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  • 1
    Language: English
    Pages: 49 p. , 21 x 29.7cm
    Series Statement: OECD Education Working Papers no.39
    Keywords: Education
    Abstract: An epidemic of obesity has been developing in virtually all OECD countries over the last 30 years. Existing evidence provides strong suggestions that such epidemic has affected certain social groups more than others. In particular, education appears to be associated with a lower likelihood of obesity, especially among women. A range of analyses of health survey data from Australia, Canada, England and Korea were undertaken with the aim of exploring the relationship between education and obesity. The findings of these analyses show a broadly linear relationship between the number of years spent in full-time education and the probability of obesity, with most educated individuals displaying lower rates of the condition (the only exception being men in Korea). This suggests that marginal returns to education, in terms of reduction in obesity rates, are approximately constant throughout the education spectrum. The findings obtained confirm that the education gradient in obesity is stronger in women than in men. Differences between genders are minor in Australia and Canada, more pronounced in England and major in Korea. The causal nature of the link between education and obesity has not yet been proven with certainty; however, using data from France we were able to ascertain that the direction of causality appears to run mostly from education to obesity, as the strength of the association is only minimally affected when accounting for reduced educational opportunities for those who are obese in young age. Most of the effect of education on obesity is direct. Small components of the overall effect of education on obesity are mediated by an improved socio-economic status linked to higher levels of education, and by a higher level of education of other family members, associated with an individual’s own level of education. The positive effect of education on obesity is likely to be determined by at least three factors: (a) greater access to health-related information and improved ability to handle such information; (b) clearer perception of the risks associated with lifestyle choices; and, (c) improved self-control and consistency of preferences over time. However, it is not just the absolute level of education achieved by an individual that matters, but also how such level of education compares with that of the individual’s peers. The higher the individual’s education relative to his or her peers’, the lower is the probability of the individual being obese.
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  • 2
    Language: French
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA à la loupe no.82
    Parallel Title: Parallele Sprachausgabe How do the performance and well-being of students with an immigrant background compare across countries?
    Keywords: Education
    Abstract: Le maintien de la cohésion sociale en présence de flux migratoires importants dépend de la capacité des sociétés à intégrer les immigrés. L’éducation peut aider ces derniers à acquérir des compétences et à contribuer à l’économie de leur pays d’accueil ; elle peut aussi favoriser leur bien-être socio-affectif et encourager leur motivation à participer à la vie sociale et civique de leur nouvelle communauté – et, ce faisant, faciliter leur intégration. Toutefois, veiller à ce que les élèves issus de l’immigration présentent de bons résultats sur le plan du bien-être représente un défi de taille, car nombre d’élèves immigrés ou d’origine mixte doivent surmonter à la fois les obstacles liés au changement de leur lieu de vie, au désavantage socio-économique, à la barrière de la langue et à la difficulté de se forger une nouvelle identité.
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  • 3
    Language: English
    Pages: 1 Online-Ressource (115 p.)
    Series Statement: OECD Education Working Papers no.210
    Keywords: Education ; Chile
    Abstract: Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being outcomes between students with an immigrant background and native Chilean students. While available data on immigrant students in Chile is limited, these disparities highlight the need to reflect on the types of policies that can reverse emerging gaps, advance the educational and long-term success of students and promote social cohesion. As such, the Ministry of Education invited the OECD Strength through Diversity project to develop this Spotlight Report, which examines four policy priorities regarding the inclusion of immigrant and refugee students in the country: (1) School choice and segregation; (2) Language training; (3) Capacity building; and (4) Inclusive education. The findings of this report reflect existing OECD work on education policy in Chile and in the area of migration policy. The report also draws on national data, questionnaire results on policies and practices implemented in Chile to support the educational achievement and socio emotional well-being of immigrant students and examples of policies and practices in peer-learner countries and regions that were collected through desk based research (notably from Australia, Canada, the Netherlands, Sweden and the United States). Finally, interviews conducted by the OECD Strength through Diversity team during a review mission and a stakeholder workshop that took place in Santiago in June 2018 help inform the report.
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  • 4
    Language: English
    Pages: 1 Online-Ressource (146 p.)
    Series Statement: OECD Education Working Papers no.194
    Keywords: Education ; Sweden
    Abstract: Within OECD countries, Sweden has historically welcomed large numbers of migrants, in particular migrants seeking humanitarian protection. Since 2015, this large influx of new arrivals with multiple disadvantages has put a well-developed integration system under great pressure and highlighted a number of challenges for education policy given current institutional frameworks. PISA 2015 shows that immigrant students fare considerably worse than native students in terms of academic and well-being outcomes also after accounting for differences in social-economic background. The OECD has identified four priority areas for Sweden for closing the gap between immigrant and native students: (1) Facilitating the access of immigrants to school choice, (2) Building teaching capacity, (3) Providing language training and (4) Strengthening the management of diversity. The findings in this Spotlight Report are based on existing OECD work in the area of immigrant integration in education, OECD and national data, a questionnaire on the range of policies and practices in Sweden and good practice examples for the integration in the education system in peer-learner countries and regions [Austria, Germany, the Netherlands and North America (Canada and the United States)], which were identified of particular relevance for Sweden. The report also includes policy pointers on what policies and practices Sweden could adopt to respond to the current integration challenges in the four priority areas.
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  • 5
    Language: English
    Pages: 1 Online-Ressource (54 p.)
    Series Statement: OECD Education Working Papers no.185
    Keywords: Education
    Abstract: The paper examines the role of education in shaping individuals’ attitudes towards migration in European countries using data from the 2012, 2014 and 2016 editions of the European Social Survey (rounds 6, 7 and 8). Results indicate that, despite the large influx of migrants experienced by many European countries in 2015, attitudes towards migration reported by 25-65 year olds did not vary significantly over the period considered. Education was strongly associated with individuals’ attitudes towards migration although the strength of the association and how the association changed over time varied greatly across countries. On average a difference of one standard deviation in educational participation is associated with a difference of 20% of a standard deviation in reported opposition to migration. Around three quarters of the association between education and opposition to migration can be explained by the lower economic threat, cultural threat and prejudice that individuals with higher educational participation experience.
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  • 6
    Language: English
    Pages: 1 Online-Ressource (122 p.)
    Series Statement: OECD Education Working Papers no.183
    Keywords: Education ; Norway
    Abstract: As is the case in most OECD countries, boys in Norway are more likely to have lower levels of academic achievement and attainment than girls. While this phenomenon is not recent, it has become increasingly pronounced in recent years and, as a result, is attracting considerable attention from policy-makers in many countries. This paper develops evidence of gender gaps in educational outcomes in Norway and selected OECD countries and identifies examples of policies and practices that could help close existing gender gaps in Norway. The first part of the paper describes gender gaps in school achievement, attainment, attitudes, beliefs and behaviours using an international comparative analysis. Evidence from PIRLS, TIMSS, PISA and the OECD Survey of Adult Skills (PIAAC) is used to identify gender gaps during primary and secondary schooling as well as young adulthood. The second part of the paper summarises evidence on policies and practices that were implemented in other countries and that could support efforts in Norway to mitigate, prevent and reduce gender gaps in achievement and attainment. Most of the evidence on policies and practices reviewed in the report comes from the peer countries Finland, the Netherlands and the United States that were identified of particular relevance for Norway, given the policy challenge Norway faces.
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  • 7
    Language: English
    Pages: 1 Online-Ressource (117 p.)
    Series Statement: OECD Education Working Papers no.155
    Keywords: Education
    Abstract: This paper uses data from PISA and the OECD Survey of Adult Skills (PIAAC) to examine the evolution of socio-economic and gender disparities in literacy and numeracy proficiency between the ages of 15 and 27 in the sample of countries that took part in both studies. Socio-economic disparities are exacerbated between the age of 15 and 27 and the socio-economic gap in proficiency widens, particularly among low-achievers. Gender disparities in literacy at age 15 are marked across the performance spectrum but are particularly wide among low-performers. However, by age 24 there is no difference in the literacy proficiency of males and females. The gender gap in numeracy at age 15 is quantitatively small when compared with the gap in literacy, although it is more pronounced among high achievers. The paper canvasses possible explanations for the trends observed and discusses implications for policy and practice, including the extent to which the lack of an established link between PISA and PIAAC limits the analytical value of the two studies.
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  • 8
    Language: English
    Pages: 1 Online-Ressource (56 p.)
    Series Statement: OECD Education Working Papers no.156
    Keywords: Education
    Abstract: The set of skills that is required to be a successful citizen in the 21st century is rapidly evolving. New technologies and social systems grow increasingly complex and require individuals to quickly and flexibly adapt to new and changing circumstances. This paper outlines the key features of the domain of adaptive problem solving that is proposed to be assessed in the 2nd cycle of the OECD Survey of Adult Skills (PIAAC) in addition to the domains of numeracy and literacy. Adaptive problem solving is considered to be a crucial 21st century skill that combines cognitive and meta-cognitive processes. The paper develops a definition of adaptive problem solving building on relevant work in cognitive psychology and cognitive science, introduces its covariates and preconditions, discusses relevant assessment principles, and provides insights on the relevance of adaptive problem solving for labour markets and social integration.
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  • 9
    Language: English
    Pages: 1 Online-Ressource (40 p.)
    Series Statement: OECD Education Working Papers no.167
    Keywords: Education
    Abstract: Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate.
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  • 10
    Language: English
    Pages: 1 Online-Ressource (47 p.)
    Series Statement: OECD Education Working Papers no.165
    Keywords: Education
    Abstract: We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250 000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
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