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  • 15-November-2022

    English

    Swimming skills around the world - Evidence on inequalities in life skills across and within countries

    Being able to swim empowers individuals to make choices, have agency, and be free to choose core aspects of their life, such as working safely on or near water. It is also associated with lifelong health benefits and reduces the risk of drowning. Using data from the Lloyd’s Register Foundation World Risk Poll 2019, this paper provides the first global estimates of adults’ ability to swim without assistance. Individuals in high-income countries are considerably more likely to report being able to swim without assistance than individuals in low-income countries. Disparities also exist within countries. In particular, women are less likely to be able to swim without assistance than men in virtually all countries, birth cohorts, and levels of education. Investing in reducing inequalities in life skills, such as swimming, can foster economic development and empowerment, especially in light of threats, such as climate change.
  • 6-September-2022

    English

    Young people’s environmental sustainability competence - Emotional, cognitive, behavioural, and attitudinal dimensions in EU and OECD countries

    The paper is the first in a series of two papers mapping young people’s environmental sustainability competence in EU and OECD countries that were prepared as background for the forthcoming OECD Skills Outlook 2023 publication. The papers are the results of a collaboration between the OECD Centre for Skills and the European Commission - Joint Research Centre (Unit B4) on students’ environmental sustainability competence. The second paper is titled: ‘The environmental sustainability competence toolbox: From leaving a better planet to our children to leaving better children for our planet’.
  • 6-September-2022

    English

    The environmental sustainability competence toolbox - From leaving a better planet for our children to leaving better children for our planet

    The paper is the second in a series of two papers mapping young people’s environmental sustainability competence in EU and OECD countries that were prepared as background for the forthcoming OECD Skills Outlook 2023 publication. The papers are the results of a collaboration between the OECD Centre for Skills and the European Commission - Joint Research Centre (Unit B4) on students’ environmental sustainability competence. The first paper is titled ‘Young people’s environmental sustainability competence: Emotional, cognitive, behavioural and attitudinal dimensions in EU and OECD countries.
  • 30-August-2022

    English

    Does Higher Education Teach Students to Think Critically?

    There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency. As automation takes over non- and lower-cognitive tasks in today’s workplace, these generic skills are especially valued but a tertiary degree is a poor indicator of skills level. In the United States, the Council for Aid for Education developed an assessment of generic skills called the CLA+ and carried out testing in six countries between 2016 and 2021. This book provides the data and analysis of this 'CLA+ International Initiative'.
  • 12-January-2022

    English

  • 18-October-2021

    English

    Schooling During a Pandemic - The Experience and Outcomes of Schoolchildren During the First Round of COVID-19 Lockdowns

    This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. Information is presented on three interrelated topics: the nature of the educational experience during the period of lockdowns and school closures; the home environment in which education took place for the vast majority of schoolchildren; the effects on the mental health and learning outcomes for children during this period. The data come primarily from 5 countries (France, Germany, Ireland, the United Kingdom and the United States) with additional information on some aspects for 6 additional countries (Australia, Belgium (Flanders), Canada, Finland, Italy and the Netherlands). This report will be of interest to policy makers, academics, education stakeholders and anyone interested in a first international empirical analysis of the effects of the pandemic on the lives and education of schoolchildren.
  • 7-September-2021

    English

    Beyond Academic Learning - First Results from the Survey of Social and Emotional Skills

    Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens. The benefits of developing children's social-emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well-functioning society. The OECD's Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students' social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio-economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills.
  • 31-March-2021

    English

    Teachers and Leaders in Vocational Education and Training

    Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them.
  • 2-March-2021

    English

    Towards a Skills Strategy for Southeast Asia - Skills for Post-COVID Recovery and Growth

    Skills are central to the capacity of countries and people to thrive in a rapidly changing world. Recovering from the COVID-19 pandemic will require countries to co-ordinate interventions to help recent graduates find jobs, reactivate the skills of displaced workers and use skills effectively in workplaces. Megatrends such as globalisation, climate change, technological progress and demographic change will continue to reshape work and society. Countries should take action now to develop and use more effectively the skills required for the world of the future and at the same time make their skills systems more resilient and adaptable in the context of change and uncertainty. The OECD Skills Strategy provides countries with a strategic approach to assess their skills challenges and opportunities. The foundation of this approach is the OECD Skills Strategy framework allowing countries to explore how they can improve i) developing relevant skills, ii) using skills effectively, and iii) strengthening the governance of the skills system. This report applies the OECD Skills Strategy framework to Southeast Asia, providing an overview of the region’s skills challenges and opportunities in the context of COVID-19 and megatrends, and identifying good practices for improving skills outcomes. This report lays the foundation for a more fully elaborated Skills Strategy for Southeast Asia.
  • 8-July-2020

    English

    Labour Market Relevance and Outcomes of Higher Education in Four US States - Ohio, Texas, Virginia and Washington

    Across OECD countries, higher education graduates enjoy higher employment rates and earnings than workers with only an upper secondary qualification. However, not all graduates find jobs that make full use of their skills and help them launch rewarding careers, and employers in some economic sectors point to a lack of qualified graduates. Policy makers are concerned about the current alignment of higher education systems to labour markets, and are increasingly uneasy about the future of work and the resilience of higher education systems in uncertain economic times. This report, which focuses on four US states – Ohio, Texas, Virginia and Washington – is the third of a series of country-specific reviews conducted as part of the OECD project on the labour market relevance and outcomes of higher education. The report offers a comprehensive review of graduate outcomes and policies supporting alignment between higher education and the labour market in the four participating states in 2018-19, an overview of the US labour market and higher education context, and a range of policy examples from across OECD jurisdictions to help improve the alignment of higher education and the labour market.
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