), and 11% were low performers in all three of these subjects (OECD average: 12%).
This case study presents the UK legislation, the Political Parties, Elections and Referendums Act, which controls the funding of political parties and campaigns. It also presents some key election statistics collected by the UK Electoral Commission.
English, PDF, 2,371kb
There are an estimated 9 million working aged adults in England (more than a quarter of adults aged 16-65) with low literacy or numeracy skills or both. This reflects England’s overall performance in the Survey of Adult Skills - around average for literacy, but well below average for numeracy relative to other OECD countries in the Survey (OECD, 2013).
This report examines the ongoing development of education policy, practice and leadership in Scotland, by providing an independent review of the direction of the Curriculum for Excellence (CfE) and emerging impacts seen in quality and equity in Scottish schooling.
English, PDF, 954kb
This 4-page online document presents the key findings from OECD Pensions at a Glance 2015 and why it is important for the United Kingdom. It also identifies two key pension policy measures which would help improve the performance of pension systems in the United Kingdom
The 2015 edition introduces more detailed analysis of participation in early childhood and tertiary levels of education. The report also examines first generation tertiary-educated adults’ educational and social mobility, labour market outcomes for recent graduates, and participation in employer-sponsored formal and/or non-formal education.
En 2014, les apports nets d’APD du Royaume-Uni se sont élevés à 19.4 milliards USD (données provisoires), soit 0.71 % de son revenu national brut (RNB) et une augmentation de 1.2 % en termes réels par rapport à 2013.
Plusieurs années de récession mondiale, de stagnation puis de reprise lente et incertaine ont prouvé que nous n’étions pas encore parvenu à asseoir un modèle économique capable de garantir la croissance forte et durable indispensable aux avancées sociales et économiques du futur.