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This note, taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2009, contains information about the progress in implementing reforms in line with the 2008 priorities for Ireland.
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This review of vocational education and training (VET) in Ireland is part of ―Learning for Jobs‖, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
This third report in the OECD series Sickness, Disability and Work looks specifically at the cases of Denmark, Finland, Ireland and the Netherlands, and highlights the roles of institutions and policies.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
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Agri-environmental indicators for Ireland and data on the environmental performance of Irish agriculture. Extract from the publication Environmental Performance of Agriculture in OECD Countries since 1990 (2008).
Ireland's economic success story is one that many OECD countries would like to emulate. Of the many factors linked to this success, the public sector’s role is key. This report analyses what the sector has accomplished so far, how it can keep renewing itself, and how it can perpetuate its success.
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The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.
An ageing population creates immediate pressures for changes in both service delivery and in human resources management in government. This report reviews strategies to address these pressing issues and provides a snapshot of ageing policies and actions in nine OECD countries.
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends.
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The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.The OECD does not guarantee the accuracy of the data included in this publication and accepts no responsibility whatsoever for any consequence of their use.