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  • 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.
  • 28-January-2016

    English

    Why do we bother with qualifications? (OECD Education&Skills Today Blog)

    Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.

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  • 28-January-2016

    English, PDF, 2,371kb

    Building Skills for All - A Review of England

    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).

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  • 15-December-2015

    English

    Improving Schools in Scotland: An OECD Perspective

    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.

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  • 16-July-2015

    English, PDF, 4,156kb

    Early childhood education and care pedagogy review: England

    This review describes variations in, and evidence for, pedagogical approaches in formal early childhood education and care (ECEC) settings; how pedagogy is monitored; and which policies affect pedagogical practice. Its specific focus is on comparisons of England (United Kingdom) with Japan, France, Germany, Denmark and New Zealand.

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  • 10-April-2014

    English, PDF, 3,656kb

    Improving Schools in Wales: An OECD Perspective

    The report Improving Schools in Wales: An OECD Perspective proposes a comprehensive strategy for Wales to support equity and quality in its school system building on a comparative perspective. It draws upon lessons from PISA, high performers and successful reformers in education, and on the research and analysis of key aspects of education policy in Wales undertaken by the OECD-Wales Review Team.

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  • 1-April-2014

    English, PDF, 389kb

    PISA 2012 problem-solving results - England

    Note summarising England's results in the PISA 2012 problem solving assessment.

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  • 3-December-2013

    English, PDF, 395kb

    PISA 2012 mathematics, reading and science results - United Kingdom

    Note summarising the performance of the United Kingdom in the PISA 2012 assessment of mathematics, reading and science.

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  • 19-April-2012

    English, , 3,504kb

    Quality Matters in Early Childhood Education and Care - United Kingdom (England)

    This publication is intended to be a quick reference guide for anyone with a role to play in encouraging quality through England's early childhood education and care (ECEC) curriculum.

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  • 31-January-2012

    English

    Reforming education in England

    Despite significant increases in spending on child care and education during the last decade, PISA scores suggest that educational performance remains static, uneven and strongly related to parents’ income and background.

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