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  • Online Resource  (166)
  • Book  (15)
  • OECD  (178)
  • Fuchs, Hans-Werner
  • Bildungspolitik
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  • Online Resource  (166)
  • Book  (15)
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  • 1
    Online Resource
    Online Resource
    Building a Skilled Cyber Security Workforce in Europe : Insights from France, Germany and Poland (2024)
    Paris : OECD Publishing
    Details
    ISBN: 9789264478763 , 9789264872738 , 9789264489943
    Language: English
    Pages: 1 Online-Ressource (117 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Datensicherheit ; Bildungspolitik ; Qualifikation ; IT-Kriminalität ; Frankreich ; Deutschland ; Polen ; Education ; Employment ; Science and Technology ; France ; Germany ; Poland
    Abstract: In an increasingly digital world, the significance of cyber security for individuals, businesses, and governments has never been greater. Rising cyber attacks are challenging current defence and operational capabilities, highlighting a critical shortage of skilled cyber security professionals. This report delves into the demand for cyber security expertise by analysing online job postings in France, Germany and Poland in between 2018 and 2023. It examines trends in the demand for cyber security professionals, the geographical distribution of job opportunities, and the changing skill requirements in this field. Focusing on France, the report also explores cyber security education and training programmes, the characteristics of the programmes, the demographics of enrolled learners, and their outcomes. Additionally, it reviews French policies and initiatives aimed at broadening the cyber security workforce and enhancing educational opportunities in this field. This comprehensive analysis is part of a larger effort to understand the evolving landscape of cyber security policies and professional experiences worldwide.
    DOI: 10.1787/3673cd60-en
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Education policy outlook in Australia (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (58 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.67
    Keywords: Bildungspolitik ; Bildungswesen ; Australien ; Education ; Australia
    Abstract: This country policy profile on education in Australia is part of the Education Policy Outlook series. Building on the first policy profile for Australia (2013), it offers a concise analysis of where the education system stands today and how this compares to other systems. The profile analyses the evolution of ongoing and emerging related policy efforts in Australia, including education responses to the COVID-19 pandemic. It also offers relevant international policy examples that may serve as possible inspiration as policy makers work to address Australia's key challenges and priorities. The report brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work, and other international and national evidence. It also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy.
    DOI: 10.1787/ce7a0965-en
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    OECD Skills Strategy Ireland : Assessment and Recommendations (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264819818 , 9789264629332 , 9789264995666
    Language: English
    Pages: 1 Online-Ressource (259 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Irland ; Education ; Ireland
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as digitalisation, globalisation, demographic change and climate change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, OECD Skills Strategy Ireland: Assessment and Recommendations, identifies opportunities and makes recommendations to secure a balance in skills, foster greater participation in lifelong learning, leverage skills to drive innovation and improve firm performance, and strengthen skills governance to build a joined-up skills ecosystem in Ireland.
    DOI: 10.1787/d7b8b40b-en
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Promoting Digital Business Skills in the Republic of Moldova (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264729834
    Language: English
    Pages: 1 Online-Ressource (82 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Promovarea competențelor digitale de afaceri în Republica Moldova
    Keywords: Digitale Kompetenz ; Qualifikation ; Bildungspolitik ; Moldawien ; Science and Technology ; Moldova, Republic of
    Abstract: The Republic of Moldova (Moldova hereafter) has made digitalisation a policy priority. The country is currently preparing its Digital Transformation Strategy 2023-30, which will emphasise digital literacy, as well as digital business skills, with a view to improving private sector competitiveness. Digitalisation has already brought significant benefits to Moldova, where ICT has been one of the most dynamic sectors over the past years; yet Moldovan firms in non IT sectors remain at the beginning of their digitalisation journey. Skills shortages are a major barrier in that regard, particularly affecting SMEs who encounter more difficulties in attracting and retaining skilled workers, as well as up skilling or reskilling their workforces. Building on previous OECD work on digitalisation policies, the OECD provided guidance to Moldova throughout 2022 on how to build a conducive ecosystem and set the right policies to further advance the development and uptake of digital business skills among SMEs. This report presents an overview of those issues, looking at 1) the institutional and policy framework; 2) skills assessment and anticipation tools; and 3) SME specific support for digital skills development.
    DOI: 10.1787/9d35a60f-en
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  • 5
    Online Resource
    Online Resource
    Shaping Digital Education : Enabling Factors for Quality, Equity and Efficiency (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264845237 , 9789264705913 , 9789264758230
    Language: English
    Pages: 1 Online-Ressource (250 p.) , 21 x 28cm.
    Keywords: Bildungspolitik ; Digitalisierung ; Unterricht ; Bildungsinvestition ; Künstliche Intelligenz ; OECD-Staaten ; Education
    Abstract: Investment in education technology has surged worldwide over the past decade and digital education technologies are now a key resource for OECD education and training systems. If used effectively, they promise to transform teaching and learning practices, to reduce learning inequalities and to create more inclusive and efficient education systems. However, countries' experiences during the COVID-19 pandemic exposed shortcomings in the extent to which digital technologies are currently enabling high-quality teaching and learning, and underlined the need for supportive policies and conditions to make use of their potential. The rapidly improving capabilities of Artificial Intelligence (AI) also bring new focus to the role of education policy in preparing learners for an AI-driven future. This report seeks to guide governments in shaping digital education. Offering a range of perspectives for governments and education stakeholders, it analyses enabling factors that can support quality, equity and efficiency in the use of digital technologies in education systems. It provides a comprehensive review of current trends and emerging policies, covering school education, vocational education and training (VET) and higher education, highlighting pathways to support a cohesive and holistic policy framework for digital education.
    DOI: 10.1787/bac4dc9f-en
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    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Recovering lost learning opportunities in Ukraine: Key education policy strategies (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (13 p.) , 21 x 28cm.
    Series Statement: OECD Policy Responses on the Impacts of the War in Ukraine
    Keywords: Bildungspolitik ; Kriegsfolgen ; Ukraine ; Education ; Economics ; Ukraine
    Abstract: School destructions, population displacement or school closures mean that children in Ukraine have experienced varied disruptions in their education experience. Interventions that seek to reduce the variation in student learning levels need to accompany efforts to resume learning and deliver high-quality education for all. This brief puts the focus on academic interventions Ukraine could introduce to support learning recovery. It first examines strategies for assessing students’ skill levels and identifying potential learning losses in the current context. It then focuses on academic strategies the Ministry of Education can implement in the short and medium-term to help students recover lost learning opportunities, including adapting instructional strategies and pedagogies to individual needs, adapting the time of instruction, providing curricular flexibility and enabling fluid learning pathways within the school system. The brief concludes by putting forward a range of policy responses that can enhance the long-term effectiveness of learning recovery strategies in Ukraine.
    DOI: 10.1787/c10085eb-en
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  • 7
    Online Resource
    Online Resource
    Micro-credentials for lifelong learning and employability : Uses and possibilities (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (44 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.66
    Keywords: Bildungsabschluss ; Bildungspolitik ; Weiterbildung ; Lebenslanges Lernen ; Education ; Employment
    Abstract: Micro-credentials are increasingly prominent in discussions around education, training and labour market policy. Policymakers, educators and trainers across the world envision micro-credentials to be an innovation with a multitude of potential uses and benefits – a sort of all-purpose solution for the problems confronting education, training and labour market systems – and some have begun to integrate them into existing practice and policy frameworks. However, evidence on the value and impact of micro-credentials remains scarce, limiting commitment on the part of stakeholders. This paper examines what is known about both the potential and limitations of micro-credentials with respect to enhancing learners’ labour market participation and outcomes, widening pathways from upper secondary to higher education, improving completion of higher education, and promoting social inclusion among disadvantaged learners.
    DOI: 10.1787/9c4b7b68-en
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  • 8
    Online Resource
    Online Resource
    OECD Skills Strategy Southeast Asia : Skills for a Post-COVID Recovery and Growth (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264793903 , 9789264483613 , 9789264469839
    Language: English
    Pages: 1 Online-Ressource (287 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Bildungspolitik ; Qualifikation ; Südostasien ; Education ; Brunei Darussalam ; Cambodia ; Lao People's Democratic Republic ; Malaysia ; Myanmar ; Philippines ; Singapore ; Thailand ; Viet Nam
    Abstract: Skills are the key to shaping a better future, enabling countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological progress, demographic change, migration, and climate change, and most recently COVID-19, are reshaping work and society, generating a growing demand for higher levels and new sets of skills. The OECD Skills Strategy offers a strategic and comprehensive approach to assessing the skills challenges and opportunities of countries and regions for the purposes of helping them build more effective skills systems. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an examination of what countries and regions can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, OECD Skills Strategy Southeast Asia: Skills for a Post-COVID Recovery and Growth, applies the OECD Skills Strategy framework to assess the performance of countries in Southeast Asia, identifies opportunities for improvement and provides recommendations based on in-depth desk analysis and consultations with stakeholder representatives.
    DOI: 10.1787/923bfd03-en
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  • 9
    Online Resource
    Online Resource
    OECD Skills Strategy Luxembourg : Assessment and Recommendations (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264822443 , 9789264388604 , 9789264314207
    Language: English
    Pages: 1 Online-Ressource (249 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Parallele Sprachausgabe Stratégie de l’OCDE sur les compétences au Luxembourg (version abrégée) : Évaluation et recommandations
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; Weiterbildung ; Luxemburg ; Education ; Luxembourg
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as digitalisation, globalisation, demographic change and climate change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, OECD Skills Strategy Luxembourg: Assessment and Recommendations, identifies opportunities and makes recommendations to provide labour-market relevant adult learning opportunities, guide and incentivise skills choices, attract and retain foreign talent to fill skills shortages, and strengthen the governance of skills data in Luxembourg.
    DOI: 10.1787/92d891a4-en
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    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    PISA 2022 Ergebnisse (Band I) : Lernstände und Bildungsgerechtigkeit (2023)
    Bielefeld : wbv Media
    Details
    ISBN: 9783763976577
    Language: German
    Pages: 1 Online-Ressource (521 p.) , 21 x 28cm.
    Series Statement: PISA
    Parallel Title: Parallele Sprachausgabe PISA 2022 Results (Volume I): The State of Learning and Equity in Education
    Keywords: Schulleistungstest ; Leistungsmessung ; Schulleistung ; Internationaler Vergleich ; Bildungspolitik ; Lesekompetenz ; Mathematik ; Education
    Abstract: PISA – die Internationale Schulleistungsstudie der OECD – untersucht, was Schüler*innen in den Bereichen Lesekompetenz, Mathematik und Naturwissenschaften wissen und wie gut sie dieses Wissen anwenden können. Die PISA-Studie ist die bisher umfassendste und genaueste internationale Erhebung der Lernstände von Schüler*innen. Ihre Ergebnisse geben Aufschluss über Bildungsqualität und Bildungsgerechtigkeit weltweit und gestatten es Pädagog*innen und politisch Verantwortlichen, aus der Bildungspolitik und -praxis anderer Länder zu lernen. Dies ist der erste von fünf Bänden, in denen die Ergebnisse von PISA 2022, der achten Erhebungsrunde, vorgestellt werden. Band I, Lernstände und Bildungsgerechtigkeit, befasst sich mit den Schülerleistungen in Mathematik, Lesekompetenz und Naturwissenschaften. Zudem richtet er das Augenmerk auf geschlechtsspezifische Leistungsunterschiede und untersucht, welche Zusammenhänge zwischen Leistungen und sozioökonomischem Status sowie Migrationshintergrund bestehen können. Außerdem wird beschrieben, wie sich Bildungsqualität und Bildungsgerechtigkeit im Vergleich zu früheren PISA-Erhebungen entwickelt haben.
    DOI: 10.3278/6004956w
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    MPI Ethno. Forsch.
  • 11
    Online Resource
    Online Resource
    Building a Skilled Cyber Security Workforce in Five Countries : Insights from Australia, Canada, New Zealand, United Kingdom, and United States (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264338395 , 9789264475915 , 9789264854055
    Language: English
    Pages: 1 Online-Ressource (127 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: IT-Sicherheit ; IT-Berufe ; Bildungspolitik ; Technologiepolitik ; Australien ; Kanada ; Neuseeland ; Großbritannien ; USA ; Employment ; Science and Technology ; Australia ; Canada ; New Zealand ; United Kingdom ; United States
    Abstract: As societies become increasingly digital, cyber security has become a priority for individuals, companies and nations. The number of cyber attacks is exceeding defence capabilities, and one reason for this is the lack of an adequately skilled cyber security workforce. This report analyses the demand for cyber security professionals in Australia, Canada, New Zealand, the United Kingdom and the United States using information contained in online job postings. The analysis looks at recent trends in the demand for workers in different types of cyber security roles, the geographical distribution of cyber security job postings, and the changing skill requirements for professionals in this field. The report also looks at the supply side, zooming in on the landscape of cyber security education and training programmes in England (United Kingdom). It describes the different types of programmes provided in further and higher education, the profile of learners in these programmes and their outcomes. Finally, the report also looks at policies and initiatives adopted in England to make cyber security education and training programmes more accessible and relevant. This report is part of a larger initiative examining the evolution of policies and experiences in the cyber security profession around the world.
    DOI: 10.1787/5fd44e6c-en
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  • 12
    Online Resource
    Online Resource
    Equity and Inclusion in Education : Finding Strength through Diversity (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264619999 , 9789264480933 , 9789264404526
    Language: English
    Pages: 1 Online-Ressource (372 p.) , 21 x 28cm.
    Keywords: Bildungschancen ; Bildungswesen ; Bildungspolitik ; Soziale Integration ; OECD-Staaten ; Education
    Abstract: Governments and education policy makers are increasingly concerned with equity and inclusion in education due to several major global trends such as demographic shifts, migration and refugee crises, rising inequalities, and climate change. These developments have contributed to increasing diversity within national populations and flagged some concerns around the ability of education systems to be equitable and inclusive of all students. This report by the Strength through Diversity project examines how education systems can respond to increasing diversity and foster greater equity and inclusion in education. Based on a holistic framework for studying diversity, equity and inclusion in education, the report examines five key policy areas (i.e., governance; resourcing; capacity building; school-level interventions, and monitoring and evaluation), provides examples of policies and practices, and offers policy advice on promoting more equitable and inclusive education systems.
    DOI: 10.1787/e9072e21-en
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  • 13
    Online Resource
    Online Resource
    OECD Skills Strategy Bulgaria : Assessment and Recommendations (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264469273 , 9789264775930 , 9789264835030
    Language: English
    Pages: 1 Online-Ressource (241 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Bildungspolitik ; Weiterbildung ; Erwachsenenbildung ; Qualifikation ; Bulgarien ; Education ; Employment ; Bulgaria
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as digitalisation, globalisation, demographic change and climate change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, OECD Skills Strategy Bulgaria: Assessment and Recommendations, identifies opportunities and makes recommendations to improve youth skills, improve adult skills, use skills effectively in the labour market and at work, and improve the governance of the skills system in Bulgaria.
    DOI: 10.1787/c2eb2f34-en
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  • 14
    Online Resource
    Online Resource
    Assessing and Anticipating Skills for the Green Transition : Unlocking Talent for a Sustainable Future (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264621640 , 9789264982536 , 9789264838819
    Language: English
    Pages: 1 Online-Ressource (118 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Keywords: Fachkräfte ; Qualifikation ; Nachhaltige Entwicklung ; Bildungspolitik ; Australien ; Österreich ; Frankreich ; Norwegen ; Schweden ; Education ; Employment ; Environment ; Australia ; Austria ; France ; Norway ; Sweden
    Abstract: Policies aimed at reducing the environmental impact of human activities have important consequences for labour markets, jobs, and skills. As employment is shifting towards more sustainable activities, workers are increasingly expected to have skills that support the transition to a greener economy. Assessing and anticipating emerging skill needs is crucial to avoid bottlenecks and sustain the green transition. This report sheds light on existing methods to measure changes in skill demand and supply related to the green transition through an in-depth review of practices in five OECD countries (Australia, Austria, France, Norway and Sweden). It also identifies best practice on how to feed information on changing skill needs into policies, notably in the areas of employment, career guidance, education and adult learning.
    DOI: 10.1787/28fa0bb5-en
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  • 15
    Online Resource
    Online Resource
    Multi-dimensional Review of the Western Balkans : From Analysis to Action (2022)
    Paris : OECD Publishing
    Details
    ISBN: 9789264545588
    Language: English
    Pages: 1 Online-Ressource (536 p.) , 21 x 28cm.
    Series Statement: OECD Development Pathways
    Keywords: Entwicklung ; Bildungspolitik ; Soziale Stabilität ; Sozialpolitik ; Umweltpolitik ; Südosteuropa ; Education ; Social Issues/Migration/Health ; Energy ; Development ; Environment ; Governance ; Albania ; Bosnia and Herzegovina ; Kosovo ; North Macedonia ; Serbia
    Abstract: The Western Balkans region has come a long way over the last two decades in achieving economic and social progress. Its people are the region’s greatest asset. Yet faced with a lack of opportunities many, particularly the young, decide to emigrate. To make the most of its future the region must invest in its attractiveness as a place to live, work and invest in. This report comes as a follow-up to the earlier publication Multi-dimensional Review of the Western Balkans: Assessing Opportunities and Constraints. It builds on an extensive peer-learning process that brought together experts from across the region and beyond. The report provides suggestions and recommendations for three strategic priorities that can help create opportunities and boost the quality of life. First, better education and more competencies are the basis for raising productivity, creating jobs, encouraging civic participation and making the region an attractive destination. Second, social cohesion is the bedrock of resilient societies and requires stronger labour market policies and effective social protection that can cushion people’s hardship and provide them with new opportunities. Third, cleaner air and more sustainable energy are indispensable for boosting the region’s quality of life and economic opportunities.
    DOI: 10.1787/8824c5db-en
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  • 16
    Online Resource
    Online Resource
    OECD skills strategy implementation guidance for Flanders, Belgium : the faces of learners in Flanders (2022)
    Paris : OECD Publishing
    Details
    ISBN: 9789264435100 , 9789264810792 , 9789264851009
    Language: English
    Pages: 1 Online-Ressource (128 Seiten) , Illustrationen, Diagramme
    Series Statement: OECD Skills Studies
    Keywords: Erwachsenenbildung ; Qualifikation ; Bildungspolitik ; Lebenslanges Lernen ; Flandern ; Education ; Belgium
    Abstract: This OECD Skills Strategy Implementation Guidance report presents a model for the segmentation of the adult learning population in Flanders, which resulted in the identification of nine representative learner profiles. These profiles provide unique insights into the diversity of factors that affect decisions to participate in learning, including motivation, obstacles to learning, socio-demographic characteristics, and labour market characteristics. These profiles will assist Flanders’ reflections on how to target and tailor existing and new lifelong learning policies to the needs of learners.
    DOI: 10.1787/7887a565-en
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  • 17
    Online Resource
    Online Resource
    Policy options for stronger, more equitable student outcomes in Türkiye (2022)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (36 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.63
    Keywords: Bildungschancen ; Bildungspolitik ; Bildungsniveau ; Türkei ; Education ; Türkiye
    Abstract: In 2021, an OECD team undertook analysis of Republic of Türkiye’s data from two international assessments – the OECD Programme for International Student Assessment (PISA) and the International Association for the Evaluation of Educational Achievement (IEA)’s Trends in International Mathematics and Science Study (TIMSS). The analysis aimed to understand how student performance in Türkiye has evolved over time and whether factors related to student background – such as gender or socio-economic background – are associated with performance. This policy perspective uses the findings from the PISA and TIMSS analysis to identify policy options to help Türkiye to raise performance and improve equity. This policy perspective provides suggestions across five policy areas for Türkiye to create a stronger policy focus on overcoming obstacles for more equal opportunities for students.
    DOI: 10.1787/2c578d0c-en
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  • 18
    Online Resource
    Online Resource
    Finland’s Right to Learn Programme : Achieving equity and quality in education (2022)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (71 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.61
    Keywords: Bildungschancen ; Bildungsniveau ; Bildungspolitik ; Finnland ; Education ; Finland
    Abstract: 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.
    DOI: 10.1787/65eff23e-en
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  • 19
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    Delivering Quality Services to All in Alentejo : Preparing Regions for Demographic Change (2022)
    Paris : OECD Publishing
    Details
    ISBN: 9789264735156 , 9789264386686 , 9789264406643
    Language: English
    Pages: 1 Online-Ressource (75 p.) , 21 x 28cm.
    Series Statement: OECD Rural Studies
    Keywords: Bevölkerungsentwicklung ; Bildungspolitik ; Ländliches Bildungswesen ; Alentejo ; Education ; Urban, Rural and Regional Development ; Transport ; Governance ; Portugal
    Abstract: This publication is part of the OECD workstream on Preparing Regions for Demographic Change. It elaborates a case study for the Portuguese region of Alentejo and focuses on improving the delivery of educational services taking into account the multi-level governance context. The study highlights the need to better articulate and co-ordinate the delivery of educational services among levels of government to improve access and quality. It also sheds light on the decisive role that geography plays and the importance of adopting a spatial lens to mitigate the rising inequality present in Portugal in access to education services. Alentejo is a rural region that expects to lose 30% of its population between 2020 and 2080, hence it needs to put in place forward-looking and effective policy levers to delivery sustainable education services to citizens living in rural communities.
    DOI: 10.1787/63ffb4d7-en
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    Towards a skills strategy for Southeast Asia : skills for post-COVID recovery and growth (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264946583
    Language: English
    Pages: 1 Online-Ressource (circa 87 Seiten) , Illustrationen
    Series Statement: OECD skills studies
    Keywords: Humankapital ; Qualifikation ; Bildungspolitik ; Wirtschaftswachstum ; Südostasien ; Education ; Employment ; Governance ; Australia ; Brunei Darussalam ; Cambodia ; Germany ; Indonesia ; Japan ; Korea, Republic of ; Lao People's Democratic Republic ; Malaysia ; Myanmar ; Philippines ; Singapore ; Thailand ; United States ; Viet Nam ; Graue Literatur
    Abstract: 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.
    DOI: 10.1787/6db0907f-en
    URL: lizenzpflichtig
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  • 21
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    Getting a job : How schools can help students in the competition for employment after education (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (18 p.)
    Series Statement: OECD Education Policy Perspectives no.35
    Keywords: Arbeitsmarktintegration ; Schule ; Bildungspolitik ; Education
    Abstract: While young people are leaving education more qualified than ever before, in many countries they are struggling to compete for jobs in the labour market. Compared to older workers, young people tend to have less work experience, fewer useful contacts and less know-how about how to get a job. Young people face additional challenges in preparing for online recruitment processes. There are however, things that secondary schools can do to help students get a job and ongoing analysis of national longitudinal surveys in four countries reveal associations with better employment outcomes. This paper looks at how school can: Demystify the recruitment process Teach students how to apply for jobs Help them prepare to succeed in job interviews.
    DOI: 10.1787/9ac1ab37-en
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  • 22
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    Investing in Youth: Slovenia (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264316027 , 9789264575035 , 9789264998438
    Language: English
    Pages: 1 Online-Ressource (144 p.) , 21 x 28cm.
    Series Statement: Investing in Youth
    Keywords: Jugendliche ; Junge Arbeitskräfte ; Qualifikation ; Bildungspolitik ; Jugendpolitik ; Slowenien ; Employment ; Social Issues/Migration/Health ; Slovenia
    Abstract: The series Investing in Youth builds on the expertise of the OECD on youth employment, social policy and skills. It covers both OECD countries and key emerging economies. The report on Slovenia presents new results from a comprehensive analysis of the situation of young people in Slovenia, exploiting various sources of survey-based and administrative data. The report provides a detailed assessment of education, employment and social policies in Slovenia from an international perspective, and offers tailored recommendations to help improve the school-to-work transition. Earlier reviews in the same series have looked at youth policies in Brazil (2014), Latvia and Tunisia (2015), Australia, Lithuania and Sweden (2016), Japan (2017), Norway (2018), and Finland, Korea and Peru (2019).
    DOI: 10.1787/c3df2833-en
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  • 23
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    Education in Brazil : An International Perspective (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264742611 , 9789264957626 , 9789264596092
    Language: English
    Pages: 1 Online-Ressource (234 Seiten) , 21 x 28cm.
    Parallel Title: Erscheint auch als Education in Brazil
    Keywords: Bildungswesen ; Bildungspolitik ; Brasilien ; Education ; Brazil ; Statistik
    Abstract: The Education in Brazil: An International Perspective report was developed drawing on internationally comparative data on education in Brazil, in particular the extensive range of data collected by the OECD through its surveys. The experiences of other countries and how they have tackled challenges similar to those now faced by Brazil, along with the insights from consultations with key national experts, also inform the analysis. The report benchmarks with OECD and a set of comparator emerging economies the whole education system from early childhood education and care to tertiary education, focusing on: Access and participation Learning and labour market outcomes The allocation, use and efficiency of financial, human and material resources School leaders, teachers and teaching The school climate and student well-being The report highlights the many strengths of Brazil’s education system, identifies the main challenges ahead and offers policy implications for the future.
    DOI: 10.1787/60a667f7-en
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  • 24
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    Education Policy Outlook in Brazil: With a focus on national and subnational policies (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (38 p.)
    Series Statement: OECD Education Policy Perspectives no.38
    Keywords: Bildungswesen ; Bildungspolitik ; Brasilien ; Education ; Brazil ; Amtsdruckschrift
    Abstract: This country policy profile on education in Brazil is part of the Education Policy Outlook series. Building on the first policy profile for Brazil (2015), it offers a concise analysis of where the education system stands today in terms of strengths and challenges, and how this compares to other systems. This profile also analyses the evolution of ongoing and emerging related policy efforts in Brazil, including education responses to the COVID-19 pandemic. It brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work and other international and national evidence. The report also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy. This profile is complemented by its companion report Education Policy Outlook: Brazil - with a focus on international policies (both also available in Portuguese).
    DOI: 10.1787/5aa935d9-en
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  • 25
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    Education Policy Outlook in Brazil: With a focus on international policies (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Policy Perspectives no.37
    Keywords: Bildungspolitik ; Brasilien ; Education ; Brazil
    Abstract: This country policy profile on education in Brazil is part of the Education Policy Outlook series. Building on the first policy profile for Brazil (2015), it offers a concise analysis of where the education system stands today and how this compares to other systems. This profile offers relevant international policy examples that may serve as possible inspiration as policy makers work to address Brazil's key challenges and priorities, including in the post-COVID recovery. It brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work and other international and national evidence. The report also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy. This profile is complemented by its companion report Education Policy Outlook: Brazil - with a focus on national and subnational policies (both also available in Portuguese).
    DOI: 10.1787/e97e4f72-en
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  • 26
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    Strengthening Early Childhood Education and Care in Ireland : Review on Sector Quality (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264501157 , 9789264654754 , 9789264330481
    Language: English
    Pages: 1 Online-Ressource (109 p.) , 21 x 28cm.
    Keywords: Frühkindliche Bildung ; Kinderbetreuung ; Bildungspolitik ; Jugendpolitik ; Irland ; Education ; Ireland ; Amtsdruckschrift
    Abstract: In supporting children’s development, countries invest in the future successes of economies and societies. Awareness of the critical role early childhood education and care (ECEC) plays in setting a strong foundation for children’s learning, development and well-being has grown among policy makers worldwide. The OECD Quality beyond Regulations policy review provides countries with an overview of the different dimensions of quality in ECEC. It also highlights policies that can enhance process quality in particular. From this review, emerged the present report, taking an in-depth look at Ireland's ECEC system. It outlines the sector’s main strengths and challenges, focusing on workforce development and quality assurance through monitoring and inspections. The report provides tailored policy recommendations to improve provision in line with national goals.
    DOI: 10.1787/72fab7d1-en
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  • 27
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    OECD Skills Strategy Tlaxcala (Mexico) : Assessment and Recommendations (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264534339
    Language: English
    Pages: 1 Online-Ressource (215 Seiten)
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Organisation for Economic Co-operation and Development OECD Skills Strategy Tlaxcala (Mexico)
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Tlaxcala (Staat) ; Education ; Social Issues/Migration/Health ; Mexico ; Graue Literatur
    Abstract: Fostering greater participation in adult learning in Tlaxcala, Mexico -- Strengthening the skills of youth in Tlaxcala, Mexico -- Strengthening the governance of the skills system in Tlaxcala, Mexico -- Key insights and recommendations for Tlaxcala, Mexico -- Engagement -- Foreword -- Using people's skills more effectively to raise productivity in Tlaxcala, Mexico -- Acronyms and abbreviations -- Executive summary.
    Abstract: Skills are the key to shaping a better future, and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change, compounded by the effects of the COVID-19 pandemic, are reshaping work and society, as well as the types of skills most in demand in the labour market. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries' skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses tailored to each country's specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, OECD Skills Strategy Tlaxcala (Mexico): Assessment and Recommendations, identifies opportunities and makes recommendations to strengthen the skills of youth, foster greater participation in adult learning, use people's skills more effectively to raise productivity, and strengthen the governance of the skills system in the state of Tlaxcala, Mexico
    DOI: 10.1787/13925818-en
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  • 28
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    Fitter Minds, Fitter Jobs : From Awareness to Change in Integrated Mental Health, Skills and Work Policies (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264727465 , 9789264497689 , 9789264750982
    Language: English
    Pages: 1 Online-Ressource (116 p.) , 21 x 28cm.
    Series Statement: Mental Health and Work
    Keywords: Psychische Krankheit ; Bildungspolitik ; Arbeitsmarktpolitik ; Sozialpolitik ; OECD-Staaten ; Social Issues/Migration/Health ; Employment
    Abstract: A series of reviews of mental health and work policies in selected OECD countries revealed the challenge of mental health for social and labour market outcomes and policies and the high costs of the continued stigmatisation of mental health for individuals, employers and societies. To better respond to this challenge, in early 2016 health and employment ministers from the 38 OECD countries endorsed a Recommendation of the Council on Integrated Mental Health, Skills, and Work Policy. The Recommendation asked for a holistic mental-health-in-all-policies approach, with particular attention to a timely and integrated delivery of services and the involvement of frontline actors. Five years later, it is time to assess progress achieved in the policy areas covered by the Recommendation (health policy, youth policy, workplace policy, and welfare policy). This report complements a legal document prepared by the OECD on the implementation of the Recommendation five years after its adoption, and adds quantitative evidence to it as well as considerations about the implications of the experiences during the COVID-19 pandemic on future versions of the Recommendation. Policy is in flux in most countries but much more will have to be done to implement the principles and fulfil the promises of the Recommendation.
    DOI: 10.1787/a0815d0f-en
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  • 29
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    Design and implementation of a comprehensive monitoring system in Austria (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (29 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.48
    Keywords: Bildungspolitik ; Bewertung ; Österreich ; Education ; Austria ; Amtsdruckschrift
    Abstract: Austria is in the process of developing and implementing a comprehensive education monitoring system that is in line with the goals of the 2017 Education Reform Act. This Policy Perspective presents the final output of this two-year collaboration between the Austrian Federal Ministry of Education, Science and Research, the European Commission and the OECD. The overall goal of this project is to support the Austrian Government in the design and implementation of a new education monitoring system that balances traditional top-down implementation processes with more bottom-up approaches that leave room for co-construction and local adaptation. This report issues a set of recommendations for the monitoring system to provide data to support quality assurance, school self-evaluation, effective governance, evidence-based policy making, and allocation and use of resources. This report can be of help for any country looking to support policy development and improvement in the education system through data-informed decision-making.
    DOI: 10.1787/956e3d9d-en
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    National assessment reform: Core considerations for Brazil (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (56 p.)
    Series Statement: OECD Education Policy Perspectives no.34
    Keywords: Bildungswesen ; Bildungspolitik ; Brasilien ; Education ; Brazil
    Abstract: In light of recent education reforms, Brazil is currently considering a series of changes to the purpose and design of its Basic Education Assessment System (Sistema de Avaliação da Educação Básica, SAEB), which has been a critical source of information about student learning outcomes for the past 30 years. To inform these discussions, the OECD was invited to review a set of policy proposals for reforming the current SAEB so that it more closely aligns with Brazil’s new learning standards and provides data to support a range of education actors - from the classroom to the ministry – in their efforts to raise educational performance and reduce inequalities. The findings from this OECD Review are set out in the below policy perspective.
    DOI: 10.1787/333a6e20-en
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  • 31
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    Iceland Education Policy 2030 and its implementation (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (54 p.)
    Series Statement: OECD Education Policy Perspectives no.32
    Keywords: Bildungspolitik ; Island ; Education
    Abstract: Iceland’s Education Policy 2030 (EP2030) is an education strategy document that outlines aims to achieve a dynamic and flexible education system to drive economic and social change. Its vision is ‘to accomplish high-quality education through life’, underpinned by the values of resilience, courage, knowledge and happiness. It has five pillars to attain this vision: equity, teaching, skills for the future, well-being, and education system quality. To strengthen the implementability of this document and use it effectively to inform action planning, Iceland should review its design to make it actionable, more closely consider stakeholder engagement approaches, fit implementation to Iceland’s decentralised context, and define a clear implementation strategy. Through this, Iceland will be better positioned to transition from strategy to action, over the course of the next ten years, and accomplish its objectives.
    DOI: 10.1787/6e9d2811-en
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  • 32
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    Using Digital Technologies for Early Education during COVID-19 : OECD Report for the G20 2020 Education Working Group (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (67 p.) , 21 x 28cm.
    Keywords: Frühkindliche Bildung ; Schule ; Unterricht ; Digitalisierung ; Digitale Medien ; Coronavirus ; Bildungspolitik ; OECD-Staaten ; G20-Staaten ; Education ; Science and Technology
    Abstract: Digital technologies are increasingly present in young children’s lives. How can early education systems get the best out of digitalisation while minimising its risks? This is especially urgent as the COVID-19 pandemic has accelerated our reliance on digital tools – tools that enabled young children to continue learning when early education centres and primary schools closed down. It is in this context that the OECD conducted a policy survey covering 34 countries and jurisdictions. It investigates how digital technologies were used to provide distance education for young children in 2020, which challenges arose and what policy changes are in the pipeline for early education.
    DOI: 10.1787/fe8d68ad-en
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  • 33
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    Beyond academic learning : first results from the survey of social and emotional skills (2021)
    Paris : OECD
    Details
    ISBN: 9789264695641
    Language: German
    Pages: 1 Online-Ressource (171 Seiten) , Illustrationen, Diagramme
    Parallel Title: Erscheint auch als Beyond academic learning
    Keywords: Bildungspolitik ; Emotion ; Soziale Kompetenz ; Intelligenz ; OECD-Staaten ; Education ; Canada ; China, People’s Republic ; Colombia ; Finland ; Korea, Republic of ; Portugal ; Russian Federation ; Türkiye ; United States
    Abstract: 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.
    DOI: 10.1787/92a11084-en
    URN: 10.1787/92a11084-en
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    OECD skills strategy Kazakhstan : assessment and recommendations (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264584105
    Language: English
    Pages: 1 Online-Ressource (181 Seiten)
    Edition: Electronic reproduction; Available in PDF format
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als OECD skills strategy Kazakhstan
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Kasachstan ; Education ; Employment ; Kazakhstan ; Graue Literatur
    Abstract: Improving the activation of skills of vulnerable populations in Kazakhstan -- Fostering participation in adult learning of all forms in Kazakhstan -- Key insights and recommendations for Kazakhstan -- Strengthening the governance of the skills system in Kazakhstan -- Abbreviations and acronyms -- Building an effective skills information system in Kazakhstan -- Executive summary -- Engagement -- Foreword.
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change are reshaping work and society, generating a growing demand for higher levels of skills and new sets of skills.OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.This report, OECD Skills Strategy Kazakhstan: Assessment and Recommendations, identifies opportunities and makes recommendations to improve the activation of skills of vulnerable populations, foster greater participation in adult learning of all forms, build an effective skills information system, and strengthen the governance of skills policies in Kazakhstan
    Note: Electronic reproduction; Available in PDF format
    DOI: 10.1787/39629b47-en
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  • 35
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    OECD skills strategy Lithuania : assassment and recommendations (2021)
    Paris : OECD
    Details
    ISBN: 9789264420670
    Language: English
    Pages: 1 Online-Ressource (259 Seiten) , Illustrationen
    Series Statement: OECD skills studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Lithuania
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Litauen ; Education ; Employment ; Lithuania ; Graue Literatur
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances, and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, OECD Skills Strategy Lithuania: Assessment and Recommendations, identifies opportunities and makes recommendations for Lithuania to better equip young people with skills for work and life, raise adults’ and enterprises’ participation in learning, use people’s skills more effectively in workplaces, and strengthen the governance of skills policies.
    DOI: 10.1787/14deb088-en
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  • 36
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    OECD skills strategy implementation guidance for Korea : strengthening the governance of adult learning (2021)
    Paris : OECD publishing
    Details
    ISBN: 9789264481640
    Language: English
    Pages: 1 Online-Ressource (157 Seiten) , Illustrationen
    Series Statement: OECD skills studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy implementation guidance for Korea
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Südkorea ; Education ; Employment ; Korea, Republic of ; Graue Literatur
    Abstract: A well-coordinated adult learning system is essential to support the achievement of Korea’s long-term goals. The transformational effects of demographic change, digitalisation, globalisation, and most recently COVID-19 on life at work and outside of it amplify the importance of getting adults’ skills right. OECD research shows that individuals, employers and society benefit from adults having higher levels of skills. Korea is a global leader in student performance and tertiary attainment. Yet today, many adults in Korea have skill levels below the OECD average. A significant share of adults face barriers to participate in adult learning. Against the backdrop of a growing awareness about the importance of skills, Korea’s government and stakeholders have a unique opportunity to improve how they share responsibility and work together in the adult learning system. This report outlines how Korea can increase participation in adult learning by strengthening horizontal co-ordination across ministries, vertical co-ordination across levels of government, engagement of stakeholders and financing arrangements. The report provides examples of national and international good practices as well as a series of concrete recommendations to help Korea improve the governance of adult learning and in turn enhance economic growth and social cohesion.
    DOI: 10.1787/f19a4560-en
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  • 37
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    What’s Next? Lessons on Education Recovery : Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (55 p.)
    Keywords: Bildungswesen ; Bildungspolitik ; Schulpolitik ; Schule ; Coronavirus ; Epidemie ; Welt ; Education ; Amtsdruckschrift
    Abstract: United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May–June and July–October 2020, respectively, the third round was implemented during the period February–June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (“OECD survey”) and 112 countries responded to the UIS (“UIS survey”). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis.
    DOI: 10.1787/697bc36e-en
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  • 38
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    OECD Skills Strategy Slovak Republic : Assessment and Recommendations (2020)
    Paris : OECD Publishing
    Details
    ISBN: 9789264364202
    Language: English
    Pages: 1 Online-Ressource (270 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Slovak Republic
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; Slowakei ; Education ; Employment ; Governance ; Social Issues/Migration/Health ; Industry and Services ; Slovak Republic ; Slowakei ; Bildungspolitik ; Erwachsenenbildung
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
    DOI: 10.1787/bb688e68-en
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    Strengthening the Governance of Skills Systems : Lessons from Six OECD Countries (2020)
    Paris : OECD Publishing
    Details
    ISBN: 9789264751804
    Language: English
    Pages: 1 Online-Ressource (178 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Strengthening the governance of skills systems
    Keywords: Bildungspolitik ; Qualifikation ; Estland ; Deutschland ; Südkorea ; Norwegen ; Portugal ; USA ; Education ; Employment ; Governance ; Estonia ; Germany ; Korea, Republic of ; Norway ; Portugal ; United States
    Abstract: The governance of skills systems has always raised a number of challenges for governments. Being at the intersection of education, labour market, industrial and other policy domains, managing skills policies is inherently complex. Addressing these challenges is more than ever crucial as globalisation, technological progress and demographic change are putting daunting pressures on skills systems to ensure that all members of society are equipped with the skills necessary to thrive in a rapidly changing world. Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries provides advice on how to make the governance of skills systems effective. Building on the OECD Skills Strategy 2019, which identified four main challenges of skills systems governance, the report presents examples of how six different countries (Estonia, Germany, Korea, Norway, Portugal and the United States) have responded to one or several of these challenges. It also outlines concrete policy recommendations together with a self-assessment tool which provides guidance to policy makers and stakeholders for designing better skills systems that deliver better skills outcomes.
    DOI: 10.1787/3a4bb6ea-en
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    OECD skills strategy implementation guidance for Latvia : developing Lativa's education development, guidelines 2021-2027 (2020)
    Paris : OECD
    Details
    ISBN: 9789264354067 , 9789264424678 , 9789264962576
    Language: English
    Pages: 1 Online-Ressource (132 Seiten) , Illustrationen, Diagramme
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als OECD skills strategy implementation guidance for Latvia
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Lettland ; Education ; Employment ; Latvia ; Graue Literatur
    Abstract: In order to pave the path to future success, Latvia has developed its Education Development Guidelines 2021-2027, which identifies key policy initiatives that are critical for skills development. The Guidelines outline how Latvia will equip its citizens with skills to flourish in work and in society. Evidence on the strengths and weaknesses of Latvia’s education and skills systems has informed the prioritisation of relevant policies in the Guidelines. A wide range of Latvian actors across ministries, levels of government, education and training providers, employers, trade unions, the non-profit sector and learners have been involved in the development of the Guidelines, demonstrating their commitment to work together to implement these initiatives. Looking to the future, more can be done to position Latvia to successfully implement the policy priorities and reach the targets encompassed by the Guidelines. As the COVID-19 crisis has reminded us, the future is uncertain and therefore all plans must be designed to be responsive and adaptable to overcome future challenges and seize future opportunities. Building on the OECD Skills Strategy Assessment and Recommendations phase, the Implementation Guidance phase has supported Latvia in the development of the Education Development Guidelines 2021‑2027 by providing guidance on selecting policy actions, improving Latvia’s indicator system, and selecting performance indicators.
    DOI: 10.1787/ebc98a53-en
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    Making the Most of Technology for Learning and Training in Latin America (2020)
    Paris : OECD Publishing
    Details
    ISBN: 9789264864726 , 9789264400160 , 9789264664494
    Language: English
    Pages: 1 Online-Ressource (114 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Making the most of technology for learning and training in Latin America
    Keywords: Bildungswesen ; Bildungspolitik ; Digitalisierung ; Lateinamerika ; Education ; Employment ; Science and Technology ; Argentina ; Bolivia ; Brazil ; Chile ; Colombia ; Costa Rica ; Dominican Republic ; Ecuador ; Guatemala ; Honduras ; Mexico ; Peru ; Venezuela ; Lateinamerika ; Bildungswesen ; Bildungspolitik ; Digitalisierung
    Abstract: Digitalisation is transforming the world of work and societies, and creating opportunities to learn and develop skills in new ways, times and places. The adoption and use of digital technologies can help Latin American countries close the skills gap with more advanced economies. Making the Most of Technology for Learning and Training in Latin America demonstrates how Latin American countries can realise the potential of new technologies for skills development in schools and all stages of life. It identifies barriers to accessing ICT infrastructure and connectivity limitations in Latin America, and provides recommendations on how they can be overcome to ensure that all students and citizens can benefit from new technologies for learning. The report explores the relationship between technology use in initial education and students’ performance in Latin America, and how policies can best support teachers as digital tools enter their classrooms. Digitalisation provides new opportunities for lifelong learning and this report examines the potential of open education and MOOCs in reaching those adults who are most in need of training in Latin American countries.
    DOI: 10.1787/ce2b1a62-en
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  • 42
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    Promoting education decision makers' use of evidence in Austria (2020)
    Paris : OECD
    Details
    ISBN: 9789264638358
    Language: English
    Pages: 1 Online-Ressource (71 Seiten) , Diagramme
    Series Statement: Educational research and innovation
    Series Statement: Strategic education governance analytical report
    Parallel Title: Erscheint auch als Köster, Florian Promoting education decision makers' use of evidence in Austria
    Keywords: Bildungspolitik ; Politische Entscheidung ; Theorie-Praxis-Verhältnis ; Politikberatung ; Österreich ; Education ; Governance ; Austria ; Graue Literatur
    Abstract: This report takes stock of processes that promote the systematic use of evidence in decision making in Austria’s education system. It builds on an online survey among over 6500 decision makers, drawing on responses from executives in the Austrian Federal Ministry for Education, Science and Research; regional education directorates; school supervision and school leaders. The report identifies what it takes to strengthen the opportunity, capability and motivation of decision makers at all levels of the education system to use evidence effectively for their respective practice – including teaching and quality assurance. It assesses respective strengths and weaknesses in current processes and in opportunities available to decision makers. The report develops possible next steps to inform further discussions. The publication is part of OECD work on strategic education governance, which supports countries in identifying the best ways to achieve national objectives in a context of multi-level governance structures and complex environments. The work identifies and promotes effective governance processes in the domains of accountability, capacity, knowledge governance, stakeholder involvement, strategic thinking and adopting a whole-of-system perspective. This publication will be of interest to policy makers, education leaders, the education research community and all those interested in education governance.
    DOI: 10.1787/0ac0181e-en
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    Education Policy Outlook in Finland (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (36 p.)
    Series Statement: OECD Education Policy Perspectives no.14
    Keywords: Bildungspolitik ; Bildungswesen ; Finnland ; Education ; Finland
    Abstract: This country policy profile on education in Finland is part of the Education Policy Outlook series. Building on the first policy profile for Finland (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Finnish education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future
    DOI: 10.1787/f162c72b-en
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  • 44
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    Education Policy Outlook in France (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Policy Perspectives no.15
    Parallel Title: Parallele Sprachausgabe Perspectives des politiques de l'éducation en France
    Keywords: Bildungspolitik ; Bildungswesen ; Frankreich ; Education ; France
    Abstract: This country policy profile on education in France is part of the Education Policy Outlook series. Building on the first policy profile for France (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the French education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
    DOI: 10.1787/debad1c1-en
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  • 45
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    Education Policy Outlook in Latvia (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.19
    Keywords: Bildungspolitik ; Bildungswesen ; Lettland ; Education ; Latvia
    Abstract: This country policy profile on education in Latvia is part of the Education Policy Outlook series. Building on the first policy profile for Latvia (2017), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Latvian education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future
    DOI: 10.1787/8b07fc9f-en
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  • 46
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    Education Policy Outlook in Portugal (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Policy Perspectives no.21
    Keywords: Bildungspolitik ; Bildungswesen ; Portugal ; Education ; Portugal
    Abstract: This country policy profile on education in Portugal is part of the Education Policy Outlook series. Building on the first policy profile for Portugal (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Portuguese education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
    DOI: 10.1787/0e254ee5-en
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  • 47
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    Education Policy Outlook in Ireland (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.18
    Keywords: Bildungspolitik ; Bildungswesen ; Irland ; Education ; Ireland
    Abstract: This country policy profile on education in Ireland is part of the Education Policy Outlook series. Building on the first policy profile for Ireland (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Irish education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
    DOI: 10.1787/978e377b-en
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  • 48
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    Education Policy Outlook in Spain (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (28 p.)
    Series Statement: OECD Education Policy Perspectives no.22
    Keywords: Bildungspolitik ; Bildungswesen ; Spanien ; Education ; Spain
    Abstract: This country policy profile on education in Spain is part of the Education Policy Outlook series. Building on the first country policy profile for Spain (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence.
    DOI: 10.1787/4b31ce9f-en
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  • 49
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    Education Policy Outlook in Turkey (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.23
    Keywords: Bildungspolitik ; Bildungswesen ; Türkei ; Education ; Turkey
    Abstract: This country policy profile on education in Turkey is part of the Education Policy Outlook series. Building on the first policy profile for Turkey (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Turkish education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future
    DOI: 10.1787/b7c69f4c-en
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  • 50
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    Lessons for education from COVID-19 : a policy maker's handbook for more resilient systems (2020)
    Paris : OECD publishing
    Details
    ISBN: 9789264782037
    Language: English
    Pages: 1 Online-Ressource (104 Seiten) , Illsutration
    Parallel Title: Erscheint auch als Lessons for education from COVID-19
    Keywords: Coronavirus ; Bildungspolitik ; Welt ; Education ; Employment ; Governance
    Abstract: The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
    DOI: 10.1787/0a530888-en
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    Education Policy Outlook in Denmark (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Policy Perspectives no.12
    Keywords: Bildungspolitik ; Bildungswesen ; Dänemark ; Education ; Denmark
    Abstract: This country policy profile on education in Denmark is part of the Education Policy Outlook series. Building on the first country policy profile for Denmark (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of Denmark’s system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
    DOI: 10.1787/3288629c-en
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    Education Policy Outlook in Norway (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Policy Perspectives no.20
    Keywords: Bildungspolitik ; Bildungswesen ; Norwegen ; Bildungspolitik ; Bildungswesen ; Norwegen ; Education ; Norway
    Abstract: This country policy profile on education in Norway is part of the Education Policy Outlook series. Building on the first policy profile for Norway (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Norwegian education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
    DOI: 10.1787/8a042924-en
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    Developing a national assessment that supports Kazakhstan’s education goals (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (45 p.)
    Series Statement: OECD Education Policy Perspectives no.27
    Keywords: Bildungspolitik ; Kasachstan ; Education ; Kazakhstan
    Abstract: Kazakhstan has made tremendous progress in ensuring universal access to primary and lower-secondary education. Nevertheless, results international surveys reveal that almost two-thirds of students from Kazakhstan complete schooling without mastering the basic skills needed to be successful, and that student achievement is increasingly inequitable. This policy perspective provides Kazakhstan with recommendations about how to strengthen its national assessment in order to improve the learning outcomes of all students. It is part of a larger OECD review of Kazakhstan that is published as four policy perspectives, each examining a key policy issue.
    DOI: 10.1787/1c4ed074-en
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    Education Policy Outlook in Greece (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.17
    Keywords: Bildungspolitik ; Bildungswesen ; Griechenland ; Education
    Abstract: This country policy profile on education in Greece is part of the Education Policy Outlook series. It offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of Greece’s system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
    DOI: 10.1787/f10b95cf-en
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    Education Policy Outlook in Germany (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.16
    Keywords: Bildungspolitik ; Bildungswesen ; Deutschland ; Education
    Abstract: This country policy profile on education in Germany is part of the Education Policy Outlook series. Building on the first policy profile for Germany (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also provides insight into approaches to building greater responsiveness and resilience for the future
    DOI: 10.1787/47b795b1-en
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    Education Policy Outlook in the Czech Republic (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (34 p.)
    Series Statement: OECD Education Policy Perspectives no.11
    Keywords: Bildungspolitik ; Bildungswesen ; Tschechien ; Education ; Czech Republic
    Abstract: This country policy profile on education in the Czech Republic is part of the Education Policy Outlook series. Building on the first policy profile for the Czech Republic (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Czech education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future
    DOI: 10.1787/6363ab1d-en
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    Education Policy Outlook in Estonia (2020)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (32 p.)
    Series Statement: OECD Education Policy Perspectives no.13
    Keywords: Bildungspolitik ; Bildungswesen ; Estland ; Education ; Estonia
    Abstract: This country policy profile on education in Estonia is part of the Education Policy Outlook series. Building on the first policy profile for Estonia (2016), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Estonian education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
    DOI: 10.1787/9d472195-en
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  • 58
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    Effective Adult Learning Policies : Challenges and Solutions for Latin American Countries (2020)
    Paris : OECD Publishing
    Details
    ISBN: 9789264511316 , 9789264463943 , 9789264668874
    Language: English
    Pages: 1 Online-Ressource (81 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Effective adult learning policies
    Keywords: Erwachsenenbildung ; Weiterbildung ; Bildungspolitik ; Lateinamerika ; Education ; Employment ; Argentina ; Brazil ; Chile ; Mexico ; Lateinamerika ; Erwachsenenbildung ; Weiterbildung ; Bildungspolitik
    Abstract: In Latin America and the Caribbean, as across the globe, globalisation and rapid technological change, together with demographic developments are reshaping skill demands and supply in all countries. These trends are expected to continue in the coming years at an increasing pace. Technological progress, in particular, is profoundly transforming the world of work and, in turn, the skills demanded by employers. This poses challenges but it also creates opportunities for Latin American and Caribbean (LAC) countries in the near future. Effective Adult Learning Policies: Challenges and Solutions for Latin American Countries discusses how individuals and firms in Latin American countries can harness the benefits of those changes. The report explores the challenges for LAC adult learning systems in supplying labour market relevant skills, what are the barriers to an inclusive participation in adult learning and what solutions governments, firms and individuals should collectively put in place to ensure that adult learning is truly effective.
    DOI: 10.1787/f6b6a726-en
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  • 59
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    Back to the future of education : four OECD scenarios for schooling (2020)
    Paris : OECD
    Details
    ISBN: 9789264369320 , 9789264443969 , 9789264967533
    Language: English
    Pages: 1 Online-Ressource (72 Seiten) , Illustrationen, Diagramme , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Parallel Title: Erscheint auch als Back to the future of education
    Keywords: Schule ; Schulpolitik ; Bildungspolitik ; Bildungswesen ; OECD-Staaten ; Education ; Schule ; Schulpolitik ; Bildungspolitik ; Bildungswesen
    Abstract: Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting. Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.
    DOI: 10.1787/178ef527-en
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    OECD Skills Strategy Northern Ireland (United Kingdom) : Assessment and Recommendations (2020)
    Paris : OECD Publishing
    Details
    ISBN: 9789264951839 , 9789264787582 , 9789264800779
    Language: English
    Pages: 1 Online-Ressource (240 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Northern Ireland (United Kingdom)
    Keywords: Bildungspolitik ; Qualifikation ; Weiterbildung ; Erwachsenenbildung ; Nordirland ; Education ; Employment ; United Kingdom ; Graue Literatur
    Abstract: Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances, and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system. This report, “OECD Skills Strategy Northern Ireland (United Kingdom): Assessment and Recommendations”, identifies opportunities and makes recommendations to reduce skills imbalances, create a culture of lifelong learning, transform workplaces to make better use of skills, and strengthen the governance of skills policies in Northern Ireland.
    DOI: 10.1787/1857c8af-en
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    Engaging employers and developing skills at the local level in Australia (2019)
    Paris : OECD
    Details
    ISBN: 9789264304888
    Language: English
    Pages: 1 Online-Ressource (124 Seiten) , Illustrationen
    Series Statement: OECD reviews on local job creation
    Parallel Title: Erscheint auch als Engaging employers and developing skills at the local level in Australia
    Keywords: Qualifikation ; Bildungspolitik ; Unternehmer ; Kommunalpolitik ; Arbeitsmarktpolitik ; Australien ; Education ; Governance ; Urban, Rural and Regional Development ; Australia
    Abstract: Local vocational education and training programmes serve as a valuable educational pathway to improve the transition from school to work. Within the VET system, quality apprenticeship programmes can provide employers with a skilled workforce that is more agile in a rapidly evolving global economy while also supporting new employment opportunities for disadvantaged groups. This report focuses on how to better engage employers in apprenticeship and other work-based skills development programmes aligned with growing sectors of the local economy. A key part of this report was the implementation of an employer-based survey, which gathered information from over 300 Australian employers about their skills needs and barriers to apprenticeship participation. The report also provides information on four case studies, including Sydney Metro and STEMship in New South Wales, Collective Education in Tasmania, and the Dream, Believe, Achieve programme in Queensland. The case studies demonstrate how local organisations are building stronger business-education partnerships.
    DOI: 10.1787/9789264304888-en
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    Investing in Youth: Finland (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264744202 , 9789264522008 , 9789264728882
    Language: English
    Pages: 1 Online-Ressource (117 p.) , 21 x 28cm.
    Series Statement: Investing in Youth
    Parallel Title: Erscheint auch als Investing in youth
    Keywords: Bildungsinvestition ; Junge Arbeitskräfte ; Jugendliche ; Jugendpolitik ; Finnland ; Education ; Employment ; Social Issues/Migration/Health ; Finland ; Finnland ; Jugendpolitik ; Bildungspolitik ; Junger Arbeitnehmer
    Abstract: The series Investing in Youth builds on the expertise of the OECD on youth employment, social support and skills. It covers both OECD countries and key emerging economies. The report on Finland presents new results from a comprehensive analysis of the situation of young people in Finland, exploiting various sources of survey-based and administrative data. It provides a detailed assessment of education, employment and social policies in Finland from an international perspective, and offers tailored recommendations to help improve the school-to-work transition. Earlier reviews in the same series have looked at youth policies in Brazil (2014), Latvia and Tunisia (2015), Australia, Lithuania and Sweden (2016), Japan (2017), Norway (2018) and Peru (2019).
    DOI: 10.1787/1251a123-en
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    OECD skills strategy Flanders : assessment and recommendations (2019)
    Paris : OECD
    Details
    ISBN: 9789264309791 , 9789264309814 , 9789264309807
    Language: English
    Pages: 1 Online-Ressource (211 Seiten) , Illustrationen
    Series Statement: OECD skills studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Flanders
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; Flandern ; Education ; Employment ; Governance ; Social Issues/Migration/Health ; Industry and Services ; Belgium ; Flandern ; Erwachsenenbildung ; Bildungspolitik
    Abstract: Better skills policies help build economic resilience, boost employment and reinforce social cohesion. The OECD Skills Strategy provides countries with a framework to analyse their skills strengths and challenges. Each OECD Skills Strategy diagnostic report reflects a set of skills challenges identified by broad stakeholder engagement and OECD comparative evidence while offering concrete examples of how other countries have tackled similar skills challenges. These reports tackle questions such as: How can countries maximise their skills potential? How can they improve their performance in developing relevant skills, activating skills supply and using skills effectively? What is the benefit of a whole-of-government approach to skills? How can governments build stronger partnerships with employers, trade unions, teachers and students to deliver better skills outcomes? OECD Skills Strategy diagnostic reports provide new insights into these questions and help identify the core components of successful skills strategies. This report is part of the OECD’s ongoing work on building effective national and local skills strategies.
    DOI: 10.1787/9789264309791-en
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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    Engaging Employers and Developing Skills at the Local Level in Northern Ireland, United Kingdom (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264311626
    Language: English
    Pages: 1 Online-Ressource (92 p.) , 21 x 28cm.
    Series Statement: OECD Reviews on Local Job Creation
    Parallel Title: Erscheint auch als Engaging employers and developing skills at the local level in Northern Ireland, United Kingdom
    Keywords: Qualifikation ; Bildungspolitik ; Unternehmer ; Kommunalpolitik ; Arbeitsmarktpolitik ; Nordirland ; Education ; Governance ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; United Kingdom ; Qualifikation ; Unternehmer ; Arbeitsmarktpolitik
    Abstract: The success of skills development activities through both on- and off-the job training often depends on the participation of employers. This OECD report on Northern Ireland, United Kingdom identifies a number of innovative programmes that aim to better engage employers in the design and delivery of training. It also looks at the role of local district councils in working closer with employers to better understand and address their skills challenges. A key part of the project was the implementation of a survey to gather information from Northern Irish employers about their skills needs and barriers to apprenticeship participation. The report offers a number of recommendations for improving business-education partnerships in emerging sectors of the Northern Ireland economy.
    DOI: 10.1787/9789264311626-en
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    Strong Foundations for Quality and Equity in Mexican Schools (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264312548 , 9789264441590 , 9789264661950
    Language: English
    Pages: 1 Online-Ressource (216 p.) , 21 x 28cm.
    Series Statement: Implementing Education Policies
    Parallel Title: Erscheint auch als Strong foundations for quality and equity in Mexican schools
    Keywords: Bildungsreform ; Schulpolitik ; Qualität ; Mexiko ; Education ; Mexico ; Mexiko ; Bildungspolitik ; Schule
    Abstract: This report presents an assessment of Mexico's recent education reforms. Education systems worldwide require continued policy efforts in essential areas to improve student learning, such as: the need to prioritise equity; providing learning environments that are fit for the 21st century; ensuring that schools are run and staffed by high-quality professionals who are well supported; and designing evaluation and assessment frameworks that support schools and assist policy makers in promoting effective student learning and quality of education for all. Mexico's education system has evolved in this direction, but many of the recent reforms need time to mature and flexibility to be adjusted to ensure schools can deliver quality education. In Mexico, like in many other countries, there is a considerable distance between national policy making and the learning that happens in schools. Closing this gap requires substantial resources, capacity and support from state authorities, who have an important role to play as operators of the system, as well as from education stakeholders across the country. In complex education systems, implementation is not only about executing the policy but also building and fine-tuning it collaboratively. This OECD report aims to support Mexico in this endeavour.
    DOI: 10.1787/9789264312548-en
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    OECD skills strategy Latvia : assessment and recommendations (2019)
    Paris : OECD
    Details
    ISBN: 9789264779891 , 9789264709157 , 9789264461925
    Language: English
    Pages: 1 Online-Ressource (211 Seiten) , Illustrationen
    Series Statement: OECD skills studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Latvia
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; Lettland ; Education ; Employment ; Social Issues/Migration/Health ; Latvia
    Abstract: Skills are the key to shaping a better future. Skills are central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advance and demographic change are reshaping work and society, generating a growing demand for higher levels of skills, as well as new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities, and build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy framework, which allows for an exploration of what countries can do better to i) develop relevant skills over the life course, ii) use skills effectively in work and in society, and iii) strengthen the governance of the skills system. This report OECD Skills Strategy Latvia: Assessment and Recommendations identifies opportunities and makes recommendations to strengthen the skills outcomes of students, foster a culture of lifelong learning, reduce skills imbalances in the labour market, and strengthen the governance of the skills system.
    DOI: 10.1787/74fe3bf8-en
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    OECD Skills Strategy 2019 : Skills to Shape a Better Future (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264313835 , 9789264613645 , 9789264546431
    Language: English
    Pages: 1 Online-Ressource (228 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Stratégie 2019 de l'OCDE sur les compétences : Des compétences pour construire un avenir meilleur
    Parallel Title: Parallele Sprachausgabe Estrategia de Competencias de la OCDE 2019 : Competencias para construir un futuro mejor
    Parallel Title: Erscheint auch als OECD OECD skills strategy 2019
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; OECD-Staaten ; Education ; Employment ; Economics
    Abstract: The OECD Skills Strategy provides a strategic and comprehensive approach for ensuring that people and countries have the skills to thrive in a complex, interconnected and rapidly changing world. The updated 2019 OECD Skills Strategy takes account of the lessons learned from applying the original skills strategy in 11 countries since 2012, while also incorporating new OECD evidence about the skills implications of megatrends, such as globalisation, digitalisation, population ageing, and migration. The Strategy also incorporates new learning from across the OECD about skills policies that work in these three broad components: developing relevant skills over the life course, using skills effectively in work and society, and strengthening the governance of skills systems.
    DOI: 10.1787/9789264313835-en
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    OECD skills strategy Poland : assessment and recommendations (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264639010 , 9789264908208 , 9789264980891
    Language: English
    Pages: 1 Online-Ressource (211 Seiten) , Illustrationen
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als OECD OECD skills strategy Poland
    Keywords: Bildungspolitik ; Qualifikation ; Erwachsenenbildung ; Polen ; Education ; Employment ; Poland
    Abstract: Skills are the key to shaping a better future. Skills are central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advance and demographic change are reshaping work and society, generating a growing demand for higher levels of skills, as well as new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities, and build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy framework, which allows for an exploration of what countries can do better to i) develop relevant skills over the life course, ii) use skills effectively in work and in society, and iii) strengthen the governance of the skills system. This report, OECD Skills Strategy Poland: Assessment and Recommendations, identifies opportunities and recommends actions to make the education system more reponsive to labour market needs, foster participation in adult learning, increase the use of skills in workplaces and strengthen the governance of the skills system in Poland.
    DOI: 10.1787/b377fbcc-en
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    Education Policy in Japan : building bridges towards 2030 (2018)
    Paris : OECD
    Details
    ISBN: 9789264302396
    Language: English
    Pages: 1 Online-Ressource (167 Seiten) , Diagramme
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Erscheint auch als Education policy in Japan
    Keywords: Bildungspolitik ; Japan ; Education ; Japan ; Japan ; Bildungspolitik
    Abstract: Japan’s education system is one of the top performers compared to other OECD countries. International assessments have not only demonstrated students' and adults' high level of achievement, but also the fact that socio-economic status has little bearing on academic results. In a nutshell, Japan combines excellence with equity. This high performance is based on the priority Japan places on education and on its holistic model of education, which is delivered by highly qualified teachers and supported by the external collaboration of communities and parents. But significant economic, socio-demographic and educational challenges, such as child well-being, teacher workload and the high stakes university exam, question the sustainability of this successful model. Policy makers in Japan are not complacent, and as Japan starts implementing its Third Basic Plan for the Promotion of Education (2018-22), they are carefully analysing tomorrow’s threats to Japan’s current success. This report aims to highlight the many strengths of Japan’s education system, as well as the challenges it must address to carry out reforms effectively and preserve its holistic model of education. The ultimate goal is to ensure that the education system delivers the best for all students, and that Japanese learners have the knowledge, skills, attitudes and values they need for the 21st century.
    DOI: 10.1787/9789264302402-en
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    Getting skills right: Chile (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264293151
    Language: English
    Pages: 1 Online-Ressource (63 Seiten) , Illustrationen
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right: Chile
    Parallel Title: Erscheint auch als Getting skills right: Chile
    Keywords: Qualifikation ; Berufsbildungspolitik ; Bildungspolitik ; Arbeitsmarkt ; Chile ; Education ; Employment ; Chile ; Chile ; Arbeitsmarkt ; Berufsbildungspolitik
    Abstract: This study analyses the relationship between skills and labour market outcomes in Chile with a specific focus on disadvantaged groups: youth, women and the low-skilled. It examines the proficiency of the Chilean population in literacy, numeracy and problem solving in a technological-rich environment and disentangles the relationship between proficiency and labour market outcomes in Chile. The study also devotes significant attention to the demand for skills, by describing the use of skills at work in Chile and identifying its key determinants, as well as assessing the extent of skills mismatch and its implications for individuals. Throughout the study, differences between sociodemographic groups are highlighted to investigate the roots of labour market disadvantage.
    DOI: 10.1787/9789264293151-en
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    Education for a bright future in Greece (2018)
    Paris : OECD
    Details
    ISBN: 9789264298750
    Language: English
    Pages: 1 Online-Ressource (254 Seiten) , Illustrationen
    Series Statement: Reviews of national policies for education
    Parallel Title: Erscheint auch als Education for a bright future in Greece
    Keywords: Bildungspolitik ; Bildungswesen ; Griechenland ; Education ; Greece ; Griechenland ; Bildungspolitik
    Abstract: After a decade of severe fiscal crisis also impacting education, Greece is looking ahead. Now is the time to invest effectively in education and define a forward-looking path for Greece. Building on the current reform agenda, this report offers an analysis of the context and underlying policy issues that once addressed, can contribute to raising the quality and equity of education in Greece. Drawing on evidence and international experience, the review highlights policy options that can guide and enhance current reform efforts in Greece in four areas: effective governance; policies for school improvement; efficiency, equity and quality of the education system; tertiary education. How can the governance and financing of Greek education be streamlined and improved? How can Greece achieve greater equity in educational provision and student outcomes? How can the Greek - qualified and well engaged - teaching force help promote school improvement? Last but not least, how can higher education help Greece restore prosperity? This report takes a hard look at the above issues, and many others. It will offer precious insights to policy makers and the education community.
    DOI: 10.1787/9789264298750-en
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    The Resilience of Students with an Immigrant Background : Factors that Shape Well-being (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264292093
    Language: English
    Pages: Online-Ressource (378 p.)
    Series Statement: OECD Reviews of Migrant Education
    Parallel Title: Erscheint auch als The Resilience of Students with an Immigrant Background
    Keywords: Studierende ; Schüler ; Migranten ; Bildungsverhalten ; Bildungspolitik ; OECD-Staaten ; Education ; Europa ; Schüler ; Student ; Einwanderer ; Bildungspolitik
    Abstract: Migration flows are profoundly changing the composition of classrooms. Results from the OECD Programme for International Student Assessment (PISA) reveal that in 2015, almost one in four 15-year-old students in OECD countries reported that they were either foreign-born or had at least one foreign-born parent. Between 2003 and 2015, the share of students who had either migrated or who had a parent who had migrated across international borders grew by six percentage points, on average across OECD countries. The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
    DOI: 10.1787/9789264292093-en
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    Skills Strategy Implementation Guidance for Slovenia : Improving the Governance of Adult Learning (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264310179 , 9789264310162 , 9789264308459
    Language: English
    Pages: 1 Online-Ressource (212 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Skills strategy implementation guidance for Slovenia
    Keywords: Erwachsenenbildung ; Qualifikation ; Bildungspolitik ; Slowenien ; Education ; Employment ; Governance ; Slovenia ; Slowenien ; Erwachsenenbildung
    Abstract: A well-coordinated adult learning system will be essential to support the achievement of Slovenia’s long-term development goals. The transformational effects of globalisation, technological progress and demographic change on life at work and outside of it amplify the importance of getting adults’ skills right. OECD research shows that individuals, employers and society benefit from adults having higher levels of skills. Slovenia has achieved significant improvements in student performance and tertiary attainment in recent decades. Yet today, many adults in Slovenia have only low levels of basic skills. Participation in adult learning remains below Slovenia’s targets, especially for low-skilled, unemployed and older adults, and workers in small businesses. Against the backdrop of a growing economy and awareness about the importance of skills, Slovenia’s government, social partners and stakeholders have a unique opportunity to improve how they share responsibility and work together in the adult learning system. This report outlines how Slovenia can strengthen the enabling conditions for co-operation, co-operation between specific actors (ministries, municipalities and stakeholders), and co-operation on specific challenges (promotion and financing). It recommends eight actions that government, social partners and stakeholders can take to strengthen co-ordination and co-operation, in order to improve participation, outcomes and cost-effectiveness in adult learning.
    DOI: 10.1787/9789264308459-en
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    Getting Skills Right: Brazil (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264309845 , 9789264309852 , 9789264309838
    Language: English
    Pages: 1 Online-Ressource (136 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right
    Keywords: Qualifikation ; Berufsbildungspolitik ; Bildungspolitik ; Arbeitsmarkt ; Brasilien ; Education ; Employment ; Social Issues/Migration/Health ; Brazil ; Brasilien ; Berufsbildungspolitik ; Erwachsenenbildung ; Qualifikation ; Arbeitsmarkt
    Abstract: The world of work is changing. Digitalisation, deepening globalisation and population ageing are having a profound impact on the type and quality of jobs that are available and the skills required to perform them. To what extent individuals, firms and economies can harness the benefits of these changes critically depends on the readiness of adult learning systems to help people develop relevant skills for this changing world of work. In Brazil, the speed of population ageing is projected to be significantly faster than what has been experienced by most developed economies. At the same time, increasing integration into the global economy will create new opportunities and propel growth. But it will also affect the content of exports and the stage at which Brazil contributes for Global Value Chains (GVCs). Profound changes in the economy are to be expected in the coming decades. As these changes have not yet fully materialised, Brazilian policy makers have a window of opportunity to prepare for the transformations ahead. This report aims at providing policy recommendations, based on best practices internationally, to prepare the Brazilian adult learning system so that it is ready to support people in acquiring the relevant skills for the future.
    DOI: 10.1787/9789264309838-en
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    Getting Skills Right: Spain (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264282346
    Language: English
    Pages: 1 Online-Ressource (80 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right
    Keywords: Qualifikation ; Bildungspolitik ; Spanien ; Education ; Employment ; Spain ; Spanien ; Jugendarbeitslosigkeit ; Ausbildung ; Berufliche Integration
    Abstract: This report identifies effective strategies to tackle skills imbalances in Spain. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment between skills acquisition and labour market needs; education and training policies targeting skills development and investment for individuals and employers; activation policies to develop skills through on-the-job learning; and policies facilitating the entry of migrants with skills that are in demand. The assessment is based on country visits, desk research and data analysis conducted by the OECD secretariat.
    DOI: 10.1787/9789264282346-en
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    OECD Skills Strategy Diagnostic Report: Italy 2017 (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264298644
    Language: English
    Pages: Online-Ressource (280 p.)
    Series Statement: OECD Skills Studies
    Keywords: Qualifikation ; Bildungswesen ; Bildungspolitik ; Weiterbildung ; Italien ; Education ; Employment ; Italy ; Graue Literatur
    Abstract: Italy needs to take prompt action to bolster growth and improve people’s skills across the country. As our economies adapt to globalisation, technological and demographic change, the demand for new and higher levels of skills increases. Yet Italy is struggling more than other advanced economies to meet these changing demands. Italy has launched a number of ambitious reforms to boost growth. But the reforms need to fully implement to ensure that schools, universities and workplaces equip all Italians with the skills needed for success in the economy and society. The OECD Skills Strategy Diagnostic Report makes a number of recommendations that will help sustain this positive momentum including, among others, to: Implement the Alternanza Scuola Lavoro (ASL) by training school principals and teachers to effectively engage employers in the design of work-based learning activities and increase incentives for firms to hire trainees. Expand and improve the quality of professional tertiary education institutions (ITS). Increase overall investment in tertiary education Subsidise training programmes that target low-skilled adults who often face difficulties in accessing such opportunities. Increase public and private investment in skills and improve how they are allocated through monitoring and evaluation. Improve the governance system to ensure that skills polices are aligned and coordinated.
    DOI: 10.1787/9789264298644-en
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    Getting Skills Right: Australia (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264303539 , 9789264306677 , 9789264306684
    Language: English
    Pages: 1 Online-Ressource (132 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right
    Keywords: Qualifikation ; Berufsbildungspolitik ; Bildungspolitik ; Arbeitsmarkt ; Australien ; Education ; Employment ; Australia
    Abstract: The costs of persistent misalignment between the supply and demand for skills are substantial, ranging from lost wages for workers to lower productivity for firms and countries. Addressing skills imbalances has become a pressing priority as OECD governments reflect on the implications of technological progress, digitalisation, demographic change and globalisation for jobs and work organisation. In light of these challenges, the OECD has undertaken new research to shed light on how countries measure changing skill needs while ensuring that employment, training and migration institutions are responsive to the emergence of new skill requirements. The Getting Skills Right in Australia review offers an in-depth analysis of the existing skill assessment and anticipation system in Australia, and makes recommendations for how it could be further improved. In addition to providing a summary of the state of skill imbalances in Australia, the report provides an assessment of practices in the following areas: i) the collection of information on existing and future skill needs; ii) the use of skill needs information to guide policy development in the areas of employment, education and training, and migration; and iii) the effectiveness of governance arrangements in ensuring strong co-ordination among key stakeholders in the collection and use of skill needs information.
    DOI: 10.1787/9789264303539-en
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    Responsive School Systems : Connecting Facilities, Sectors and Programmes for Student Success (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264308954 , 9789264308947 , 9789264306707
    Language: English
    Pages: 1 Online-Ressource (300 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als Responsive school systems
    Keywords: Schule ; Schulpolitik ; OECD-Staaten ; Education ; Schule ; Schulentwicklungsplanung ; Bildungspolitik
    Abstract: This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions.
    DOI: 10.1787/9789264306707-en
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  • 79
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    OECD Skills Strategy Diagnostic Report: Mexico 2017 (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264287679
    Language: English
    Pages: 1 Online-Ressource (218 Seiten) , Diagramme
    Series Statement: OECD skills strategy diagnostic report
    Series Statement: OECD Skills Studies
    Keywords: Qualifikation ; Bildungswesen ; Bildungspolitik ; Weiterbildung ; Mexiko ; Education ; Employment ; Science and Technology ; Mexico ; Graue Literatur
    Abstract: Skills are central to Mexico’s future prosperity and the well-being of its people. Improving opportunities for all Mexicans to develop high quality and relevant skills and supporting employers to improve their human resources management can help Mexico to raise productivity levels and, by extension, the incentives for employers to hire individuals in the formal sector. Fostering better and more equitable skills outcomes, especially for women and youth, will also provide the foundation for building a healthier, more equitable, and more cohesive society. The OECD Skills Strategy Diagnostic Report: Mexico sets out eight skills challenges for Mexico. These challenges were identified through two interactive workshops with stakeholders, bilateral meetings, internal discussions with experts at the OECD, and analysis of documents and data produced by the OECD and other organisations. The first six challenges refer to specific outcomes across the three pillars of developing, activating and using skills. The next two challenges refer to the “enabling” conditions that strengthen the overall skills system. Success in tackling these skills challenges will boost performance across the whole skills system.
    DOI: 10.1787/9789264287679-en
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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  • 80
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    Getting skills right: France (2017)
    Paris : OECD
    Details
    ISBN: 9789264284456
    Language: English
    Pages: 1 Online-Ressource (75 Seiten) , Illustrationen
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right
    Keywords: Qualifikation ; Berufsbildungspolitik ; Bildungspolitik ; Arbeitsmarkt ; Frankreich ; Education ; Employment ; France
    Abstract: This report identifies effective strategies to tackle skills imbalances in France. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; policies stimulating skills demand and skills use; policies related to general and professional education and training; policies to help the unemployed develop the right skills and better match them to jobs; career guidance initiatives; and policies facilitating the entry of migrants with skills that are in demand. The assessment is based on country visits, desk research and data analysis conducted by the OECD secretariat.
    DOI: 10.1787/9789264284456-en
    URL: Volltext  (lizenzpflichtig)
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  • 81
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    Getting skills right: Italy (2017)
    Paris : OECD
    Details
    ISBN: 9789264278639
    Language: English
    Pages: 1 Online-Ressource (167 Seiten) , Illustrationen
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right: Italy
    Parallel Title: Erscheint auch als Druck-Ausgabe: Getting skills right: Italy
    Keywords: Qualifikation ; Bildungspolitik ; Italien ; Education ; Employment ; Italy ; Italien ; Bildungspolitik ; Berufliche Qualifikation ; Erwachsenenbildung
    Abstract: This report identifies effective strategies to tackle skills imbalances in Italy. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; the design of education and training systems and their responsiveness to changing skill needs; the re-training of unemployed individuals; and the improvement of skills use and skills matching in the labour market. The assessment is based on country visits, desk research and data analysis conducted by the OECD Secretariat.
    DOI: 10.1787/9789264278639-en
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  • 82
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    Educational opportunity for all : overcoming inequality throughout the life course (2017)
    Paris : OECD
    Details
    ISBN: 9789264287440 , 9789264287457 , 9789264287464
    Language: English
    Pages: 1 Online-Ressource (132 Seiten) , Illustrationen
    Series Statement: Educational Research and Innovation
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Educational opportunity for all
    Parallel Title: Erscheint auch als Druck-Ausgabe: Educational opportunity for all
    Keywords: Bildungspolitik ; Lebensverlauf ; Sozialer Status ; Bildungschancen ; Bildungspolitik ; Lebensverlauf ; Sozialer Status ; Bildungschancen ; Bildungschancen ; Bildungspolitik ; Lebensverlauf ; Sozialer Status ; Education ; Bildung ; Chancengleichheit ; Sozialstatus
    Abstract: Equitable educational opportunities can help to promote long-lasting, inclusive economic growth and social cohesion. Successful education and skills policies can empower individuals to reach their full potential and enjoy the fruits of their labour, regardless of their circumstances at birth. However, as this report shows, far too many children, students and adults from socio-economically disadvantaged backgrounds fall behind. In many countries, substantial learning gaps exist between students at opposite ends of the socio-economic scale, and these differences tend to increase in the transition into adulthood. All countries have ample room for improvement to ensure better learning outcomes for all. Early childhood education has been identified as an important element in future success, and requires investment, as do family and community-based support and programmes for children from families that have not attained a high level of education and skills. In the schools, targeted support is necessary for low performers from disadvantaged backgrounds and for poorly performing schools. As for the adult population, learning should be focused on improving employability, through a combination of education and practical job training. Barriers to participation in learning need to be removed, and delivery methods need to be more innovative and flexible. Targeted support is needed for the most vulnerable members of society.
    DOI: 10.1787/9789264287457-en
    URL: Volltext  (lizenzpflichtig)
    URL: Inhaltsverzeichnis
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  • 83
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    Getting skills right: United Kingdom (2017)
    Paris : OECD
    Details
    ISBN: 9789264280489
    Language: English
    Pages: 1 Online-Ressource (78 Seiten) , Illustrationen
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right
    Keywords: Qualifikation ; Bildungspolitik ; Großbritannien ; Education ; Employment ; United Kingdom ; Großbritannien ; Bildungspolitik
    Abstract: This report identifies effective strategies to tackle skills imbalances in the United Kingdom. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment between skills acquisition and labour market needs; education and training policies targeting skills development and investment for individuals and employers; job creation policies to develop skills through on-the-job learning; and policies facilitating the entry of migrants with skills that are in demand. The assessment is based on country visits, desk research and data analysis conducted by the OECD secretariat.
    DOI: 10.1787/9789264280489-en
    URL: Volltext  (lizenzpflichtig)
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  • 84
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    Good practice in adapting to changing skill needs : a perspective on France, Italy, Spain, South Africa and the United Kingdom (2017)
    Paris : OECD
    Details
    ISBN: 9789264277892
    Language: English
    Pages: 1 Online-Ressource (79 Seiten) , Illustrationen
    Series Statement: Getting Skills Right
    Series Statement: Getting skills right
    Parallel Title: Erscheint auch als Good practice in adapting to changing skill needs
    Parallel Title: Erscheint auch als Good practice in adapting to changing skill needs
    Keywords: Qualifikation ; Berufsbildung ; Bildungspolitik ; Frankreich ; Italien ; Spanien ; Südafrika ; Großbritannien ; Education ; Employment ; France ; Italy ; South Africa ; Spain ; United Kingdom ; Berufsausbildung
    Abstract: This report identifies effective strategies to tackle skills imbalances, based on five country-specific policy notes for France, Italy, Spain, South Africa and the United Kingdom. It provides a comparative assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; the design of education and training systems and their responsiveness to changing skill needs; the re-training of unemployed individuals; and the improvement of skills use and skills matching in the labour market. The assessment is based on country visits, desk research and data analysis conducted by the OECD secretariat in the five countries reviewed. Examples of good practice from other countries are also discussed.
    DOI: 10.1787/9789264277892-en
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  • 85
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    OECD Skills Strategy Diagnostic Report: Slovenia 2017 (2017)
    Paris : OECD
    Details
    ISBN: 9789264287709
    Language: English
    Pages: 1 Online-Ressource (167 Seiten) , Diagramme
    Series Statement: OECD skills studies
    Keywords: Qualifikation ; Bildungswesen ; Bildungspolitik ; Weiterbildung ; Slowenien ; Education ; Employment ; Slovenia ; Graue Literatur
    Abstract: Skills will be fundamental to Slovenia’s success in achieving its ambitious vision for the future – a society in which people learn for and through life, are innovative, trust one another, enjoy a high quality of life and embrace their unique identity and culture. Slovenia’s success in achieving its vision will depend to a great extent on how well it develops, activates and uses people’s skills. The OECD Skills Strategy Diagnostic Report: Slovenia identifies a number of overarching priority areas for action. These were identified by analysing common themes that emerged from stakeholder perspectives on the most important challenges facing Slovenia in this domain, and also through the OECD’s analysis of the nine challenges identified and examined in the report. The three priority areas for action identified are: 1) empowering active citizens with the right skills for the future; 2) building a culture of lifelong learning; and 3) working together to strengthen skills.
    DOI: 10.1787/9789264287709-en
    URL: Volltext
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  • 86
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    Education in Lithuania (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264281486
    Language: English
    Pages: 1 Online-Ressource (196 p.) , 21 x 28cm.
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Erscheint auch als Education in Lithuania
    Keywords: Bildungspolitik ; Litauen ; Education ; Lithuania ; Litauen ; Bildungswesen ; Bildungspolitik
    Abstract: Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system. This report assesses Lithuania’s policies and practices against best practice in education from across the OECD and other countries in the region. It analyses its education system’s major strengths and the challenges it faces, from early childhood education and care to tertiary education. It offers recommendations on how Lithuania can improve quality and equity to support strong, sustainable and inclusive growth. This report will be of interest in Lithuania and other countries looking to raise the quality, equity and efficiency of their education systems.
    DOI: 10.1787/9789264281486-en
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  • 87
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    Building Skills for All in Australia : Policy Insights from the Survey of Adult Skills (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264281110
    Language: English
    Pages: Online-Ressource (71 p.)
    Series Statement: OECD Skills Studies
    Parallel Title: Erscheint auch als Building skills for all in Australia
    Keywords: Erwachsenenbildung ; Qualifikation ; Bildungspolitik ; Australien ; Education ; Australia
    Abstract: Australia’s overall performance in the Survey of Adult Skills (PIAAC) ranges from average to very good. However, three million adults, representing one-fifth of the working age population, have low literacy and/or numeracy skills. Building Skills for All in Australia describes the characteristics of the low-skilled and discusses the consequences that low skills have on economic and social development for both individuals and Australian society. The review examines the strengths of the Australian skills system, highlighting the strong basic skills found in the migrant population, widespread proficiency in use of ICT and the positive role of workplaces in skills development. The study explores, moreover, the challenges facing the skills system and what can be done to enhance basic skills through education, training or other workplace measures. One of a series of studies on low basic skills, the review presents new analyses of PIAAC data and concludes with a series of policy recommendations. These include: increasing participation of women in STEM fields, addressing underperformance of post-secondary VET students and preventing drop-out, improving pre-apprenticeships, enhancing mathematics provision within secondary education and tackling poor access to childcare facilities for young mothers.
    DOI: 10.1787/9789264281110-en
    URL: Volltext
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  • 88
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    Education in Chile (2017)
    Paris : OECD
    Details
    ISBN: 9789264284425
    Language: English
    Pages: 1 Online-Ressource (298 Seiten) , Illustrationen
    Series Statement: Reviews of national policies for education
    Parallel Title: Erscheint auch als Education in Chile
    Keywords: Bildungspolitik ; Chile ; Education ; Chile ; Chile ; Bildungswesen ; Bildungspolitik
    Abstract: Chile’s education system can foster stronger economic, democratic and social development in the country. There are significant macroeconomic benefits to education, such as increased productivity. That said, individuals tend to benefit the most from high-quality, equitable education systems. In 2004, the OECD performed a review of national education policies and an analysis of the Chilean education system. This review aims to identify key changes in the Chilean education system mainly from 2004-16, in order to analyse where education in Chile stands today and offer recommendations to help provide better education opportunities for all Chileans in the coming years. The review therefore examines different areas of education policy in Chile, from early childhood education and care (ECEC) to higher education.
    DOI: 10.1787/9789264284425-en
    URL: Volltext  (lizenzpflichtig)
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  • 89
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    Employment and Skills Strategies in the Philippines (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264273443 , 9789264273436 , 9789264295803
    Language: English
    Pages: 1 Online-Ressource (72 p.) , 21 x 28cm.
    Series Statement: OECD Reviews on Local Job Creation
    Parallel Title: Erscheint auch als Employment and skills strategies in the Philippines
    Keywords: Arbeitsmarktpolitik ; Kommunalpolitik ; Städtischer Arbeitsmarkt ; Bildungspolitik ; Philippinen ; Employment ; Urban, Rural and Regional Development ; Philippines ; Bericht ; Arbeitsmarkt ; OECD
    Abstract: Skills represent a key driver of development and growth in the Philippines. Educational attainment of the Filipino population has steadily increased in recent decades, but while the country is regionally successful within Southeast Asia, it has yet to reach the standards of more developed countries. This OECD report looks at the implementation of employment and skills development programmes in a sample of cities in the Philippines: Taguig City, Cebu City, and Davao City. Local governments in the Philippines have an active role in the management of employment and skills programmes through Public Employment Service Offices (PESOs). These offices are responsible for the implementation of a number of nationally regulated policies and programmes. All three cities are making a number of investments to better link people to jobs, develop a skilled workforce and attract new investment.
    DOI: 10.1787/9789264273436-en
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  • 90
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    Getting Skills Right: South Africa (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264278745
    Language: English
    Pages: 1 Online-Ressource (76 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right
    Keywords: Qualifikation ; Bildungspolitik ; Südafrika ; Education ; Employment ; South Africa ; Südafrika ; Berufsausbildung
    Abstract: This report identifies effective strategies to tackle skills imbalances in South Africa. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; education and training policies targeting skills development and investment for individuals and employers; job creation policies to develop skills through on-the-job learning; and policies facilitating the entry of migrants with skills that are in demand. The assessment is based on country visits, desk research and data analysis conducted by the OECD secretariat.
    DOI: 10.1787/9789264278745-en
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  • 91
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    OECD Skills Strategy Diagnostic Report: The Netherlands 2017 (2017)
    Paris : OECD
    Details
    ISBN: 9789264287655
    Language: English
    Pages: Online-Ressource (257 Seiten) , Diagramme
    Series Statement: OECD Skills Studies
    Keywords: Qualifikation ; Bildungswesen ; Bildungspolitik ; Weiterbildung ; Niederlande ; Education ; Employment ; Urban, Rural and Regional Development ; Science and Technology ; Industry and Services ; Netherlands ; Graue Literatur
    Abstract: The Netherlands today is prosperous, but its future success is not assured. The Netherlands owes its success in no small part to actions it has taken in the past to develop a highly skilled population. Given the profound economic and social transformation that the Netherlands is currently undergoing, skills will be even more important for success in the future. The Dutch education system and the skills of the Dutch population are strong overall. Therefore many of the opportunities for further improving the skills outcomes of the Netherlands are to be found in areas of society where the government has more limited influence, such as the workplace and community. As a consequence, achieving the Netherlands’ skills ambitions will require a whole-of-society approach. The OECD Skills Strategy Diagnostic Report: Netherlands identifies the following three skills priorities for the Netherlands - fostering more equitable skills outcomes, creating skills-intensive workplaces, and promoting a learning culture. These priorities were identified through the analysis of common themes that emerged from stakeholder perspectives on the most important skills challenges facing the Netherlands, and through the OECD’s analysis of the nine skills challenges identified and examined in the report.
    DOI: 10.1787/9789264287655-en
    URL: Volltext
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  • 92
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    Boosting Skills for Greener Jobs in Flanders, Belgium (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264268951 , 9789264265264
    Language: English
    Pages: 1 Online-Ressource (112 p.) , 21 x 28cm.
    Series Statement: OECD Green Growth Studies
    Parallel Title: Erscheint auch als Boosting skills for greener jobs in Flanders, Belgium
    Keywords: Umweltberufe ; Qualifikation ; Bildungspolitik ; Flandern ; Energy ; Employment ; Environment ; Urban, Rural and Regional Development ; Industry and Services ; Belgium
    Abstract: The Flemish economy is extremely diversified with a number of value-added industries and a highly skilled workforce. The shift to a green economy will however require specific knowledge, values and attitudes from the Flemish workforce. This report analyses the skills dimension of the transition to a green economy at the local level, with specific reference to emerging needs in the agro-food, construction and chemicals sectors. It also provides recommendations for the development of green skills and occupational profiles at the organisational level, while advising policy makers on the best method of assisting firms to transition to a green economy.
    DOI: 10.1787/9789264265264-en
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  • 93
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    The Funding of School Education : Connecting Resources and Learning (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264296053 , 9789264276147 , 9789264276185
    Language: English
    Pages: 1 Online-Ressource (316 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als The funding of school education
    Keywords: Schulfinanzierung ; OECD-Staaten ; Education ; Governance ; Economics ; Schule ; Finanzierung ; Bildungspolitik
    Abstract: This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission. .
    DOI: 10.1787/9789264276147-en
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  • 94
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    Empowering and Enabling Teachers to Improve Equity and Outcomes for All (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264273238
    Language: English
    Pages: Online-Ressource (112 p.) , ill.
    Series Statement: International Summit on the Teaching Profession
    Parallel Title: Erscheint auch als Gomendio, Montserrat Empowering and enabling teachers to improve equity and outcomes for all
    Keywords: Lehrkräfte ; Pädagogik ; Bildungsforschung ; Education ; Bildungspolitik ; Schulentwicklung ; Lehrer ; Lernsituation
    Abstract: Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
    DOI: 10.1787/9789264273238-en
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  • 95
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    Promising Practices in Supporting Success for Indigenous Students (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264279421
    Language: English
    Pages: 1 Online-Ressource (140 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe La réussite scolaire des élèves autochtones : Pratiques prometteuses
    Parallel Title: Erscheint auch als Promising practices in supporting success for indigenous students
    Keywords: Indigene Völker ; Studierende ; Bildungspolitik ; Kanada ; Neuseeland ; Australien ; Queensland (Staat) ; Education ; Kanada ; Indigenes Volk ; Schule ; Schulerfolg ; Australien ; Neuseeland
    Abstract: Indigenous peoples are diverse, within and across nations. However, Indigenous peoples have experienced colonisation processes that have undermined Indigenous young people’s access to their identity, language and culture. At the same time, Indigenous children have not generally had access to the same quality of education that other children in their country have had access to. These two forces in combination have undermined the educational opportunities and outcomes of successive generations of Indigenous children and young people, at times with catastrophic effect. The six Canadian provinces and territories that participated in this study, along with New Zealand and Queensland (Australia), are actively seeking to better meet the educational needs and aspirations of Indigenous students and their families. The report seeks to identify promising strategies, policies, programmes and practices that support improved learning outcomes for Indigenous students and to build an empirical evidence base on Indigenous students in education. The study investigates four areas in Indigenous education: well-being, participation, engagement and achievement in education. These outcomes are inter-connected and mutually reinforcing, and each is essential for the success of every student.
    DOI: 10.1787/9789264279421-en
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  • 96
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    OECD Skills Strategy Diagnostic Report: Peru 2016 (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264300293
    Language: English
    Pages: Online-Ressource (168 p.)
    Series Statement: OECD skills strategy diagnostic report
    Series Statement: OECD Skills Studies
    Keywords: Qualifikation ; Bildungswesen ; Bildungspolitik ; Weiterbildung ; Peru ; Education ; Employment ; Peru ; Graue Literatur
    Abstract: Skills are central to Peru’s future prosperity and the well-being of its people. Peru's economic development to date has largely been driven by abundant natural resources and high commodity prices in the global market. The goal for the future is to ensure productive diversification, expand export capacity and take part in global value chains with more complex goods and services. Boosting the development, activation and use of skills will be key to achieving these ambitions. As demonstrated by the Survey of Adult Skills (PIAAC), which Peru is currently deploying, higher skills levels are not only associated with higher productivity and earnings, but also with other important outcomes, such as better health, higher levels of trust and greater propensity to contribute to society through volunteering. The OECD Skills Strategy Diagnostic Report: Peru sets out nine skills challenges for Peru. These challenges were identified through two interactive workshops with stakeholders as well as through analysis of the OECD and other data sources. The first six challenges refer to specific outcomes across the three pillars of developing, activating and using skills. The next three challenges refer to the “enabling” conditions that strengthen the overall skills system.
    DOI: 10.1787/9789264300293-en
    URL: Volltext
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  • 97
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    Teaching excellence through professional learning and policy reform : lessons from around the world (2016)
    Paris : OECD
    Details
    ISBN: 9789264252059
    Language: English
    Pages: 1 Online-Ressource (94 Seiten) , Illustrationen
    Series Statement: International summit on the teaching profession
    Parallel Title: Erscheint auch als Schleicher, Andreas, 1964 - Teaching excellence through professional learning and policy reform
    RVK:
    DN 2000
    Keywords: Bildungspolitik ; Lehrkräfte ; Qualifikation ; OECD-Staaten ; Education ; Bildungspolitik ; Lehrer ; Qualifikation
    Abstract: If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
    DOI: 10.1787/9789264252059-en
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 98
    Online Resource
    Online Resource
    Netherlands 2016 : foundations for the future (2016)
    Paris : OECD Publishing | Paris : OECD
    Details
    ISBN: 9789264258143 , 9789264257658
    Language: English
    Pages: 1 Online-Ressource (157 Seiten) , Illustrationen
    Series Statement: Reviews of national policies for education
    Parallel Title: Erscheint auch als Netherlands 2016
    RVK:
    QX 810
    Keywords: Bildungspolitik ; Niederlande ; Education ; Netherlands ; Niederlande ; Bildungspolitik ; Schule
    Abstract: How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
    DOI: 10.1787/9789264257658-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 99
    Online Resource
    Online Resource
    Equations and inequalities : making mathematics accessible to all (2016)
    Paris : OECD
    Details
    ISBN: 9264258485 , 9789264258488 , 9264258493 , 9789264258495 , 9264259341 , 9789264259348
    Language: English
    Pages: 1 Online-Ressource (220 Seiten) , Illustrationen
    Series Statement: PISA
    Parallel Title: Parallelausg. Tous égaux face aux équations ?: Rendre les mathématiques accessibles à tous - Principaux résultats
    Parallel Title: Erscheint auch als Equations and inequalities
    DDC: 371.262
    RVK:
    DP 4400
    Keywords: Mathematik ; Bildungspolitik ; Bildungschancen ; OECD-Staaten ; Mathematics Study and teaching ; Mathematics Study and teaching ; Mathematics Study and teaching ; Mathematics Study and teaching ; Education ; Mathematikunterricht ; Bildungspolitik ; Chancengleichheit
    Abstract: More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems. How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
    Note: Includes bibliographical references. - Description based on online resource; title from PDF title page (OECD iLibrary, viewed June 28, 2016) , Description based on online resource; title from PDF title page (OECD iLibrary, viewed June 28, 2016)
    DOI: 10.1787/9789264258495-en
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 100
    Online Resource
    Online Resource
    Getting Skills Right: Sweden (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264265479
    Language: English
    Pages: 1 Online-Ressource (148 p.) , 21 x 28cm.
    Series Statement: Getting Skills Right
    Parallel Title: Erscheint auch als Getting skills right
    Keywords: Qualifikation ; Bildungspolitik ; Schweden ; Education ; Employment ; Sweden ; Schweden ; Bildungspolitik
    Abstract: The costs of a persistent misalignment between the supply and demand for skills are substantial, ranging from lost wages for workers to lower productivity for firms and countries. Addressing skills imbalances has become even more of a concern as OECD governments reflect on the implications of technological progress, digitisation, demographic change and globalisation for jobs and work organisation. In light of these challenges, OECD has undertaken new research to shed light on how countries measure changing skill needs while ensuring that employment, training and migration institutions are responsive to the emergence of new skill requirements. The Getting Skills Right in Sweden review offers an in-depth analysis of the key areas where policy action is required to spur the development of an efficient system for skills assessment and anticipation to inform policy in the country. The report provides an assessment of practices in the following areas: i) the collection of information on existing and future skill needs; ii) the use of skill needs information to guide policy development in the areas of labour, education and migration; and iii) the existence of effective governance arrangements to ensure good co-ordination among the key stakeholders in the collection and use of skill needs information.
    DOI: 10.1787/9789264265479-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
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