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  • Paris : OECD Publishing  (2,608)
  • Paris
  • Education  (2,610)
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  • 1
    Online Resource
    Online Resource
    Stress professionnel chez les enseignants : Que nous apprennent les données TALIS ? (2024)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (6 p.) , 21 x 28cm.
    Series Statement: L'enseignement à la loupe no.46
    Parallel Title: Parallele Sprachausgabe Unravelling the layers of teachers’ work-related stress
    Keywords: Education
    Abstract: À l’heure où nombre de pays s’efforcent de renforcer l’attrait de la profession enseignante, il apparaît donc essentiel de mieux comprendre les sources de stress dans ce métier. C’est dans cette optique que ce numéro se propose d’étudier les données de l’édition 2018 de l’enquête TALIS sur les enseignants du premier cycle du secondaire afin de déterminer si les sources de stress des enseignants varient en fonction du milieu socio-économique de leurs élèves. Il examine en outre les facteurs de stress les plus susceptibles d’être associés au niveau de satisfaction professionnelle des enseignants et à leur intention de rester dans la profession.
    DOI: 10.1787/9c19d674-fr
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  • 2
    Online Resource
    Online Resource
    How do public and private schools differ in OECD countries? (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.) , 21 x 28cm.
    Series Statement: Education Indicators in Focus no.84
    Keywords: Education
    Abstract: Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19 pandemic better than public schools. Although their students achieved better results in PISA 2022 in many countries, this is mainly because they enrol more students from advantaged socio-economic backgrounds than their public counterparts. The main challenge in many countries today is to increase the social mix in public and private schools, which is why many efforts have been made in this direction over the past decade.
    DOI: 10.1787/90348307-en
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  • 3
    Online Resource
    Online Resource
    Collective action for responsible AI in health (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (41 p.) , 21 x 28cm.
    Series Statement: OECD Artificial Intelligence Papers no.10
    Keywords: Künstliche Intelligenz ; Gesundheitswesen ; Education ; Social Issues/Migration/Health ; Employment ; Science and Technology ; Governance
    Abstract: Artificial intelligence will have profound impacts across health systems, transforming health care, public health, and research. Responsible AI can accelerate efforts toward health systems being more resilient, sustainable, equitable, and person-centred. This paper provides an overview of the background and current state of artificial intelligence in health, perspectives on opportunities, risks, and barriers to success. The paper proposes several areas to be explored for policy makers to advance the future of responsible AI in health that is adaptable to change, respects individuals, champions equity, and achieves better health outcomes for all. The areas to be explored relate to trust, capacity building, evaluation, and collaboration. This recognises that the primary forces that are needed to unlock the value from artificial intelligence are people-based and not technical. The OECD is ready to support efforts for co-operative learning and collective action to advance the use of responsible AI in health.
    DOI: 10.1787/f2050177-en
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  • 4
    Online Resource
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    The right conditions: Systemic enablers for a culture of research engagement in education (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (10 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.9
    Keywords: Education
    Abstract: Research evidence in education serves as a compass, directing stakeholders towards informed choices that drive educational progress, enhance teaching methodologies, address inequities and support resource optimisation. Overcoming the challenges of harnessing research evidence in education by policy makers and practitioners involves fostering a culture of research engagement. This Education Spotlight draws on an international Policy Survey conducted with Ministries of Education from 37 education systems, and other evidence from the OECD’s Centre for Educational Research and Innovation publication Who Really Cares About Using Education Research in Policy and Practice? Developing a Culture of Research Engagement (OECD, 2023[1]) and beyond to explore the following questions: • Which systemic conditions, such as resources, infrastructures, and leadership, matter for the development (or transformation) of an organisational and system-level culture of research engagement? How do these conditions relate to one another? • How can these conditions be developed to best support education research engagement from the system level? This Spotlight reflects on the elements at the system level that are crucial for establishing such a culture for policy makers and practitioners. It does so with the understanding that complex systems require thinking strategically and employing systems approaches to knowledge mobilisation, alongside the more commonly used linear models of disseminating evidence or relational ones focusing on partnerships and networks.
    DOI: 10.1787/9f3596de-en
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  • 5
    Online Resource
    Online Resource
    Supporting early childhood education and care staff in the beginning of their careers (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (11 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.89
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Early childhood education and care (ECEC) staff are central to promoting young children’s development, learning and well-being. Novice staff, defined as staff with up to three years of experience, account for 27% of staff in TALIS Starting Strong 2018. Novice staff are generally less educated than experienced staff in terms of the level of educational attainment and education or training with a focus specifically on working with children. More novice staff than experienced staff report a strong need for additional professional development in several areas, including “classroom/playgroup/group management” and “working with parents or families”. Policy approaches to support novice staff in ECEC can include ensuring that initial education prepares novice staff for their jobs by providing relevant knowledge specifically on working with children, supporting novice staff to engage in ongoing professional development, and clarifying how novice staff can progress professionally.
    DOI: 10.1787/a6be52bd-en
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  • 6
    Online Resource
    Online Resource
    Transforming education in Indonesia : Examining the landscape of current reforms (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (22 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.88
    Keywords: Bildungsreform ; Indonesien ; Education ; Indonesia
    Abstract: This policy perspective examines Indonesia’s Merdeka Belajar (“Emancipated Learning”) initiative, a comprehensive education reform agenda initiated in 2019. The primary objective of this reform is to enhance learning outcomes, make schooling a more joyful experience, and empower students and school communities. The new "Emancipation Curriculum" emphasises foundational competencies and 21st-century skills and adopts holistic, formative assessment methods. It streamlines content and introduces innovative teaching methods, while increasing teachers' flexibility and autonomy in schools. It also instigates a new model of teacher professional learning. This document contextualises these initiatives within the international education landscape. It offers perspectives on what could help Indonesia ensure the success of these reforms, potentially reshaping the country’s educational future and contributing to its development and prosperity.
    DOI: 10.1787/9ff8d407-en
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  • 7
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    Breaking the Vicious Circles of Informal Employment and Low-Paying Work (2024)
    Paris : OECD Publishing
    Details
    ISBN: 9789264700079 , 9789264352063 , 9789264592322
    Language: English
    Pages: 1 Online-Ressource (166 p.) , 21 x 28cm.
    Keywords: Informelle Wirtschaft ; Niedriglohn ; Schwarzarbeit ; Qualifikation ; Soziale Mobilität ; Education ; Economics ; Development
    Abstract: This report adds two perspectives on informality. First, it disassembles the mechanics of the deleterious links between informal employment, low-paying work and low skills. It shows that informal employment is highly persistent, and that the vulnerability of informal workers is passed on to their children in the absence of adequate education, skills and social protection policy. Second, the report underscores the double burden of informality and low-paying work that a large share of workers in developing and emerging economies carry, and as such calls for policy solutions that go beyond the formalisation agenda and embrace the goal of social justice.
    DOI: 10.1787/f95c5a74-en
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  • 8
    Online Resource
    Online Resource
    Parental emotional support and adolescent well-being : A cross-national examination of socio-economic and gender gaps based on PISA 2018 surveys (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (69 p.) , 21 x 28cm.
    Series Statement: OECD Papers on Well-being and Inequalities no.20
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Parental emotional support, alongside material and temporal support, is an important determinant of children's subjective well-being and academic success. However, not all children benefit from the same level of parental support, and there are major differences depending on families' socio-economic status and child gender. Using the PISA 2018 surveys, this paper examines differences in parental support reported by 15-year-olds both within countries according to social status and between girls and boys, and between countries. We show that differences in parental emotional support by parents' education level and child gender are substantial. Some of these differences are (largely) explained by other characteristics such as family wealth, country of origin, and school urbanicity and private/public status. Greater parental emotional support is also found to be associated with higher PISA test scores and greater subjective wellbeing, with little variation by parental education. On the whole, our findings suggest that a significant enhancement in parental support and related child outcomes, especially in countries with lower average levels of parental emotional support, can be attained through a combined effort on several fronts: by addressing monetary and material poverty within families, by facilitating parents in balancing work and taking care of their children, by promoting greater parental involvement in their children's school life, and by offering appropriate services to assist families with special needs and facing greater challenges.
    DOI: 10.1787/2b7a2ac6-en
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  • 9
    Online Resource
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    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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  • 10
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    Not lost in translation : The implications of machine translation technologies for language professionals and for broader society (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (60 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.291
    Keywords: Education ; Employment ; Social Issues/Migration/Health ; Australia ; Canada ; France ; Germany ; Italy ; New Zealand ; Singapore ; Sweden ; United Kingdom ; United States
    Abstract: The paper discusses the implications of recent advances in artificial intelligence for knowledge workers, focusing on possible complementarities and substitution between machine translation tools and language professionals. The emergence of machine translation tools could enhance social welfare through enhanced opportunities for inter-language communication but also create new threats because of persisting low levels of accuracy and quality in the translation output. The paper uses data on online job vacancies to map the evolution of the demand for language professionals between 2015 and 2019 in 10 countries and illustrates the set of skills that are considered important by employers seeking to hire language professionals through job vacancies posted on line.
    DOI: 10.1787/e1d1d170-en
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  • 11
    Online Resource
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    Schools as hubs for social and emotional learning : Are schools and teachers ready? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (17 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.4
    Keywords: Education ; Canada ; China, People’s Republic ; Colombia ; Finland ; Korea, Republic of ; Portugal ; Türkiye ; United States
    Abstract: Schools are perfect hubs for social and emotional learning, but are they ready for this task? To address this question, this Spotlight reports previously unpublished findings from the OECD’s Survey on Social and Emotional Skills (SSES) and discusses their implications for education policy and practice. Both an active promotion in schools and extensive learning opportunities for teachers on relevant topics provide a fertile ground for an effective social and emotional education. They boost teachers’ self-efficacy and use of active learning pedagogies, as well as quality relationships at school. The Spotlight also points to important differences for teachers of 10- vs. 15-year-old students that can explain higher skills at a younger age. Younger students benefit more often from key elements of an effective social and emotional education in school, i.e. the evaluation of their social and emotional skills and teachers teaming up with parents to reinforce skill promotion. Teachers of 10-year-olds are also more intensively trained and requested to promote social and emotional learning in their work.
    DOI: 10.1787/f6d12db7-en
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  • 12
    Online Resource
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    Where to find experienced teachers? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.) , 21 x 28cm.
    Series Statement: Teaching in Focus no.45
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: The importance of experienced teachers cannot be underestimated. They can help raise the performance of students and improve the overall quality of schooling by supporting less-experienced colleagues. This Teaching in Focus: Where to find experienced teachers? analyses the distribution of teachers across schools from two different but complementary angles: equality and equity.
    DOI: 10.1787/d948a889-en
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  • 13
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    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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  • 14
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    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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  • 15
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    AI scoring for international large-scale assessments using a deep learning model and multilingual data (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (34 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.287
    Keywords: Education ; Science and Technology
    Abstract: Artificial Intelligence (AI) scoring for constructed-response items, using recent advancements in multilingual, deep learning techniques utilising models pre-trained with a massive multilingual text corpus, is examined using international large-scale assessment data. Historical student responses to Reading and Science literacy cognitive items developed under the PISA analytical framework are used as training data for deep learning together with multilingual data to construct an AI model. The trained AI models are then used to score and the results compared with human-scored data. The score distributions estimated based on the AI-scored data and the human-scored data are highly consistent with each other; furthermore, even item-level psychometric properties of the majority of items showed high levels of agreement, although a few items showed discrepancies. This study demonstrates a practical procedure for using a multilingual data approach, and this new AI-scoring methodology reached a practical level of quality, even in the context of an international large-scale assessment.
    DOI: 10.1787/9918e1fb-en
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  • 16
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    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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  • 17
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    Ensuring Quality Digital Higher Education in Hungary (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264421868 , 9789264786059 , 9789264690561
    Language: English
    Pages: 1 Online-Ressource (206 p.) , 21 x 28cm.
    Series Statement: Higher Education
    Keywords: Studium ; Hochschulpolitik ; Digitalisierung ; Ungarn ; Education ; Hungary
    Abstract: The emergence of fully online, hybrid and blended forms of higher education has led governments, quality assurance agencies and higher education institutions (HEIs) across the OECD to reflect on how to ensure that digital education provides learners with opportunities to reach learning and employment outcomes similar to those achieved through traditional in person instruction. Building on stakeholder engagement and comparative analysis, this report offers an assessment of Hungary’s quality assurance system for higher education and, more specifically, its strengths and weaknesses for assuring the quality of digital higher education. It offers recommendations and policy options to support the ongoing reform of Hungary’s higher education accreditation system as well as a list of potential digital education indicators to be integrated in the assessment frameworks used by the Hungarian Accreditation Committee (MAB) for the accreditation of higher education institutions.
    DOI: 10.1787/5f44fd6f-en
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  • 18
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    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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  • 19
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    Stratégie de l’OCDE sur les compétences au Luxembourg (version abrégée) : Évaluation et recommandations (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264972032 , 9789264664326 , 9789264662537
    Language: French
    Pages: 1 Online-Ressource (40 p.) , 21 x 28cm.
    Series Statement: Études de l'OCDE sur les compétences
    Parallel Title: Parallele Sprachausgabe OECD Skills Strategy Luxembourg: Assessment and Recommendations
    Keywords: Education ; Luxembourg
    Abstract: Les compétences sont la clé d’un avenir meilleur et déterminent la capacité des pays et des personnes à s’épanouir dans un monde de plus en plus interconnecté et en rapide mutation. Les mégatendances, comme la transformation numérique, la mondialisation, les changements démographiques et climatiques, remodèlent le monde du travail et la société, suscitant une demande croissante pour des niveaux de compétences plus élevés et de nouveaux ensembles d’aptitudes. Les projets fondés sur la Stratégie de l’OCDE sur les compétences offrent aux pays une approche stratégique et globale permettant d’évaluer les défis et les possibilités qui se présentent à eux en matière de compétences et de les aider à mettre en place des systèmes de compétences plus efficaces. L’OCDE travaille en collaboration avec les pays afin d’élaborer des réponses stratégiques adaptées aux besoins spécifiques de chacun d’eux en matière de compétences. Cette approche s’appuie sur le cadre stratégique de l’OCDE sur les compétences, qui permet d’examiner ce que les pays sont susceptibles d’améliorer pour permettre : 1) l’acquisition de compétences utiles tout au long de la vie ; 2) l’utilisation efficace des compétences dans le cadre professionnel et social ; 3) le renforcement de la gouvernance des systèmes de compétences. Ce rapport, Stratégie de l’OCDE sur les compétences au Luxembourg : Évaluation et recommandations, définit les possibilités et formule des recommandations afin d’élargir les offres de formation des adultes adaptées au marché du travail, d’orienter et d’encourager les choix de compétences, d’attirer et de retenir les talents étrangers pour combler le manque de compétences et de renforcer la gouvernance des données sur les compétences au Luxembourg. Cette version abrégée présente le résumé ainsi qu’un aperçu de l’analyse et des recommandations contenues dans le rapport complet. Le rapport est disponible en anglais dans son intégralité sur le site de l’OCDE.
    DOI: 10.1787/dcf9ea51-fr
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  • 20
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    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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  • 21
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    Propuestas para un plan de acción para reducir el abandono escolar temprano en España (2023)
    Paris : OECD Publishing
    Details
    Language: Spanish
    Pages: 1 Online-Ressource (63 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Proposal for an action plan to reduce early school leaving in Spain
    Keywords: Education ; Spain
    Abstract: El abandono escolar temprano (AET) puede dar lugar a crecientes desafíos individuales y ocasionar elevados costes económicos para los sistemas educativos y las sociedades en general. España ha logrado avances significativos en la reducción del AET en los últimos años; en 2022, la tasa de AET era de 13,9%, casi la mitad de lo observado hace una década. Sin embargo, la tasa media de España sigue siendo de las más elevadas de los países miembros de la OCDE y de la Unión Europea, con notables disparidades regionales. Basándose en la evidencia de la investigación y en las buenas prácticas nacionales e internacionales, y gracias a la contribución de los actores clave del sistema educativo, este informe identifica las fortalezas y los principales desafíos para abordar el AET en España. Determina así cinco áreas de acción y propone una serie de recomendaciones con un enfoque coordinado para reducir el AET en todas las comunidades autónomas y en las ciudades autónomas de Ceuta y Melilla.
    DOI: 10.1787/9bc3285d-es
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    Joining Forces for Gender Equality : what is Holding us Back? (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264825833
    Language: English
    Pages: 1 Online-Ressource (337 Seiten) , Diagramme
    Parallel Title: Erscheint auch als Agir ensemble pour l'égalité des genres (version abrégée) : Quelles priorités ?
    Keywords: Gleichstellungspolitik ; Gleichberechtigung ; OECD-Staaten ; Education ; Employment ; Governance ; Social Issues/Migration/Health
    Abstract: OECD countries continue to face persistent gender inequalities in social and economic life. Young women often reach higher levels of education than young men, but remain under-represented in fields with the most lucrative careers. Women spend more time on unpaid work, face a strong motherhood penalty, encounter barriers to entrepreneurship and fare worse in labour markets overall. They are also under-represented in politics and leadership positions in public employment. These elements permeate many policy areas and economic sectors - from international trade and development assistance to energy and the environment - in which policy often lacks a strong gender focus. Violence against women, the most abhorrent manifestation of gender inequality, remains a global crisis. This publication analyses developments and policies for gender equality, such as gender mainstreaming and budgeting, reforms to increase fathers' involvement in parental leave and childcare, pay transparency initiatives to tackle gender pay gaps, and systems to address gender-based violence. It extends the perspective on gender equality to include foreign direct investment, nuclear energy and transport. Advancing gender equality is not just a moral imperative; in times of rapidly ageing populations, low fertility and multiple crises, it will strengthen future gender-equal economic growth and social cohesion
    Description / Table of Contents: Women at work in OECD countries -- The labour market integration challenges of Ukrainian refugee women -- Global goals in gender equality -- Improving policy implementation to end gender-based violence -- Foreword -- Gender gaps in Vocational Education and Training (VET) and adult learning -- Governance tools and evidence to promote inclusive decision making -- Gender equality in public leadership -- Gender balance in the nuclear sector -- Mainstreaming gender equality -- Tax systems and gender -- Gender differences in financial literacy and resilience -- Supporting equal parenting: Paid parental leave -- Addressing gender disparities in access to finance for business creation -- Gender gaps in entrepreneurship remain -- Gender differences in career expectations and feminisation of the teaching profession -- Women entrepreneurs and international trade -- Ensuring the availability, quality and affordability of childcare -- The gender wage gap and the role of firms -- Gender diversity in energy -- The gender gap in school engagement and retention -- Harnessing foreign direct investment for gender equality -- Gender mainstreaming in environmental policies -- Assessing gender equality in transport policies -- Pay transparency to close the gender wage gap -- Participation and performance of girls and boys in education -- Women and the social economy -- Executive summary -- Gender gaps in asset-backed pension arrangements -- Gender diversity on boards and in senior management -- Systems and legal frameworks to address gender-based violence -- Legal frameworks, institutional design and strategic planning for gender mainstreaming -- The potential of digitalisation for women's economic empowerment in MENA countries -- Improving gender equality in public employment -- Teleworking through a gender lens.
    DOI: 10.1787/67d48024-en
    URL: kostenfrei
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    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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  • 24
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    Multi-dimensional Review of El Salvador : Strategic Priorities for Robust, Inclusive and Sustainable Development (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264956094 , 9789264644663 , 9789264930117
    Language: English
    Pages: 1 Online-Ressource (502 p.) , 21 x 28cm.
    Series Statement: OECD Development Pathways
    Parallel Title: Parallele Sprachausgabe Estudio multidimensional de El Salvador : Prioridades estratégicas para un desarrollo sólido, inclusivo y sostenible
    Keywords: Entwicklung ; Wirtschaftswachstum ; Nachhaltige Entwicklung ; El Salvador ; Education ; Governance ; Development ; El Salvador
    Abstract: El Salvador has made significant development progress in the past 30 years. The end of the civil war in 1992 marked the establishment of a liberal democracy and an open export-led development model, which led to a reduction in poverty and inequality. However, with economic growth averaging a modest 2.4% in the years before the COVID-19 pandemic, and productivity growth of 0.1% over the past decade, the post-war model has not generated the economic momentum or the jobs that the country needs. Decisive action is necessary to kickstart more robust, inclusive and sustainable development. Based on a multi-dimensional analysis of development in El Salvador, this report makes four priority recommendations: 1) build the conditions for a productive transformation and modernisation of the economy; 2) increase the quantity, quality and relevance of education; 3) manage water resources better to deliver water and sanitation for all in a sustainable manner; and 4) modernise the State so it can effectively deliver key public goods, from security to education to health, and successfully steer the next stage in the country’s development.
    DOI: 10.1787/2f3d5e1f-en
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  • 25
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    Teaching for the Future : Global Engagement, Sustainability and Digital Skills (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264421462
    Language: English
    Pages: 1 Online-Ressource (78 p.) , 21 x 28cm.
    Series Statement: International Summit on the Teaching Profession
    Keywords: Education
    Abstract: Global education systems face an array of huge challenges, including question marks over how to remain relevant in a fast-changing world. This report Teaching for the Future: Global Engagement, Sustainability and Digital Skills outlines the challenges and key trends for teaching and schools, and sets out ambitious proposals to improve education standards to ensure learning caters to the needs of all students regardless of background. The report was used as the basis to launch discussions about the state of global education at the International Summit on the Teaching Profession held in Washington D.C., April 2023. The summit brought together education ministers, union leaders and other representatives from the teaching profession from high-performing and improving education systems to review the quality of teaching and learning across the world. Topics discussed included the future of learning and ways to radically reimagine how education systems function in the decades to come; analysis of how to attract and support the development of high-quality teachers and teaching practices in the age of digitalisation; and ways to support the teaching of global competencies in schools, and how to promote equitable and inclusive learning environments for all.
    DOI: 10.1787/d6b3d234-en
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  • 26
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    The demand for language skills in the European labour market : Evidence from online job vacancies (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (54 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.294
    Keywords: Education ; Social Issues/Migration/Health ; Austria ; Belgium ; Bulgaria ; Croatia ; Cyprus ; Czech Republic ; Denmark ; Estonia ; Finland ; France ; Germany ; Greece ; Hungary ; Ireland ; Italy ; Latvia ; Lithuania ; Luxembourg ; Malta ; Netherlands ; Poland ; Portugal ; Romania ; Slovak Republic ; Slovenia ; Spain ; Sweden ; United Kingdom
    Abstract: This paper investigates the demand for language skills using data on online job vacancies in 27 European Union member countries and the United Kingdom in 2021. Evidence indicates that although Europe remains a linguistically diverse labour market, knowing English confers unique advantages in certain occupations. Across countries included in the analyses, a knowledge of English was explicitly required in 22% of all vacancies and English was the sixth most required skill overall. A knowledge of German, Spanish, French and Mandarin Chinese was explicitly demanded in between 1% and 2% of all vacancies. One in two positions advertised on line for managers or professionals required some knowledge of English, on average across European Union member countries and across OECD countries in the sample. This compares with only one in ten positions for skilled agricultural, forestry and fishery workers and among elementary occupations.
    DOI: 10.1787/e1a5abe0-en
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  • 27
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    Digital technologies to support young children with special needs in early childhood education and care : A literature review (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (38 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.294
    Keywords: Education
    Abstract: This review examines the current literature on the use of digital technologies to support young children with special needs in early childhood education and care (ECEC). It identifies four key areas of focus, which relate to understanding and articulating the purpose and focus for integrating assistive technologies (ATs) in ECEC; activating and integrating expertise in ECEC; developing an engaged community of experience and practice; and promoting and supporting quality AT design. Foundations for further developments are evident across the research literature and the review derives recommendations to provide direction for ECEC policy makers and staff, educational institutions and allied support networks for achieving the promise of AT for children with special needs in ECEC.
    DOI: 10.1787/34f9d9e8-en
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    How are education systems integrating creative thinking in schools? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.) , 21 x 28cm.
    Series Statement: PISA in Focus no.122
    Keywords: Education
    Abstract: Creative thinking matters. It is consistently ranked among the top skills employers value and, when students think creatively, their motivation to learn increases and their learning becomes deeper and more transferable. As more education systems formally recognise the key role that education can play in nurturing creative thinking skills, the question is: what policies are needed to ensure that, systematically, all young people have the opportunity to develop these skills as part of their formal education? To what extent are education systems supporting their students and teachers in promoting the kinds of learning environments where creative thinking can flourish? This brief addresses these questions by reporting and analysing responses to an online policy survey from 90 national and sub-national education jurisdictions participating in PISA 2022.
    DOI: 10.1787/f01158fb-en
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  • 29
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    The OECD Skills Profiling Tool: A new instrument to improve career decisions (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (47 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.293
    Keywords: Qualifikation ; Karriereplanung ; Erwerbsverlauf ; OECD-Staaten ; Education ; Employment ; Social Issues/Migration/Health
    Abstract: This paper documents the development and piloting of the OECD Skills Profiling Tool. The OECD Skills Profiling Tool assesses three types of skills: occupation-specific skills; foundational skills (literacy, numeracy and digital skills); and a set of noncognitive skills using academically validated self-reported tests. After completion of the assessment, the OECD Skills Profiling Tool generates two sets of results: a personalised skill profile, which can be benchmarked against other users; and a list of suggested occupations that make use of those skills. In December 2021, 270 users and 38 career guidance counsellors in Chile, Colombia, Mexico and Peru tested the OECD Skills Profiling Tool. This paper describes the selection of assessment instruments, the methodology used to generate the results provided by the OECD Skills Profiling Tool and the outcomes of the piloting phase of the tool.
    DOI: 10.1787/598ff539-en
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  • 30
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    Agir ensemble pour l’égalité des genres (version abrégée) : Quelles priorités ? (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264729100 , 9789264702035 , 9789264942424
    Language: French
    Pages: 1 Online-Ressource (38 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Joining Forces for Gender Equality: What is Holding us Back?
    Keywords: Education ; Employment ; Governance ; Social Issues/Migration/Health
    Abstract: Des inégalités sociales et économiques persistent entre les genres dans les pays de l’OCDE. Les femmes jeunes atteignent souvent un niveau d’études supérieur à celui de leurs homologues masculins, mais restent sous-représentées dans les secteurs offrant les rémunérations les plus élevées. Les femmes consacrent plus de temps au travail non rémunéré, sont fortement pénalisées lorsqu’elles ont des enfants, se heurtent à des obstacles en matière d’entrepreneuriat, et ont globalement de moins bons résultats sur le marché du travail. Elles sont aussi sous-représentées en politique et aux postes de direction dans le secteur public. On retrouve ces caractéristiques dans de nombreux domaines d’action et secteurs économiques (du commerce international à l’aide au développement en passant par l’énergie et l’environnement) où les questions de genre sont peu prises en compte dans l’action publique. La violence à l’encontre des femmes, expression la plus abominable des inégalités entre les genres, reste un enjeu de portée mondiale. Cette publication analyse les évolutions et les mesures en faveur de l’égalité des genres, comme la prise en compte de la dimension du genre dans les politiques et les budgets, les réformes visant à accroître la participation des pères aux congés parentaux et à la garde des enfants, les initiatives en faveur de la transparence salariale pour lutter contre les inégalités de rémunération entre les genres, ou les systèmes de lutte contre les violences basées sur le genre. Elle vise à élargir la vision de l’égalité entre les genres, afin d’inclure l’investissement direct étranger, l’énergie nucléaire et les transports. Faire progresser l’égalité entre les genres n’est pas seulement un impératif moral : en cette période marquée par un vieillissement démographique rapide, des taux de fécondité en berne et des crises qui se multiplient, les actions dans ce domaine contribueront à favoriser une croissance économique et une cohésion sociale plus respectueuses de l’égalité des genres à l’avenir. Il s’agit d’une version abrégée de la publication d’origine, composée du résumé et du chapitre 1 intitulé Mettre l’égalité des genres au cœur de toutes les politiques publiques, qui est le chapitre de synthèse.
    DOI: 10.1787/6a24b253-fr
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    Initial policy considerations for generative artificial intelligence (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (39 p.) , 21 x 28cm.
    Series Statement: OECD Artificial Intelligence Papers no.1
    Keywords: Künstliche Intelligenz ; Regulierung ; Politik ; OECD-Staaten ; Welt ; Education ; Social Issues/Migration/Health ; Employment ; Science and Technology ; Governance
    Abstract: Generative artificial intelligence (AI) creates new content in response to prompts, offering transformative potential across multiple sectors such as education, entertainment, healthcare and scientific research. However, these technologies also pose critical societal and policy challenges that policy makers must confront: potential shifts in labour markets, copyright uncertainties, and risk associated with the perpetuation of societal biases and the potential for misuse in the creation of disinformation and manipulated content. Consequences could extend to the spreading of mis- and disinformation, perpetuation of discrimination, distortion of public discourse and markets, and the incitement of violence. Governments recognise the transformative impact of generative AI and are actively working to address these challenges. This paper aims to inform these policy considerations and support decision makers in addressing them.
    DOI: 10.1787/fae2d1e6-en
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  • 32
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    Remédier aux possibilités d'apprentissage perdues en Ukraine :les stratégies clés en matière de politique de l'éducation (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (14 p.) , 21 x 28cm.
    Series Statement: Les réponses de l'OCDE face aux conséquences de la guerre en Ukraine
    Parallel Title: Parallele Sprachausgabe Recovering lost learning opportunities in Ukraine: Key education policy strategies
    Keywords: Education ; Economics ; Ukraine
    Abstract: Les destructions d'écoles, les déplacements de population ou les fermetures d'écoles signifient que les enfants en Ukraine ont connu diverses perturbations dans leur expérience éducative. Les interventions visant à réduire les variations des niveaux d'apprentissage des élèves doivent accompagner les efforts de reprise de l'apprentissage et de fourniture d'une éducation de haute qualité pour tous. Cette note met l'accent sur les interventions académiques que l'Ukraine pourrait mettre en place pour soutenir la reprise de l'apprentissage. Elle examine tout d'abord les stratégies d'évaluation des niveaux de compétences des élèves et d'identification des pertes d'apprentissage potentielles dans le contexte actuel. Elle se concentre ensuite sur les stratégies académiques que le ministère de l'éducation peut mettre en œuvre à court et à moyen terme pour aider les élèves à récupérer les opportunités d'apprentissage perdues, notamment en adaptant les stratégies d'instruction et les pédagogies aux besoins individuels, en adaptant le temps d'instruction, en assurant la flexibilité des programmes et en permettant des parcours d'apprentissage fluides au sein du système scolaire. La note conclut en proposant une série de réponses politiques susceptibles d'améliorer l'efficacité à long terme des stratégies de reprise de l'apprentissage en Ukraine.
    DOI: 10.1787/eea81bd9-fr
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    Child participation in decision making : Implications for education and beyond (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (85 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.301
    Keywords: Education
    Abstract: Child empowerment is on the policy agenda of education systems around the world, in particular since the increasing emphasis in policy and research discourse on supporting children's participation rights. A large body of literature suggests that child participation in making decisions on matters that affect them is not only essential from a child rights perspective, but also that it is associated with several positive outcomes from the individual to societal level. In OECD countries there are many domains in which children can and do actively participate in making decisions, including regarding their education. This paper explores how and where children can participate in decision making, with a focus on policies and practices in OECD education systems. It outlines key considerations for child participation, including barriers that many systems are struggling to overcome.
    DOI: 10.1787/a37eba6c-en
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    PISA 2022 Assessment and Analytical Framework (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264751422 , 9789264773431 , 9789264906112
    Language: English
    Pages: 1 Online-Ressource (291 p.) , 21 x 28cm.
    Series Statement: PISA
    Keywords: Education
    Abstract: This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its eighth cycle of comprehensive and rigorous international surveys of student knowledge and skills that are essential for full participation in modern societies. As in previous cycles, the 2022 PISA assessment covered reading, mathematics and science, with a major focus on mathematics, plus an evaluation of students' creative thinking and financial literacy skills. This publication includes the frameworks for assessing mathematics, financial literacy and creative thinking. These chapters outline the content knowledge and skills that students need to acquire in each domain, how each domain is assessed, and the contexts in which this knowledge and these skills are applied. The publication also presents the frameworks for the various questionnaires distributed to students, school principals, parents and teachers, including a new Global Crisis Module (GCM) for students and school principals. It concludes with the framework for the Information and Communication Technologies (ICT) familiarity questionnaire distributed to students.
    DOI: 10.1787/dfe0bf9c-en
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  • 35
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    What do OECD data on teachers' salaries tell us? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (7 p.) , 21 x 28cm.
    Series Statement: Education Indicators in Focus no.83
    Keywords: Education
    Abstract: Teachers' salaries are widely debated around the world, with divergent views among the actors of education. Salaries have risen very little over the last decade and have even fallen in real terms in almost half of OECD countries between 2015 and 2022. However, salary levels are just one of the many factors contributing to the attractiveness of the profession. In addition to raising salaries, decision makers should also take steps to raise the status of the profession in society, and offer teachers more opportunities for professional development and mobility to ensure that the profession remains intellectually stimulating throughout their careers.
    DOI: 10.1787/de0196b5-en
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    Education and innovation for the digital and green transitions: How higher education can support teachers and school leaders (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (44 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.82
    Keywords: Education
    Abstract: This analytical report was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union’s New European Innovation Agenda, flagship 4 on “Fostering, attracting and retaining deep tech talent”. EIPC seeks to bring together peers from policy and practice to advance understanding of the competencies that can trigger and shape innovation for the digital and green transitions, and the mechanisms through which higher education can contribute to their development in secondary education (Strand 1), higher education (Strand 2), and adult upskilling and reskilling (Strand 3). This report for EIPC Strand 1 examines how higher education institutions (HEIs) can support teachers and school leaders in secondary schools to help their students develop competencies for innovation. Drawing on research evidence, practical examples and insights from the EIPC network and a wide range of OECD and EU education systems, it offers five options for consideration by education policy makers on how to strengthen HEIs’ role in supporting secondary education to develop human capacity for innovation.
    DOI: 10.1787/6407e9f4-en
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    Intersectionality in education : Rationale and practices to address the needs of students’ intersecting identities (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (95 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.302
    Keywords: Education
    Abstract: Intersectionality highlights that different aspects of individuals’ identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students’ attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
    DOI: 10.1787/dbb1e821-en
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  • 38
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    How are OECD governments navigating the digital higher education landscape? : Evidence from a comparative policy survey (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (54 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.303
    Keywords: Education
    Abstract: Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative information on various areas of digitalisation policy, from regulation and governance to financial and human resources. The survey results provide insight into the role of public authorities in guiding, coordinating and resourcing the digital transformation of higher education institutions. The analysis and comparative tables in this working paper provide insights that can support the development of strategic digitalisation policies.
    DOI: 10.1787/93468ccb-en
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  • 39
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    Social and emotional skills : Latest evidence on teachability and impact on life outcomes (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (136 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.304
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Education systems around the world are increasingly recognising that social and emotional skills (SES) are essential for students and societies. This paper contributes to the Innovative approaches to measuring social and emotional skills project, which aims to complement self-report measures of SES with more direct assessments. It addresses criticisms of the OECD framework for SES used by the OECD Survey on Social and Emotional Skills and discusses the use of the Big Five model as an underlying structure for organising SES. The paper then examines the teachability of SES through a comprehensive literature review. In addition, it reviews the evidence for the relationship between different SES and key life outcomes. The paper also seeks to reconcile divergent conceptual understandings in the literature by providing a clear definition of SES and highlighting discrepancies in skill definitions. The conclusions of the paper identify gaps in current research, highlight teachable skills with notable predictive value SES relevant for educators and policy makers, and support the development of direct SES assessments.
    DOI: 10.1787/ba34f086-en
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    Assessing, documenting, and recognising social and emotional skills in upper secondary education : An overview of practices, approaches, models, and strategies from OECD countries (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (73 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.84
    Keywords: Education
    Abstract: This policy perspective was developed at the request of the Directorate for Education Reform, Scotland (United Kingdom) to provide an overview of how countries across the OECD assess social and emotional skills in upper secondary education. It is accompanied by, and draws on material from, a Peer Learning Discussion on the same topic in March 2023 in Scotland. It aims to provide an overview of literature and country approaches in an area where there is presently limited comparative information on national and system-wide approaches. The policy perspective addresses two key questions about country practices in assessing social and emotional skills (variously known among OECD countries as social and emotional skills, non-cognitive capacities, 21st-century skills, transversal competencies, and complex competencies): a) how do countries collect information on social and emotional on a systemic level; i.e. outside formal upper secondary certification, and b) how do countries assess social and emotional skills for the purposes of upper secondary certification? To answer these questions, the policy perspective provides an inventory and synthesis from 12 countries of approaches, models, and strategies used at the national level to document, assess, and recognise similarly challenging skills, and detailed cases of the model and strategy for assessment of social and emotional skills in Canada (British Columbia), Finland, and New Zealand.
    DOI: 10.1787/69c7abe6-en
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    AI and the Future of Skills, Volume 2 : Methods for Evaluating AI Capabilities (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264817326 , 9789264420359 , 9789264824294
    Language: English
    Pages: 1 Online-Ressource (180 p.) , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Keywords: Education
    Abstract: As artificial intelligence (AI) expands its scope of applications across society, understanding its impact becomes increasingly critical. The OECD's AI and the Future of Skills (AIFS) project is developing a comprehensive framework for regularly measuring AI capabilities and comparing them to human skills. The resulting AI indicators should help policymakers anticipate AI’s impacts on education and work. This volume describes the second phase of the project: exploring three different approaches to assessing AI. First, the project explored the use of education tests for the assessment by asking computer experts to evaluate AI’s performance on OECD’s tests in reading, mathematics and science. Second, the project extended the rating of AI capabilities to tests used to certify workers for occupations. These tests present complex practical tasks and are potentially useful for understanding the application of AI in the workplace. Third, the project explored measures from direct AI evaluations. It commissioned experts to develop methods for selecting high-quality direct measures, categorising them according to AI capabilities and systematising them into single indicators. The report discusses the advantages and challenges in using these approaches and describes how they will be integrated into developing indicators of AI capabilities.
    DOI: 10.1787/a9fe53cb-en
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    Career Readiness Review: The Commonwealth of Virginia, United States (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264975965 , 9789264873797 , 9789264409347
    Language: English
    Pages: 1 Online-Ressource (278 p.) , 21 x 28cm.
    Keywords: Education ; United States
    Abstract: This report assesses how the United States Commonwealth of Virginia is preparing young people for their working lives through career development. It builds on OECD longitudinal analyses which identify forms of career development that can be most confidently associated with better employment outcomes for young people. Collecting data from current secondary school students and young adults in the labour market, the report provides an oversight of career development in Virginia. It then explores the extent to which students are being effectively, efficiently and equitably prepared for their working lives through career guidance programmes. Career readiness is a policy of high importance and the report identifies many strengths within the Virginia system. In order to enhance provision however, there is need to update career readiness standards, frameworks and instruments, and to engage employers and people in work more systematically within guidance activities. Opportunity exists to better amplify labour market signalling, particularly with regard to the skilled trades. The report highlights international practice that can be expected to reduce inequalities in provision, linked especially to the socio-economic backgrounds of students and their geographic location. Here, scope exists notably to draw on digital technologies to enhance provision.
    DOI: 10.1787/a5ff0e6c-en
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    Teaching Opportunities and Support for Ukrainian Educators (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (9 p.) , 21 x 28cm.
    Series Statement: OECD Policy Responses on the Impacts of the War in Ukraine
    Keywords: Education
    Abstract: Amid the millions of refugees forced to flee Ukraine, an estimated 10-17% have previously worked in the education sector. The expertise and qualifications of Ukrainian educators can be harnessed in host countries to provide vital support for Ukrainian students who are navigating unfamiliar educational systems, while also offering them continued career opportunities in their chosen field and supporting the local education system. Drawing insights from recent OECD survey results, this brief provides an overview of the efforts initiated by OECD countries to employ Ukrainian teachers, while identifying the obstacles which persist such as qualifications recognition, training gaps, and language barriers. Measures such as streamlining recruitment processes, fostering flexibility in qualification recognition, and providing tailored training for teachers and assistants can help optimise their potential.
    DOI: 10.1787/815affa3-en
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    Equity, diversity and inclusion in early childhood education and care (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (17 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.83
    Keywords: Education
    Abstract: Early childhood education and care (ECEC) policies can have a major role in levelling the playing field in education and society by providing all children, and especially those from disadvantaged backgrounds, with opportunities to participate in high-quality early learning and development experiences. Countries face different challenges in promoting equity and inclusion in ECEC depending on the particular aspects of social, economic and cultural diversity that are salient in their contexts. Examining the prevalence of different dimensions of diversity in ECEC centres and their associations with indicators of quality, this policy brief points to directions that policymakers can take to ensure that ECEC systems address the needs of children from all backgrounds.
    DOI: 10.1787/72ab31c1-en
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    Levelling the playing field in ECEC : Results from TALIS Starting Strong 2018 (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (51 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.305
    Keywords: Education
    Abstract: The provision of high-quality early childhood education and care (ECEC) is widely seen as a strategy to promote a more equitable and inclusive society due to its potential to give all children, and especially those from disadvantaged backgrounds, a strong basis for early development and well-being. This requires approaches that address the needs of the increasingly diverse populations of children participating in ECEC. A first step in this direction is to assess the prevalence of different dimensions of diversity (e.g., socio-economic disadvantage, special education needs, different first language, and refugee status) across ECEC centres, and the extent to which the quality of ECEC varies between more and less diverse centres. This working paper uses data from the TALIS Starting Strong 2018 survey to examine these questions in the nine participating countries, and to derive policy pointers to ensure that ECEC systems promote equity and inclusion in response to the diversity of children’s needs.
    DOI: 10.1787/757e4fea-en
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    Generative artificial intelligence in finance (2023)
    Paris : OECD Publishing
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    Language: English
    Pages: 1 Online-Ressource (35 p.) , 21 x 28cm.
    Series Statement: OECD Artificial Intelligence Papers no.9
    Keywords: Education ; Social Issues/Migration/Health ; Employment ; Finance and Investment ; Governance
    Abstract: The rapid acceleration in the pace of AI innovation in recent years and the advent of content generating capabilities (Generative AI or GenAI) have increased interest in AI innovation in finance, in part due to the user-friendliness and intuitive interface of GenAI tools. The use of AI in financial markets involving full end-to-end automation without any human intervention remains largely at development phase, but its wider deployment could amplify risks already present in financial markets and give rise to new challenges. This paper presents recent evolutions in AI in finance and potential risks and discusses whether policy makers may need to reinforce policies and strengthen protection against these risks.
    DOI: 10.1787/ac7149cc-en
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    Unravelling the layers of teachers’ work-related stress (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.) , 21 x 28cm.
    Series Statement: Teaching in Focus no.46
    Parallel Title: Parallele Sprachausgabe Stress professionnel chez les enseignants : Que nous apprennent les données TALIS ?
    Keywords: Education
    Abstract: With many countries struggling to boost the attractiveness of the teaching profession, it is important to understand the sources of teacher stress better. This brief explores data on lower secondary teachers from TALIS 2018 to investigate whether stressors vary according to students’ socio-economic background. In addition, it looks at which stressors are more likely to be associated with teachers’ job satisfaction and plans to continue in the role.
    DOI: 10.1787/bca86c20-en
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    Geospatial modelling in support of Latvia's school network reorganisation initiative (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.87
    Keywords: Education ; Latvia
    Abstract: A fragmented school network resulting from demographic shifts and regional economic developments can place a significant financial burden on education systems across OECD Member and non-Member countries. This is the case in Latvia, which has made the reorganisation of its school network a policy priority. The Latvian Ministry of Education and Science (MoES) is working jointly with municipalities to ensure high-quality education for every child regardless of school location. On this basis, the OECD Directorate for Education and Skills and OECD Centre for Entrepreneurship, SMEs, Regions and Cities provided technical assistance to Latvia through capacity building workshops and the co-construction of a geospatial simulation model to identify schools to be considered for closing or merging. This report presents the key findings of the geospatial modelling, confirming there indeed is considerable scope for consolidating the school network and offers concrete policy recommendations for MoES and education stakeholders to consider for advancing Latvia’s school network reorganisation initiative.
    DOI: 10.1787/1729b571-en
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    Strengthening higher education-school partnerships for green and digital innovation (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (9 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.8
    Keywords: Education
    Abstract: This Education Spotlight presents key lessons and inspiring examples of policy and practice to inform collaboration between secondary education and higher education. The Spotlight was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union’s New European Innovation Agenda, flagship 4 on “Fostering, attracting and retaining deep tech talent”. EIPC seeks to bring together peers from policy and practice to advance understanding of the competencies that can trigger and shape innovation for the digital and green transitions, and the mechanisms through which higher education can contribute to their development in secondary education (Strand 1), higher education (Strand 2), and adult upskilling and reskilling (Strand 3).
    DOI: 10.1787/a77c0d5d-en
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    PISA 2022 Results (Volume I) : The State of Learning and Equity in Education (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264351288
    Language: English
    Pages: 1 Online-Ressource (491 pages)
    Series Statement: PISA
    Keywords: Education--Demographic aspects ; Education--Evaluation ; Education and state ; Electronic books ; Education
    Abstract: The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. Volume VI: Are Students Ready to Thrive in an Interconnected World? explores students' ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development.
    Note: Description based on publisher supplied metadata and other sources
    DOI: 10.1787/53f23881-en
    URL: kostenfrei
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    PISA 2022 Results (Volume II) : Learning During - and From - Disruption (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264898219
    Language: English
    Pages: 1 Online-Ressource (458 pages)
    Series Statement: PISA
    Keywords: Education--Demographic aspects ; Education--Evaluation ; Education and state ; Electronic books ; Education
    Abstract: The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. Volume VI: Are Students Ready to Thrive in an Interconnected World? explores students' ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development.
    Note: Description based on publisher supplied metadata and other sources
    DOI: 10.1787/a97db61c-en
    URL: kostenfrei
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    Recognition of Prior Learning for Ukrainian Refugee Students (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: Education ; Ukraine
    Abstract: The influx of highly qualified refugees from Ukraine has posed unique challenges for Recognition of Prior Learning (RPL) policies and practices in host countries. Analysing recent survey results, this policy brief provides an overview of the diverse RPL measures countries across the OECD have implemented in order to ensure a swift continuation of learning for Ukrainian refugee students. From extending application deadlines to international cooperation on qualifications information sharing, the policy landscape is evolving rapidly to ensure these highly skilled individuals can be included effectively into new educational environments.
    DOI: 10.1787/09936722-en
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    Unlocking co-creation for green innovation : An exploration of the diverse contributions of universities (2023)
    Paris : OECD Publishing
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    Language: English
    Pages: 1 Online-Ressource (31 p.) , 21 x 28cm.
    Series Statement: OECD Science, Technology and Industry Policy Papers no.163
    Keywords: Education ; Science and Technology ; Environment
    Abstract: In the context of the green transition, universities have much to offer in joint green innovation projects with business, government and citizens. As hubs of diverse expertise, universities are uniquely placed to build interdisciplinary teams and bridge gaps between society and industry. Their regional ties also enable them to engage with the local ecosystem. This paper draws from ten international case studies of university partnerships with industry and society in green mobility, green energy and green products, services and processes. The comparative evidence gathered from interviews with representatives from these initiatives examines universities’ practices for green co-creation. Additionally, the paper outlines policy recommendations crucial to supporting these initiatives, essential for the global success of sustainable development efforts.
    DOI: 10.1787/b887f436-en
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    Education and innovation for the digital and green transitions: How higher education can support effective curricula in schools (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (63 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.81
    Keywords: Education
    Abstract: This analytical report was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union’s New European Innovation Agenda, flagship 4 on “Fostering, attracting and retaining deep tech talent”. EIPC seeks to bring together peers from policy and practice to advance understanding of the competencies that can trigger and shape innovation for the digital and green transitions, and the mechanisms through which higher education can contribute to their development in secondary education (Strand 1), higher education (Strand 2), and adult upskilling and reskilling (Strand 3). This report for EIPC Strand 1 examines how higher education institutions (HEIs) can support the integration of competencies for innovation into secondary school curricula. Drawing on research evidence, practical examples and insights from the EIPC network and a wide range of OECD and EU education systems, it offers six options for consideration by education policy makers on how to strengthen HEIs’ role in supporting effective curriculum development in schools.
    DOI: 10.1787/3dedf4cb-en
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    Common guideposts to promote interoperability in AI risk management (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p.) , 21 x 28cm.
    Series Statement: OECD Artificial Intelligence Papers no.5
    Keywords: Education ; Employment ; Governance ; Social Issues/Migration/Health ; Science and Technology
    Abstract: The OECD AI Principles call for AI actors to be accountable for the proper functioning of their AI systems in accordance with their role, context, and ability to act. Likewise, the OECD Guidelines for Multinational Enterprises aim to minimise adverse impacts that may be associated with an enterprise’s operations, products and services. To develop ‘trustworthy’ and ‘responsible’ AI systems, there is a need to identify and manage AI risks. As calls for the development of accountability mechanisms and risk management frameworks continue to grow, interoperability would enhance efficiency and reduce enforcement and compliance costs. This report provides an analysis of the commonalities of AI risk management frameworks. It demonstrates that, while some elements may sometimes differ, all the risk management frameworks analysed follow a similar and sometimes functionally equivalent risk management process.
    DOI: 10.1787/ba602d18-en
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    Public policies for effective micro-credential learning (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (48 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.85
    Keywords: Education
    Abstract: Smaller, more targeted, and more flexible than traditional education and training programmes, micro-credentials have become a prominent feature of education, training and labour market policy discussions in recent years. Several OECD countries have already started the development of national micro-credential ecosystems, and many others are looking to follow suit. This OECD Education Policy Perspective serves as Part A in a two-part series of summary papers. This paper examines the evolving landscape of micro-credentials, focusing on the development of public policies that can foster effective utilisation of micro-credentials for lifelong learning, upskilling and reskilling. The paper also provides a self-assessment tool for micro-credential policy implementation, which identifies a range of policy measures and considerations needed for the establishment and effective operation of national micro-credential ecosystems. This document was authored by Shizuka Kato from the OECD Higher Education Policy Team and Thomas Weko from George Washington University.
    DOI: 10.1787/a41f148b-en
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    Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (48 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.86
    Keywords: Education ; Finland ; Slovak Republic ; Slovenia ; Spain
    Abstract: Smaller, more targeted, and more flexible than traditional education and training programmes, micro-credentials have become a prominent feature of education, training and labour market policy discussions in recent years. Several OECD countries have already started the development of national micro-credential ecosystems, and many others are looking to follow suit. This OECD Education Policy Perspective serves as Part B in a two-part series of summary papers. The first publication, Paper A, examined the evolving landscape of micro-credentials, with a particular focus on the development of public policies that can foster effective utilisation of micro-credentials for lifelong learning, upskilling and reskilling. This publication, Paper B, presents case studies from four European Union Member States – Finland, the Slovak Republic, Slovenia and Spain. The document was authored by Roza Gyorfi and Shizuka Kato from the OECD Higher Education Policy Team and Thomas Weko from George Washington University.
    DOI: 10.1787/c3daa488-en
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    Policy pointers for equitable, effective and personalised upper secondary transitions (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (18 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.7
    Keywords: Education
    Abstract: An effective transition into upper secondary education supports learners to identify how their talents and strengths can be supported by different learning pathways. By contrast, weak transitions can lead to learners entering programmes that do not promote their aspirations or deepen their interests, putting their engagement and motivation at risk. At a systemic level, when transition systems do not function effectively, they can amplify inequities, and jeopardise the formation of an appropriate skills mix for an economy. This Education Spotlight explores how countries manage transitions into upper secondary education and proposes policy pointers to guide transitions that support each learner to identify and pursue pathways that reflect and harness their personal talents and interests. It is based on the key findings from the OECD Education working paper Managing student transitions into upper secondary pathways.
    DOI: 10.1787/ac6c2095-en
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    Optimiser les ressources dans l’enseignement scolaire : Investissements judicieux, résultats de qualité, égalité des chances (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264474567 , 9789264628748 , 9789264661387
    Language: French
    Pages: 1 Online-Ressource (200 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Value for Money in School Education: Smart Investments, Quality Outcomes, Equal Opportunities
    Keywords: Education ; Finance and Investment
    Abstract: L'élaboration des politiques a toujours consisté à faire des choix, gérer des compromis et équilibrer plusieurs objectifs et priorités pour la prise de décisions budgétaires complexes. Pourtant, ces dernières années, les décideurs politiques ont été confrontés à un nombre croissant de priorités, d'où une pression plus forte pour améliorer l'efficacité des dépenses publiques. Il existe de solides arguments en faveur d'un investissement public dans une éducation de haute qualité du fait de ses résultats économiques ainsi qu'aux retombées sociales plus générales pour les individus et la société. Mais alors qu'une éducation de haute qualité continuera à permettre aux individus et aux sociétés de prospérer et de se remettre des perturbations, les ministères de l'éducation devront repenser leur façon d'investir dans l'éducation pour garantir l'optimisation de l’utilisation de ces ressources. Après une introduction exposant le contexte, cette publication fait le point sur les rendements économiques et les résultats sociaux plus larges dérivés d'une éducation de qualité, plaidant en faveur de la poursuite des investissements publics. Elle se tourne ensuite vers l'examen des moyens intelligents d'investir dans l'éducation et examine les principaux leviers politiques pour optimiser l’utilisation des ressources: gérer et distribuer le financement des écoles pour tirer le meilleur parti des investissements éducatifs ; parvenir à l’équité parallèlement à une plus grande efficacité ; et la planification, le suivi et l'évaluation de l'utilisation efficace du financement des écoles.
    DOI: 10.1787/013d7b90-fr
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    Strengthening Upper Secondary Education in Lithuania (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264630611 , 9789264602083 , 9789264906273
    Language: English
    Pages: 1 Online-Ressource (164 p.) , 21 x 28cm.
    Keywords: Education ; Lithuania
    Abstract: Upper secondary education in Lithuania stands out internationally with one of the highest attainment rates across OECD countries. Yet the country and its young people receive relatively modest returns in terms of learning outcomes for the country's high rates of upper secondary completion. To address this issue, Lithuania is currently undertaking a series of reforms at the upper secondary education level. This report explores how Lithuania, and its young people can achieve higher returns on its investment in upper secondary education and provides Lithuania with policy recommendations to help improve it by strengthening vocational education pathways and by consolidating upper secondary certification.
    DOI: 10.1787/a69409d7-en
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    Evaluation of Belgium’s COVID-19 Responses : Fostering Trust for a More Resilient Society (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264840409
    Language: English
    Pages: 1 Online-Ressource (291 p.) , 21 x 28cm.
    Keywords: Education ; Economics ; Governance ; Social Issues/Migration/Health ; Belgium
    Abstract: As countries seek to draw lessons the COVID-19 crisis and increase their future resilience, evaluations are important tools to understand what worked or not, why and for whom. This report builds on the OECD work on “government evaluations of COVID-19 responses”. It evaluates Belgium’s responses to the pandemic in terms of risk preparedness, crisis management, as well as public health, education, economic and fiscal, and social and labour market policies. Preserving the country’s resilience in the future will require promoting trust in public institutions and whole-of-government approaches to crisis management, reducing inequalities, and preserving the fiscal balance. The findings and recommendations of this report will provide guidance to public authorities in these efforts.
    DOI: 10.1787/990b14aa-en
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    Country Digital Education Ecosystems and Governance : A Companion to Digital Education Outlook 2023 (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264651821 , 9789264484887 , 9789264367463
    Language: English
    Pages: 1 Online-Ressource (332 p.) , 21 x 28cm.
    Keywords: Education ; Science and Technology
    Abstract: This report, linked with the Digital Education Outlook 2023, provides an overview of 29 countries’ (or jurisdictions') digital education ecosystem and governance. Each chapter covers the devolution of responsibilities within countries; how it affects digital education; what digital tools for management and teaching and learning are made publicly available to schools, teachers and students; how they are provided or procured; how countries ensure the security, privacy, equity and effectiveness of this digital ecosystem while keeping incentives for private education technology (EdTech) companies. The information and analysis are based on a survey on digital education infrastructure and governance, interviews with national and regional government officials as well as desk-based research. Providing for the first time a holistic view of 29 countries’ and jurisdictions' digital education ecosystem and governance, this report will be of interest to policy makers, academics and education stakeholders interested in the digital transformation of education at home and internationally.
    DOI: 10.1787/906134d4-en
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    Consideration of an optimal representation for the technological higher education sector in Ireland (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (27 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.70
    Keywords: Hochschule ; Technologie ; Irland ; Education
    Abstract: This brief discusses an appropriate model for representing the technological higher education sector in Ireland, based on stakeholder discussions and international practices from other OECD higher education systems. It assesses the challenges of the Technological Higher Education Association and outlines functions of a representative body. This analysis identifies five options for organising higher education representation in Ireland, recommending a separate sectoral representative organisation in the short-to-medium term to support the transformation of technological universities. In the long term, it foresees a single representative body for the entire Irish higher education system.
    DOI: 10.1787/5ea4eded-en
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  • 64
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    Advancing Digital Maturity in Croatia’s Higher Education System (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264576896 , 9789264666740 , 9789264981454
    Language: English
    Pages: 1 Online-Ressource (189 p.) , 21 x 28cm.
    Series Statement: Higher Education
    Keywords: Digitalisierung ; Hochschule ; Kroatien ; Education ; Croatia
    Abstract: The Croatian government views digitalisation as a way to improve access to higher education and increase its attractiveness. To this end, it is investing in modernising digital infrastructure and building capacity to effectively integrate digital technologies into the higher education sector. This report provides an account of the activities and findings of a project on assessing and improving digital maturity in Croatian higher education institutions, which was carried out by the OECD and funded by the European Union. The objective of the project was to provide support and advice to Croatian authorities as they develop their policy approach to higher education digitalisation. This report details the activities and outcomes of the project. It reviews international best practices related to enhancing the quality of digital higher education. It also provides technical guidance to public authorities on prioritising investments in various forms of digital infrastructure. Finally, it offers guidance to Croatian higher education institutions to support their strategic development process and their investment strategies with regard to digitalisation.
    DOI: 10.1787/c3c8d452-en
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  • 65
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    Équité et inclusion dans l'éducation (version abrégée) : La diversité fait la force (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264766358 , 9789264968202 , 9789264782792
    Language: French
    Pages: 1 Online-Ressource (76 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Equity and Inclusion in Education: Finding Strength through Diversity
    Keywords: Education
    Abstract: Les gouvernements et les décideurs en matière d'éducation sont de plus en plus préoccupés par l'équité et l'inclusion dans l'éducation en raison de plusieurs tendances mondiales majeures telles que les changements démographiques, les crises de migration et de réfugiés, l'augmentation des inégalités et le changement climatique. Ces évolutions ont contribué à accroître la diversité au sein des populations nationales et ont suscité des inquiétudes quant à la capacité des systèmes éducatifs à être équitables et inclusifs pour tous les élèves. Ce rapport du projet "La diversité fait la force" examine comment les systèmes éducatifs peuvent répondre à l'augmentation de la diversité et favoriser une plus grande équité et inclusion dans l'éducation. Basé sur un cadre holistique d'étude de la diversité, de l'équité et de l'inclusion dans l'éducation, le rapport examine cinq domaines politiques clés (à savoir la gouvernance, les ressources, le renforcement des capacités, les interventions au niveau des écoles, et le suivi et l'évaluation), fournit des exemples de politiques et de pratiques, et offre des conseils politiques sur la promotion de systèmes éducatifs plus équitables et plus inclusifs.
    DOI: 10.1787/e9be59d0-fr
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  • 66
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    What can we learn from the PISA reading-fluency test? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.) , 21 x 28cm.
    Series Statement: PISA in Focus no.121
    Keywords: Education
    Abstract: Proficient readers use and engage with a variety of texts, including books, online articles and social media. They can find information, understand the literal and the implied meaning, and reflect critically on content and form. But before students can become proficient readers, they must become fluent readers. In every language, once students read fluently, they can devote their effort and attention to higher-level comprehension tasks and engage more deeply with texts. This policy brief examines what we can learn from the results of the assessment of students' reading fluency within the 2018 PISA test, and its importance for teachers.
    DOI: 10.1787/c698b19a-en
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  • 67
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    Estudio multidimensional de El Salvador : Prioridades estratégicas para un desarrollo sólido, inclusivo y sostenible (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264758193 , 9789264555716 , 9789264464360
    Language: Spanish
    Pages: 1 Online-Ressource (528 p.) , 21 x 28cm.
    Series Statement: Caminos de Desarrollo
    Parallel Title: Parallele Sprachausgabe Multi-dimensional Review of El Salvador: Strategic Priorities for Robust, Inclusive and Sustainable Development
    Keywords: Education ; Governance ; Development ; El Salvador
    Abstract: El Salvador ha consolidado importantes avances en su desarrollo en los últimos 30 años. El fin de la guerra civil en 1992 señaló el establecimiento de una democracia liberal y de un modelo de desarrollo abierto basado en la exportación, que contribuyó a reducir la pobreza y la desigualdad. Sin embargo, el modelo de la posguerra no ha generado el dinamismo económico o los puestos de trabajo que el país necesita. El crecimiento económico fue moderado en los años previos a la pandemia de COVID-19, promediando 2.4%, y la productividad creció al 0.1% durante la pasada década. Para impulsar un desarrollo más sólido, inclusivo y sostenible son necesarias acciones decisivas. Basándose en un análisis multidimensional del desarrollo en El Salvador este informe plantea cuatro recomendaciones prioritarias: 1) sentar las condiciones para la transformación productiva y la modernización de la economía; 2) aumentar la cantidad, calidad y pertinencia de la educación; 3) gestionar mejor los recursos hídricos para llevar agua y saneamiento a todos de manera sostenible; y 4) modernizar el Estado para que pueda generar bienes públicos clave – desde la seguridad ciudadana a la educación o la salud – de manera eficaz, y conducir el país hacia la próxima etapa de su desarrollo.
    DOI: 10.1787/926438d3-es
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  • 68
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    Managing student transitions into upper secondary pathways (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (91 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.289
    Keywords: Education
    Abstract: Many factors influence students’ experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step in a successful journey through upper secondary education and into further education and/or employment. The design of transition systems can mitigate existing inequities in education, but it can also accentuate them. Transitions can also influence student well-being. They can have either a negative impact, for example through highly competitive systems that can be stressful for students and narrow their development, or a positive impact, for example by helping to construct young people’s sense of agency and ability to make informed decisions about their future. This paper looks at how countries manage students’ transition into upper secondary education and the main policy implications of each transition point and how they can influence student outcomes.
    DOI: 10.1787/663d6f7b-en
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  • 69
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    Taking stock of education reforms for access and quality in Türkiye (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (44 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.68
    Keywords: Bildungsreform ; Türkei ; Education ; Türkiye
    Abstract: This report provides an overview of educational progress in Türkiye in the last two decades and reviews education policies which were developed and implemented during the same period. It considers a selection of policies operating from the levels of learners and institutions to system-level policies that are analysed through the lenses of comparative international data and OECD analysis of policies, programmes, and interventions that aim to support better outcomes and greater equity across national education systems. Conducted as a desk-based analysis, this report draws from the knowledge base of the OECD on education policy in Türkiye, national and international sources, and responses from the Ministry of National Education to a survey conducted for this report.
    DOI: 10.1787/5ea7657e-en
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  • 70
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    Strengthening the design and implementation of the standardised student assessment reform of the Flemish Community of Belgium (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (85 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.72
    Keywords: Education ; Belgium
    Abstract: The Flemish Community of Belgium has one of the OECD’s most devolved education systems, but there are concerns among Flemish education stakeholders about the overall quality of education. In recent years, the Flemish government has initiated a series of reforms to strengthen the quality of education. These include the introduction of full cohort standardised student assessments in Dutch and mathematics. Students will take the assessments in Grades 4 and 6 at the primary level and in Grades 8 and 12 at the secondary level starting in 2024. This ambitious and innovative reform aims to strengthen and monitor the quality of education, with student results envisaged to inform improvement efforts at different levels of the system. As a follow up to the support provided by the OECD Strategic Education Governance Project, the Flemish Department of Education and Training asked the OECD Implementing Education Policies Project team to support the successful design and implementation of the standardised student assessment reform. This report presents the analysis, key findings and recommendations to help realise this objective.
    DOI: 10.1787/85250f4c-en
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  • 71
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    Career talks with guest speakers : A guide to delivering an effective career development activity (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (23 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.69
    Keywords: Education
    Abstract: Strong career guidance systems allow students to explore potential futures in work through authentic and frequent interactions with people in work and their workplaces. One form of career exploration that can be expected to be of particular value to young people is career talks with guest speakers. Typically undertaken through secondary education, career talks allow students to hear directly from people in work about their jobs, careers and their pathways through education and training. This Policy Brief summarises available evidence on the impact of teenage career talks on adult employment outcomes; draws on the wider research literature and examples of practice in some countries to illustrate why and how career talks can be expected to benefit students; and, provides a step-by-step guide to the effective design of career talks in person and online.
    DOI: 10.1787/93594cb3-en
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  • 72
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    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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    Empowering Young Children in the Digital Age (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264779440 , 9789264901612 , 9789264746381
    Language: English
    Pages: 1 Online-Ressource (248 p.) , 21 x 28cm.
    Series Statement: Starting Strong
    Keywords: Digitalisierung ; Kinder ; Jugendliche ; Social Web ; Education
    Abstract: Digitalisation is transforming education as well as social and economic life, with implications for childhood. Early Childhood Education and Care (ECEC), with its immense potential to shape children’s early development, learning and well-being, can play a major role in addressing the opportunities and risks that digitalisation brings to young children. Digitalisation also creates new ways of working that have the potential to lead to quality improvement in the ECEC sector. This report provides a 360-degree view of the challenges of digitalisation in ECEC and possible policy responses.
    DOI: 10.1787/50967622-en
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  • 74
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    The design of upper secondary education across OECD countries : Managing choice, coherence and specialisation (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (99 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.288
    Keywords: Education
    Abstract: How is upper secondary education organised across OECD countries? This level of education, which most frequently serves students aged between 15 to 18, is generally the first time when learners have significant capacity to shape the content of their learning, for example by opting for general or vocational education, choosing their subjects and developing a specialisation. Across the OECD, education systems have developed different ways to be responsive to different student needs and interests while trying to ensure that learners develop coherent foundational skills. This paper captures the diversity of countries’ upper secondary systems by: 1) developing a common language that sets the foundation for internationally comparative analysis; 2) categorising how countries organise their programmes in upper secondary education to manage choice, coherence and specialisation; and 3) identifying benefits and strategies to mitigate the risks associated with different approaches to upper secondary programmes for students, education systems and society.
    DOI: 10.1787/158101f0-en
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    Food for thought: School meals for sustainable societies (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (12 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.5
    Keywords: Education
    Abstract: Food security is both a necessary condition and a potential outcome of quality education. Through education, learners, their families and the wider society can establish more healthy relationships with food, which can lead to benefits related to learning, health and environmental sustainability among others. This Spotlight addresses a number of ways in which schools and education systems can engage with food as a critical component of quality education for all.
    DOI: 10.1787/629a2730-en
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  • 76
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    Roadmap for scaling up local school community engagement to inform education policy making in Ireland (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (48 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.80
    Keywords: Education ; Ireland
    Abstract: During the last decade, several OECD countries have been supporting citizen engagement in policy making to better respond to increasingly volatile environments and complex problems. Ireland has a strong tradition and culture of partnership models and stakeholder engagement in education policy making. However, a desire to explore new opportunities for school community engagement and how they could support existing national consultation processes contributed to the exploration of alternative forms of stakeholder engagement in education. This has prompted the Teaching Council in collaboration with a range of Government Departments and national stakeholders, to request assistance from the European Commission's Directorate-General for Structural Reform Support (DG REFORM) for the project "Support to improve local community engagement in Ireland's education policy development". Drawing from international examples, existing stakeholder engagement practices in Ireland, the contributions of a wide range of education stakeholders and a pilot exercise, this report proposes a model and roadmap for exploring the potential of school community engagement to further support policy making across the Irish education system.
    DOI: 10.1787/8eb17b2c-en
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  • 77
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    The future of Finland's funding model for higher education institutions (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (66 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.76
    Keywords: Bildungsfinanzierung ; Hochschulfinanzierung ; Finnland ; Education ; Finland
    Abstract: This policy brief was prepared as part of the OECD's Resourcing Higher Education Project. This wider project aims to provide a shared knowledge base for OECD member and partner countries on policy for higher education resourcing, drawing on system-specific and comparative policy analysis. The policy brief for Finland was developed at the request of the Finnish authorities to support reflection on possible adjustments to the public funding model for Finnish higher education for the funding period (2025-28). The brief reviews the key challenges facing higher education in Finland and national policy priorities, compares Finland's model of funding higher education institutions (HEIs) with models in OECD systems sharing similar characteristics to Finland's and reviews policy options – both within and outside of the funding model – to support achievement of key policy objectives.
    DOI: 10.1787/3d256b59-en
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    Enhancing the evaluation of VET programmes and institutions in the Republic of Moldova (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (64 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.79
    Keywords: Berufsbildung ; Berufsbildungspolitik ; Moldawien ; Education ; Moldova, Republic of
    Abstract: The Republic of Moldova considers education a national priority and has been making steady progress in reforming and modernising its education system. The Ministry of Education and Research (MoER) in 2023 launched its Education Development Strategy 2030 and requested the European Union (EU) to engage the OECD to undertake a deeper analysis of selected policy domains that are central to its education reform. This laid the foundation for the project "Support to the implementation of education policies in Moldova", funded by the EU. The MoER expressed a keen interest to learn from international research evidence and relevant international examples to help advance its education reform agenda. This report is the second output of the project "Support to implementation of education policies in Moldova" and presents an analysis of one of three selected policy domains: "the evaluation of Vocational Education and Training (VET) programmes and institutions in order to improve their functioning".
    DOI: 10.1787/8f90a4c6-en
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  • 79
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    Does English instruction teach more reading than listening skills? : Evidence from 15 European education systems (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (30 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.298
    Keywords: Education
    Abstract: This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds in 15 European education systems in 2012. The results indicate that the skill difference between reading and listening skills is positively associated with: more years spent learning English in school; more hours of current English instruction; and even indicators of quality of English instruction. In addition, the use of different teaching materials and the emphasis put on oral skills in the classroom are also associated with the difference between reading and listening skills. These results are based on a methodology developed specifically for this study, and they confirm the usefulness of separately measuring foreign language skills for policy analysis.
    DOI: 10.1787/ca4a736c-en
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  • 80
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    Putting AI to the test : How does the performance of GPT and 15-year-old students in PISA compare? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.6
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Advancements in artificial intelligence (AI) are laying the groundwork for extensive and rapid transformations in society. Understanding the relationship between AI capabilities and human skills is essential to ensure policy responsiveness to ongoing and incoming changes. The OECD has tracked how well AI systems fare on tasks from the Programme for International Student Assessment (PISA), comparing AI performance to that of 15-year-old students in the test's core domains of reading, mathematics and science. Tests were conducted using the Generative Pre-Trained Transformer (GPT) family of large language models (LLMs), the AI behind ChatGPT, which took the world by storm after its public release in late 2022. Results show that both GPT versions outperform average student performance in reading and science. In addition, we observe rapid advances in mathematics where AI capabilities are quickly catching up with those of students. In November 2022, GPT-3.5 could answer 35% of a set of PISA mathematics tasks, a level of performance significantly below that of humans, who answer 51% of the tasks successfully on average. However, by March 2023, GPT-4 answered 40% of the tasks successfully. Policy implications of these results are discussed in this paper.
    DOI: 10.1787/2c297e0b-en
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  • 81
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    Digital equity and inclusion in education : An overview of practice and policy in OECD countries (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (75 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.299
    Keywords: Education
    Abstract: Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities, as was the case during the COVID-19 pandemic. However, persistent digital inequalities can undermine digital equity and inclusion and equity and inclusion in education generally, particularly for the most disadvantaged students. This paper explores the themes of digital equity and inclusion, and maps some of the policies and practices adopted in OECD countries for the equitable and inclusive use of digital tools in education. It highlights the importance of inclusive design and implementation of digital technologies, as well as the need for education systems to focus on capacity building such as teacher training, as well as adequate resourcing of digital tools. It discusses advantages and disadvantages of different approaches, and concludes by highlighting research and policy gaps.
    DOI: 10.1787/7cb15030-en
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  • 82
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    Coup de projecteur sur l'enseignement et la formation professionnels : Constats de Regards sur l'éducation 2023 (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264970052
    Language: French
    Pages: 1 Online-Ressource (37 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Spotlight on Vocational Education and Training: Findings from Education at a Glance 2023
    Keywords: Education
    Abstract: Ce Coup de projecteur résume les données et les analyses présentées dans Regards sur l'éducation 2023 au sujet de l'enseignement et de la formation professionnels (EFP). L'EFP constitue une composante clé du système d'éducation dans la plupart des pays de l'OCDE. Dans l'ensemble, 30 % environ des 25-34 ans sont au plus diplômés de la filière professionnelle, que ce soit dans le deuxième cycle de l'enseignement secondaire, dans l'enseignement post-secondaire non tertiaire ou dans le tertiaire de cycle court. La première partie de ce Coup de projecteur étudie la filière professionnelle dans le deuxième cycle de l'enseignement secondaire : elle analyse ses composantes et décrit les principaux défis que les pays ont à relever pour améliorer la qualité de l'enseignement tout en s'employant à promouvoir l'équité et à faire en sorte que les diplômés aient de meilleurs débouchés sur le marché du travail. La deuxième partie de ce Coup de projecteur se concentre sur les parcours que les diplômés de l'EFP peuvent emprunter pour continuer leurs études et analyse la filière professionnelle dans l'enseignement supérieur. Ensemble, les deux parties de ce Coup de projecteur révèlent l'immense diversité de la filière professionnelle dans les pays de l'OCDE.
    DOI: 10.1787/76ce7bb9-fr
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    Promouvoir les talents à Bruxelles, Belgique (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264685734 , 9789264718326 , 9789264583047
    Language: French
    Pages: 1 Online-Ressource (173 p.) , 21 x 28cm.
    Series Statement: Revues de l'OCDE sur la création locale d'emplois
    Parallel Title: Parallele Sprachausgabe Unleashing Talent in Brussels, Belgium
    Keywords: Education ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; Employment ; Governance ; Belgium
    Abstract: Au cours de la dernière décennie, le marché du travail de la Région de Bruxelles-Capitale s'est amélioré. De nombreuses offres de travail ouvrent des possibilités pour des travailleurs hautement qualifiés, faisant de la Région de Bruxelles-Capitale une destination importante pour les talents belges, européens et internationaux. Or, malgré les perspectives de carrière offertes par la région, un nombre important de résidents est exclu du monde du travail. Les travailleurs moins diplômés se font concurrence pour un nombre de postes limités, en dépit des pénuries observées sur le marché du travail. Les facteurs qui mènent à l'exclusion de certains bruxellois et les solutions pour y remédier, doivent être un pilier de toute vision d'avenir de la Région de Bruxelles-Capitale. Le marché du travail bruxellois récompense la formation. Faciliter l'accès aux formations disponibles en Région est donc une priorité, notamment pour qu'elles soient adaptées aux différents besoins de la population. Réduire les entraves à la formation est un autre levier d'action. Pour le service public de l'emploi, la simplification des parcours, la mobilité géographique des chercheurs d'emplois moins diplômés et une meilleure prise en compte de la dimension migratoire de l'exclusion peuvent, chacune à leur manière, aider un plus grand nombre de bruxellois à trouver un emploi de qualité.
    DOI: 10.1787/c1f728f8-fr
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  • 84
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    Education at a Glance 2023 Sources, Methodologies and Technical Notes (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264975385 , 9789264939202 , 9789264430822
    Language: English
    Pages: 1 Online-Ressource (425 p.) , 21 x 28cm.
    Keywords: Bildungsforschung ; OECD-Staaten ; Education
    Abstract: This publication provides additional reference material for Education at a Glance 2023, the authoritative source for data on the state of education around the world. It provides guidance on the data and methodology used to calculate each indicator. It also contains references to the sources and specific notes for each country.
    DOI: 10.1787/d7f76adc-en
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  • 85
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    Guide de l'enseignant sur l'évaluation sommative en classe des élèves au Maroc (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (123 p.) , 21 x 28cm.
    Keywords: Education ; Morocco
    Abstract: Le guide présent est l'un des deux guides préparés par l'OCDE pour aider les enseignants au Maroc à effectuer des évaluations en classe et à renforcer leurs pratiques pédagogiques. Au Maroc, le contrôle continu vise à mesurer l'apprentissage des élèves à la fin d'une période d'apprentissage et contribue aux décisions concernant la progression et/ou la certification d'un élève. Ce guide présente les principes clés pour un contrôle continu de qualité au Maroc. Il porte sur les étapes principales de l'évaluation de l'apprentissage des élèves dans la classe : de l'élaboration, à la passation, à la correction, et à la communication des résultats des épreuves. Il aborde également des potentiels traitement inéquitables, liés aux caractéristiques des élèves ou de la classe, qui peuvent se produire pendant le processus de l'évaluation. Le guide a été rédigé par des experts en la matière et a bénéficié des contributions par des inspecteurs pédagogiques et enseignants Marocain dans le cadre d'ateliers au Maroc.
    DOI: 10.1787/2ac20f43-fr
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  • 86
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    Who Really Cares about Using Education Research in Policy and Practice? : Developing a Culture of Research Engagement (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264891326 , 9789264700031 , 9789264789357
    Language: English
    Pages: 1 Online-Ressource (262 p.) , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Keywords: Bildungsforschung ; Education
    Abstract: In today's dynamic and rapidly evolving world, evidence-informed decision-making has emerged as a cornerstone in guiding effective education policy and practice. In particular, creating a culture of research engagement is often highlighted as a key ingredient to strengthening the impact of research. However, it is not always clear how that works in practice. The publication provides analyses of data collected from more than 30 education systems. It delves into how systemic and organisational capacity for thoughtful engagement with research can be built into policy and practice. It also contains concrete examples of building a culture of research engagement by presenting diverse case studies, analyses, tools and processes. It is intended as a practical resource for policy makers, educational leaders, teachers and the research community to stimulate reflection and guide their efforts to developing a culture of research engagement in education.
    DOI: 10.1787/bc641427-en
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  • 87
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    An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in Moldova (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (96 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.78
    Keywords: Lehrkräfte ; Lehrplan ; Schule ; Moldawien ; Education ; Moldova, Republic of
    Abstract: The Republic of Moldova considers education a national priority and has been making steady progress in reforming and modernising its education system. The Ministry of Education and Research (MoER) in 2023 launched its Education Development Strategy 2030 and requested the European Union (EU) to engage the OECD to undertake a deeper analysis of selected policy domains that are central to its education reform. This laid the foundation for the project "Support to the implementation of education policies in Moldova", funded by the EU. The MoER expressed a keen interest to learn from international research evidence and relevant international examples to help advance its education reform agenda. This report is the first output of the project that presents an in-depth analysis of two of three selected policy domains: "professional development of teachers and other education professionals" and "curriculum and learning resources" and has been developed by the OECD in collaboration with the UNESCO International Institute for Education Planning. The report will be valuable for Moldova and other countries that are looking to strengthen their school systems.
    DOI: 10.1787/22633a40-en
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  • 88
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    Unleashing Talent in Brussels, Belgium (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264377479 , 9789264713352 , 9789264961371
    Language: English
    Pages: 1 Online-Ressource (158 p.) , 21 x 28cm.
    Series Statement: OECD Reviews on Local Job Creation
    Parallel Title: Parallele Sprachausgabe Promouvoir les talents à Bruxelles, Belgique
    Keywords: Hochqualifizierte Arbeitskräfte ; Arbeitsmarkt ; Qualifikation ; Arbeitskräfte ; Brüssel (Region) ; Education ; Social Issues/Migration/Health ; Urban, Rural and Regional Development ; Employment ; Governance ; Belgium
    Abstract: The Brussels-Capital Region has witnessed significant improvements in its labour market over the past decade. Local job creation has been driven by ample opportunities for highly-skilled workers whom the Brussels-Capital Region attracts from its surrounding regions, the European Union, and beyond. However, not all of the region's population has seen their labour market prospects improve equally. Many workers with lower levels of education continue to compete for a small number of vacancies, despite the increasingly tightening labour market. A future vision for the Brussels-Capital Region, therefore, needs to be built on recognising and addressing the multiple and often distinct challenges faced by its young and diverse population. In a labour market that offers high rewards for skills formation, tailoring continuous education and training offerings to different groups while removing barriers to participation in such programmes will need to take priority. Simplifying processes for accessing employment services, streamlining labour market policies, supporting the geographic mobility of less-educated jobseekers, and removing barriers to employment for its migrant population could serve as building blocks to increase labour force participation and improve the employment quality of all local talent.
    DOI: 10.1787/7a495020-en
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  • 89
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    Measuring Innovation in Education 2023 : Tools and Methods for Data-Driven Action and Improvement (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264737686 , 9789264600201 , 9789264731882
    Language: English
    Pages: 1 Online-Ressource (287 p.) , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Keywords: Bildungsforschung ; Bildung ; Innovation ; Messung ; OECD-Staaten ; Education ; Science and Technology
    Abstract: Measuring innovation in education and understanding its drivers and obstacles is essential to improve the quality of the education sector – and of specific educational establishments. Are pedagogical and administrative practices changing in the expected direction? Do educational institution have a positive innovation culture that supports innovation? What are the drivers of innovation that policy makers or institution leaders could influence to achieve the systems' educational objectives? How much do countries invest in educational research? This book proposes insights and tools to policy makers and education leaders willing to drive change based on data and evidence and new tools and methodologies for education policy makers and institution leaders to answer those questions. Based on the research literature and the long experience of innovation and research surveys, these tools are meant either for a statistical collection or to engage in self-reflection at the institutional level. Three aspects of innovation are covered: educational innovation at the system level, innovation culture within educational institutions, innovation towards equity in education. A questionnaire to measure educational research and experimental development expenditures and implementation and new methodologies to measure certain aspects of educational innovation and educational research based on big data and bibliometrics are also presented.
    DOI: 10.1787/a7167546-en
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  • 90
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    Engaging young citizens : Civic education practices in the classroom and beyond (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (16 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.65
    Keywords: Education
    Abstract: Many OECD countries have implemented programmes and policies specifically targeting the development of civic skills and values in schools. Some of the most successful practices steer away from knowledge-transfer-based learning, and towards experiential learning practices which empower children by placing them in the centre of the learning process. The benefits of experience-based learning programmes also have the potential to reach beyond the classroom walls, allowing schools and students to create and strengthen relationships with the communities around them.
    DOI: 10.1787/2166378c-en
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  • 91
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    Comment les établissements d’enseignement primaire publics sont-ils financés ? (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (7 p.) , 21 x 28cm.
    Series Statement: Les indicateurs de l'éducation à la loupe no.82
    Parallel Title: Parallele Sprachausgabe How are public primary schools funded?
    Keywords: Education
    Abstract: La manière dont les gouvernements décident du niveau de financement des établissements d’enseignement primaire publics varie considérablement, même si elle fait en général appel à une combinaison de critères réglementés et de critères discrétionnaires. Des restrictions sont en outre généralement imposées sur les modalités d’utilisation des fonds alloués, qui doivent ainsi être affectés à des catégories de dépenses spécifiques. Cette pratique n’est toutefois pas universelle et les établissements de certains pays de l’OCDE disposent d’une autonomie considérable pour l’affectation de leurs ressources, même s’ils n’ont en revanche que peu d’influence sur le montant initial des fonds qui leur sont attribués.
    DOI: 10.1787/462c666e-fr
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  • 92
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    The uses of process data in large-scale educational assessments (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (23 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.286
    Keywords: Education
    Abstract: The digital transition in educational testing has introduced many new opportunities for technology to enhance large-scale assessments. These include the potential to collect and use log data on test-taker response processes routinely, and on a large scale. Process data has long been recognised as a valuable source of validation evidence in assessments. However, it is now being used for multiple purposes across the assessment cycle. Process data is being deliberately captured and used in large-scale, standardized assessments – moving from viewing it as a "by-product" of digital assessment, to its use "by design" to extend understanding of test-taker performance and engagement. While these techniques offer significant benefits, they also require appropriate validation practices to ensure that their use supports reliable inferences and do not introduce unintended negative consequences.
    DOI: 10.1787/5d9009ff-en
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  • 93
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    Proposal for an action plan to reduce early school leaving in Spain (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (59 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.71
    Parallel Title: Parallele Sprachausgabe Propuestas para un plan de acción para reducir el abandono escolar temprano en España
    Keywords: Education ; Spain
    Abstract: Early school leaving (ESL) can lead to mounting individual challenges and generate high economic costs to education systems and societies at large. Spain has made significant progress in reducing ESL in recent years; in 2022, the ESL rate was 13,9% - almost half the points of a decade earlier. However, noteworthy regional disparities remain, and Spain’s average ESL rate remains one of the highest among OECD and EU member countries. Informed by national and international research evidence and good practices, and by the expert contribution of key education stakeholders, this report identifies existing strengths and challenges to address ESL across Spain. It proposes five areas for action that each include a range of evidence-based and actionable recommendations for a coordinated approach to reducing ESL in all autonomous communities and in the autonomous cities of Ceuta and Melilla.
    DOI: 10.1787/0c249e7a-en
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  • 94
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    Professional development for digital competencies in early childhood education and care : A systematic review (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (58 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.295
    Keywords: Frühkindliche Bildung ; Kinderbetreuung ; Digitale Kompetenz ; Qualifikation ; Kolumbien ; Education
    Abstract: Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education, with a focus on ECEC, as well as variation in DC requirements for ECEC staff with different responsibilities. It explores strategies for a successful integration of DC in ECEC workforce development programmes. The review shows there has been limited research and policy support regarding the development of DC in ECEC and discusses the importance for the ECEC workforce to understand how digital technologies may be incorporated to their work, encompassing both technical aspects and responsible use, as well as the social and collaborative dimensions of professional development in this area. The review examines also how attitudes towards technology use with young children condition skills development in the sector.
    DOI: 10.1787/a7c0a464-en
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  • 95
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    The assessment of students’ creative and critical thinking skills in higher education across OECD countries : A review of policies and related practices (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (46 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.293
    Keywords: Kreativität ; Qualifikation ; Studierende ; OECD-Staaten ; Education
    Abstract: Developed as one of the resources within the context of the OECD Centre for Educational Research and Innovation (CERI) project entitled “Fostering and assessing creativity and critical thinking skills in higher education”, this paper reviews existing policies and practices relating to the assessment of students’ creativity and critical thinking skills in higher education across OECD countries. Creativity and critical thinking are largely emphasised in policy orientations and qualification standards governing higher education in many countries. In contrast, these skills are sparsely integrated into the dimensions of centralised assessments administered at the level of systems. At the local level, because of the large degrees of institutional autonomy and academic freedom, there is little indication that policy orientations translate into actual transformation of assessment practices developed and implemented by faculty members. Based on this analysis, the paper provides recommendations for policy and decision makers in systems and institutions to further support the development and implementation of assessment strategies to measure and foster students’ creativity and critical thinking in higher education.
    DOI: 10.1787/35dbd439-en
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  • 96
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    Skills in Latin America : Insights from the Survey of Adult Skills (PIAAC) (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264343344 , 9789264841857 , 9789264865280
    Language: English
    Pages: 1 Online-Ressource (147 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Bildungsniveau ; Qualifikation ; Erwachsene ; Jugendliche ; Erwachsenenbildung ; Weiterbildung ; Lateinamerika ; Education
    Abstract: Human capital is a key determinant of success for individuals and economies alike. Literacy and numeracy are key foundations for higher-order cognitive skills, while solving problems in technology-rich environments is increasingly important, as information and communications technology (ICT) spreads into all aspects of life. Despite remarkable recent increases in enrolment and educational attainment, the countries of Latin America lag behind in skills development among both secondary school students and the wider adult population. Young adults are still struggling in the labour market, while employers report skill shortages are a barrier to business. As countries in the region seek to shift their economies into higher value-added activities to escape the “middle-income trap”, they will need to improve the skills of their working-age population across the board. This report explores the situation of youth and adults in Latin America by using data from the Survey of Adult Skills (PIAAC) from Chile, Ecuador, Mexico and Peru and the Programme for International Student Assessment (PISA) from Argentina, Brazil, Chile, Colombia, Costa Rica, the Dominican Republic, Mexico, Panama, Peru and Uruguay. These data have been supplemented by results from the World Bank STEP survey of adults living in urban areas of Bolivia and Colombia.
    DOI: 10.1787/5ab893f0-en
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  • 97
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    Spotlight on Vocational Education and Training : Findings from Education at a Glance 2023 (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264582569 , 9789264921313 , 9789264954472
    Language: English
    Pages: 1 Online-Ressource (30 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Coup de projecteur sur l'éducation et la formation professionnelles : Conclusions de Regards sur l'éducation 2023
    Keywords: Berufsbildung ; OECD-Staaten ; Education
    Abstract: This Spotlight presents data and analysis on vocational education and training (VET) from Education at a Glance 2023. VET is a key component of most education systems in OECD countries. About one in three 25-34 year-olds have a vocational qualification as their highest level achieved, whether at upper secondary, post-secondary non-tertiary or short-cycle tertiary level. The first part of the Spotlight focuses on upper secondary programmes, analysing their components and outlining the main challenges to countries aiming to improve their quality, while promoting equity and ensuring better labour-market opportunities for their graduates. The second part focuses on progression pathways open to VET graduates and higher-level vocational programmes. Taken together, the two parts of this spotlight demonstrate the huge diversity of OECD country VET programmes.
    DOI: 10.1787/acff263d-en
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  • 98
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    Où se trouvent les enseignants expérimentés? (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (4 p.) , 21 x 28cm.
    Series Statement: L'enseignement à la loupe no.45
    Parallel Title: Parallele Sprachausgabe Where to find experienced teachers?
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: L'importance des enseignants expérimentés ne saurait être sous-estimée. Ils peuvent en effet contribuer à améliorer les résultats des élèves, mais aussi la qualité globale de l'enseignement en soutenant leurs collègues moins expérimentés. Ce numéro de la série L'Enseignement à la loupe (Teaching in Focus [TIF]) analyse leur répartition entre les établissements sous les deux angles distincts, mais complémentaires, de l'égalité et de l'équité.
    DOI: 10.1787/b0b0bc00-fr
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  • 99
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    Guide de l'enseignant sur l'évaluation formative et la différenciation pédagogique des élèves au Maroc (Volume 2) (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (90 p.) , 21 x 28cm.
    Keywords: Education ; Morocco
    Abstract: Le guide présent est l'un des deux guides préparés par l'OCDE pour aider les enseignants au Maroc à effectuer des évaluations en classe et à renforcer leurs pratiques pédagogiques. Ce guide identifie l'interaction entre l'évaluation formative et la différenciation pédagogique comme une stratégie importante pour promouvoir l'apprentissage de tous les élèves. Il propose des principes clés qui aideront les enseignants à fournir un enseignement de qualité à l'ensemble de la classe, et un soutien plus ciblé aux élèves en difficulté. Ce deuxième volume est dédié à la différenciation pédagogique. La différenciation est un ensemble de pratiques pédagogiques qui permettent aux enseignants de réguler leur enseignement pour répondre aux besoins variables des élèves. Le guide a été rédigé par des experts en la matière et a bénéficié des retours des acteurs locaux, notamment du Ministère de l'Éducation au Maroc.
    DOI: 10.1787/d023dccf-fr
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  • 100
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    Institutional missions and profiles in higher education in Lithuania (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (36 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.77
    Keywords: Education ; Lithuania
    Abstract: This policy brief was prepared as part of the OECD's Resourcing Higher Education Project. This wider project aims to provide a shared knowledge base for OECD member and partner countries on policy for higher education resourcing, drawing on system-specific and comparative policy analysis. The policy brief for Lithuania was developed at the request of the Lithuanian authorities as part of their efforts to promote the development of a more diversified and efficient institutional landscape in the national higher education system, in which universities and colleges can sharpen their profiles to align better with their individual strengths and the student populations and communities they serve. The brief initially provides a concise overview of the operating environment for HEIs in Lithuania and the existing institutional landscape. It then examines the approaches adopted to institutional differentiation and missions in higher education in other OECD higher education systems, before considering the rationale for reform in Lithuania and – informed by international examples – the policy options open to Lithuania to effect reform of its higher education landscape.
    DOI: 10.1787/286832a7-en
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