Publications & Documents

  • 21-October-2022


    Student Achievement in Türkiye - Findings from PISA and TIMSS International Assessments

    The Republic of Türkiye’s trajectory of improvement over the past two decades stands out internationally. Few other countries have been able to bring previously out-of-school children into the education system and improve performance at the same time. This report provides a picture on how student performance has evolved over this period. It is based on data from the OECD Programme for International Student Assessment (PISA) and the International Association for the Evaluation of Educational Achievement (IEA) Trends in International Mathematics and Science Study (TIMSS). The report analyses if factors related to student background – such as gender or socio-economic status – are associated with performance. It also analyses student performance across different cognitive and content domains of learning.
  • 4-October-2022


    Innovative and Entrepreneurial Universities in Latin America

    The review examines how higher education institutions are supporting innovation and entrepreneurship in their surrounding communities. The study focuses on eleven universities located in six countries in Latin America: Chile, Colombia, Mexico, Brazil, Argentina and Uruguay. The study finds that selected institutions are actively supporting entrepreneurs (university students, but also local entrepreneurs) through courses, incubation and acceleration activities. It also shows that universities are actively engaging with external stakeholders in their surrounding communities, to spur innovation through joint-research, organisation of events (such as festivals, competition). It finds that that while COVID-19 pandemic brought about some challenges, universities managed to stay afloat and keep a steady stream of support to entrepreneurs and partners. The review also illustrates the challenges that universities face when developing these activities (lack of funding, unclear regulation for intellectual property development, etc.) and highlights some opportunities that universities should leverage, particularly in the current context.
  • 3-October-2022


    Tertiary education rates reach record high, with more efforts needed to expand vocational education and training, says OECD

    The share of young adults with advanced qualifications across the OECD, driven by the growing need for advanced skills in labour markets, reached a record 48% of 25-34 year-olds in 2021, compared to just 27% in 2000. Shares of tertiary educated 25-34 year olds are highest in Korea (69.3%) and Canada (66.4%), according to a new OECD report.

    Related Documents
  • 29-September-2022


    Finland’s Right to Learn Programme - Achieving equity and quality in education

    Finland has been widely regarded as one of the most successful education systems in the world. However, recent trends suggest that Finland’s considerable achievements may be at risk. The country’s performance in international student assessments has been declining over the past decade, as gaps among student groups and levels of school segregation have grown. In light of these developments, Finland is advancing a number of policies, notably under the umbrella of the Right to Learn (RtL) Programme, to improve quality and equity in early childhood education and care (ECEC), pre-primary and basic education. This analysis explores the Ministry of Education and Culture’s (OKM) planned reforms in regard to the country’s main education challenges and priorities. At the request of the Ministry, the analysis focusses on three main policy issues: (i) financing equity and quality in education, (ii) expanding participation and strengthen quality in ECEC, and (iii) equalising education opportunities through strengthening the local school policy. A final section looks at some of the cross-cutting issues that emerge from the OECD’s analysis. This analysis offers policy considerations aimed at strengthening the design and implementation of the RtL Programme.
  • 27-September-2022


    The New Workplace in Japan - Skills for a Strong Recovery

    In the context of a rapidly changing world of work, the COVID-19 pandemic has heightened pre-existing challenges to Japan’s adult learning system and raised new ones. This report examines how skill requirements have been evolving in Japan prior to and during the COVID-19 crisis. It examines changes in the skills composition of Japan’s workforce as well as policy efforts to improve the accessibility of career guidance, broaden training participation and foster the adoption of teleworking practices. The report also provides concrete recommendations to tackle inequalities in skills and training among socio-demographic groups. Finally, it provides suggestions for how to develop a labour market information system to feed real-time data into crucial policy and decision-making processes.
  • 22-September-2022


    Preparing Vocational Teachers and Trainers - Case Studies on Entry Requirements and Initial Training

    Teachers and in-company trainers are central to vocational education and training (VET), as they support the school-to-work transitions of learners from diverse backgrounds. VET teachers develop learners’ skills in school-based settings, while in-company trainers support learners during their time in work-based learning. Countries use different strategies to ensure an adequate supply of well-prepared VET teachers and trainers. This report focuses on two aspects: entry requirements for the VET teaching and training profession to ensure quality and consistency; and initial education and training for VET teachers and trainers to ensure that they are well-prepared when taking up their role. It draws lessons from policies and practices in Canada, Denmark, Germany, the Netherlands and Norway for developing a skilled teaching and training workforce through entry requirements and training, while maintaining sufficient flexibility.
  • 19-September-2022


    States of Fragility 2022

    States of Fragility 2022 arrives during an ‘age of crises’, where multiple, concurring crises are disproportionately affecting the 60 fragile contexts identified in this year’s report. Chief among these crises are COVID-19, Russia's invasion of Ukraine, and climate change, with the root causes of multidimensional fragility playing a central role in shaping their scale and severity. The report outlines the state of fragility in 2022, reviews current responses to it, and presents options to guide better policies for better lives in fragile contexts. At the halfway point of the 2030 Agenda for Sustainable Development, it is more critical than ever for development partners to focus on the furthest behind: the 1.9 billion people in fragile contexts that account for 24% of the world’s population but 73% of the world’s extreme poor.
  • 15-September-2022


    From Learning Recovery to Education Transformation - Insights and Reflections from the 4th Survey of National Education Responses to COVID-19 School Closures

    Conducted jointly with UNESCO, UNESCO Institute for Statistics (UIS), UNICEF and the World Bank, the fourth round of the Survey on National Education Responses to COVID-19 School Closures took place in April–July 2022. With responses from Ministries of Education in 93 countries, findings show education systems’ concerted effort to reach out to students and bring them back to school; the reinforcing of digitalised modes of learning; dialogue with families on the quality and cost-benefits of education; and long-term investments in the resilience of education systems.
  • 14-September-2022


    Learning (in) Indigenous languages - Common ground, diverse pathways

    Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students’ learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative Promising Practices in Supporting Success for Indigenous Students, designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.
  • 6-September-2022


    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.
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