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Publications & Documents


  • 5-March-2021

    English

    Delivering Quality Education and Health Care to All - Preparing Regions for Demographic Change

    COVID-19 has put renewed focus on the importance of addressing longstanding challenges that OECD governments face in delivering public services, especially in regions with people spread over a wider area where economies of scale are more difficult to achieve. The physical infrastructure needed to provide good quality education and health services can be more complex and expensive in rural and remote regions that also struggle to attract and retain education and health care professionals. Acute ageing trends in many rural regions and, in some cases, a shrinking population will require sustainable policy responses that will need to be coherent with pressure to drive efficiencies in public spending. This report examines the nuances specific to the delivery of education and health care to people everywhere, offering recommendations on how to better adapt provision to the realities of today and the emerging realities of tomorrow to face the challenges of distance, demographic change and fiscal belt-tightening. The report also examines digital connectivity issues in rural and remote regions, recognising the significant scope for digital delivery of services to mitigate challenges related to distance. Finally, the report looks at governance issues, including fiscal issues, through which the delivery of these critical services is administered and paid for.
  • 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.
  • 24-February-2021

    English

    How schools can help protect young people in a recession

    Career guidance has never been seen as more important but what really makes a difference to the prospects of young people? This paper provides guidance to schools on how school leaders, teachers and guidance professionals can be most confident that they are providing useful support to students. It summarises available research on how schools can be most effective – and shares examples of how countries are helping to prepare young people to become career ready even at the most difficult times. In particular, it focuses on three important teenage attributes which act as indicators for whether they can be expected to do as well as possible in the jobs market. It matters: What teenagers think about their futures in work How they explore their potential futures at home or at school Whether they experience workplaces through part-time working, internships or volunteering. Young people who think about, explore and experience potential future lives in work are much better placed to make decisions that are right for them and compete for available jobs. The paper summarises the key evidence, sets out principles underpinning more effective career guidance and shows how well students are doing in different countries. Finally, encourages interested policy makers and practitioners to stay in touch with OECD work that will conclude late in 2021 with the development of data-driven tools for practice.
  • 22-February-2021

    English

    Creating Responsive Adult Learning Opportunities in Japan

    The COVID-19 crisis has reiterated the importance of adult learning and career guidance services as many adults have lost their jobs and now require upskilling and reskilling opportunities in order to keep pace with the rapidly evolving world of work. To foster the development of responsive and more widespread adult learning opportunities in Japan, this report analyses several policy options to expand access to training, remove the barriers to training participation, and ensure that the training provided is aligned with Japan’s labour market needs. It also discusses the importance for Japanese workers of receiving guidance and support from their employer to facilitate career progression and the need for externally provided guidance services for workers who want to change jobs. Based on this analysis, this report provides actionable policy recommendations as well as good practice examples from OECD countries.
  • 11-February-2021

    English, PDF, 402kb

    Participating in the Study with a Country Diagnosis

    Teachers' Professional Learning Study - Participating in the Study with a Country Diagnosis

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  • 11-February-2021

    English, PDF, 400kb

    Schooling, Teachers and Teaching Project Description

    Schooling, Teachers and Teaching Project Description

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  • 11-February-2021

    English

    Improving the Quality of Non-Formal Adult Learning - Learning from European Best Practices on Quality Assurance

    The COVID-19 crisis has reiterated the importance of adult learning and career guidance services as many adults have lost their jobs and now require upskilling and reskilling opportunities in order to keep pace with the rapidly evolving world of work. Yet, in order to achieve its positive gains, adult training needs to be of high quality and ensure successful learning experiences for all participants. This report therefore aims at supporting public authorities to enhance quality in the field of non-formal adult learning. It provides an overview of quality assurance systems across Europe, highlighting their implementation features, governance structures and success factors. Based on this analysis, the report develops a Quality Assurance in Adult Learning Decision Tree to support the decision-making process of governments that are planning reforms of their quality assurance systems.
  • 10-February-2021

    English

    Going Digital in Latvia

    Going Digital in Latvia analyses recent developments in Latvia’s digital economy, reviews policies related to digitalisation and make recommendations to increase policy coherence in this area, based on the OECD Going Digital Integrated Policy Framework. The review uses strategic foresight to explore three alternative future scenarios, which could result from the digital transformation of the global economy and society. It also examines the availability and quality of communication networks and services in Latvia as well as related policies and regulations. Further, it reviews trends in digital technology usage among individuals, businesses and the government, and examines policies to foster diffusion. Finally, the review analyses opportunities and challenges raised by digitalisation in key areas, from innovation and skills to digital security and data governance, and evaluates policy responses to these changes in Latvia.
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  • 10-February-2021

    English

    What can schools and teachers do to boost students academically?

    With most students around the world having experienced remote learning over the past year because of the COVID-19 pandemic, the importance of teachers and schools has become all the more evident. Temporary school closures underline how richly students benefit from being in school with their teachers and classmates. Positive, High-achieving Students? What Schools and Teachers Can Do pinpoints some of the factors that make an effective teacher and school.
  • 10-February-2021

    English

    International early learning and child well-being study assessment framework

    The International Early Learning and Child Well-being Study puts a spotlight on how children are faring at 5 years-of-age. Children’s early well-being and learning are primary determinants of their later outcomes in schooling and in adulthood. Yet children’s development during their early years remains one of the most neglected areas of international research in education. As a consequence, the international evidence countries can draw on to inform their policy approaches for children’s early learning is sparse. The International Early Learning and Child Well-being Study has been developed and designed to fill this gap. Education systems that prioritise evidence on children’s actual needs and who learn from other countries’ achievements and challenges will be more successful in giving every child a strong early start, thereby building more successful and equitable systems.
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