English, PDF, 2,371kb
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).
Biographical note of the United Kingdom's Permanent Representative to the OECD
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.
English, PDF, 954kb
This 4-page online document presents the key findings from OECD Pensions at a Glance 2015 and why it is important for the United Kingdom. It also identifies two key pension policy measures which would help improve the performance of pension systems in the United Kingdom
The 2015 edition introduces more detailed analysis of participation in early childhood and tertiary levels of education. The report also examines first generation tertiary-educated adults’ educational and social mobility, labour market outcomes for recent graduates, and participation in employer-sponsored formal and/or non-formal education.
In 2014, the United Kingdom provided USD 19.4 billion in net ODA (preliminary data), which represented 0.71% of gross national income (GNI) and a 1.2% increase in real terms from 2013. It is the fifth largest Development Assistance Committee (DAC) donor in terms of ODA as a percentage of GNI, and the second largest by volume.
The banking sector in the United Kingdom (UK) was deeply affected by the crisis. Bank credit has collapsed reflecting both weak demand and tighter supply. New prudential requirements have improved the resilience of the banking sector and a number of measures were taken to support credit supply.
The United Kingdom (UK) has spent less on infrastructure compared to other OECD countries over the past three decades. The perceived quality of UK infrastructure assets is close to the OECD average but lower than in other G7 countries.
English, PDF, 4,156kb
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.
Specific country notes have been prepared using data from the database OECD Health Statistics 2015, July 2015 version. The notes are available in PDF format.