This book provides, for Sweden an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education, along with current policy initiatives and possible future approaches.

La OCDE confirma que la muestra de PISA 2009 en Cataluña cumple con los estándares de la OCDE y es internacionalmente comparable. Las características de la muestra y las tasas de exclusión en Cataluña son también muy similares a las de anteriores evaluaciones PISA. Las afirmaciones se basan esencialmente en una interpretación errónea de los datos sobre las tasas de exclusión y estándares de muestreo de la OCDE.

This book provides, for Norway, an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives and possible future approaches.

The Czech Republic should build on the strengths of its preschool education framework to further enhance the quality of its early childhood education and care services, according to a new OECD report.

This report provides, for the Flemish community of Belgium, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.

29/03/2012 - Slovak Republic should help preschool teachers improve their skills, says OECD, and should encourage preschool teachers to keep improving their qualifications throughout their career and attract more young people, especially men, to the profession

Can both less income inequality and more growth be achieved? A recent OECD study sheds new light on the link between policies that boost growth and the distribution of income.

This report for the Czech Republic forms part of the OECD Review on Evaluationand Assessment Frameworks for Improving School Outcomes. The purpose of the Review is to explore how systems of evaluation and assessment can be used to improve the quality, equity and efficiency of school education.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

Without adequate investment in skills, people languish on the margins of society, technological progress does not translate into inclusive economic growth, and countries can no longer compete in an increasingly knowledge-based global society, said OECD Secretary-General.

The report highlights strategies from other countries that could serve as a model for England as it develops its early childhood education and care programme.

A country’s success in integrating immigrants’ children is a key benchmark of the efficacy of social policy in general and education policy in particular. The variance in performance gaps between immigrant and non-immigrant students across countries, even after adjusting for socio-economic background, suggests that policy has an important role to play in eliminating such gaps.

The OECD has launched its Skills Strategy to help governments build economic resilience, boost employment and reinforce social cohesion. Despite the pressure on public finances, spending on education and skills is an investment for the future and must be a priority.

By Charles Fadel - Founder & chairman, Center for Curriculum Redesign It has become clear that teaching skills requires answering “What should students learn in the 21st century?” on a deep and broad basis. Teachers need to have the time and flexibility to develop knowledge, skills, and character, while also considering the meta-layer/fourth dimension that includes learning how to learn, interdisciplinarity, and personalisation.

More and more countries are having discussions about how to evaluate the quality of their teaching workforce and, subsequently, how to reward teachers for their work. The OECD’s newest series of briefs, Teaching in Focus, launches this month with a discussion of the appraisal and feedback teachers receive and the impact of both on their teaching.

OECD Education Newsletter

Join around 500 higher education policy-makers, institutional leaders and academic experts active in higher education at the biennial General Conference of the OECD’s Programme for Institutional Management in Higher Education on 17-19 September in Paris.

It’s becoming clear to me that the crisis in youth unemployment around the world is not just one of the aftershocks of the global economic downturn, but may also have roots in education systems that are not adequately preparing students for 21st-century economies.

We all know how important the first years of formal education are; but what if the education provided during those years isn’t the best it can be?

Korea should reform its vocational education and training programmes to ensure that students leave college with the skills and expertise that companies need in today’s rapidly changing labour market, according to a new OECD report.

Denmark should build on the strengths of its vocational and educational training programme to ensure that young people enter the labour market with the skills companies need and to meet the national goal of having 60% of young people enter higher education by 2020, according to a new OECD report.

The relative earnings premium for those with a tertiary education increased in most EU21 countries over the past ten years, indicating that the demand for more educated individuals still exceeds supply.

L’école maternelle est ouverte au plus grand nombre en France malgré un investissement par élève moindre par rapport à la moyenne des pays de l’OCDE, ce qui se traduit par un taux d’encadrement (enseignants et auxiliaires d’éducation confondus) plus élevé en France que dans la plupart des pays de l’OCDE.

Germany’s early childhood education system is fairly well-developed: 96% of four-year-olds are enrolled in early childhood education programmes, and 89% of three-year-olds are. These levels are well above the respective OECD averages of 79% and 66%.

Although the salaries of experienced teachers in Japan are high relative to other OECD countries, their starting salaries are lower and working hours are longer. Moreover, different from the trend across OECD countries, teachers’ salaries have been declining since 2000 in real terms.

Virtually all three-year-olds in Spain are enrolled in school, most of them in public institutions. Spain’s expenditure on pre-primary education (for public institutions) amounts to 0.9% of GDP, compared to the OECD average of 0.5% of the combined GDP.

Education at a Glance 2012: Country Notes - United Kingdom

Education at a Glance 2012: Country Notes - United States

Education at a Glance 2012 - Country Note for Germany (german)

Australia’s education system achieves good outcomes overall - attainment of upper secondary education by adults aged 25 to 34 was 85% in 2010, above the OECD average of 82%

Canada ranks first among OECD countries in the proportion of adults with a college (tertiary-type 5B) education (24%) and ranks 8th in the proportion of adults with a university (tertiary-type 5A) education (26%).

Entry rates for higher education increased after Italy introduced a new degree structure in the early 2000s. While university-level attainment still remains below the OECD average, the gap for younger generations of Italians is expected to narrow over the next decade.

Since making pre-primary education compulsory in 2009, Mexico has achieved one of the highest enrolment rates of four-year-old children among OECD countries, but high student-teacher ratios pose significant challenges for early childhood education and care.

Education at a Glance 2012: Country Notes - Portugal

The high educational attainment level of the Russian population continues to increase. 88% of the adult population have attained at least upper secondary education and 54% have a tertiary qualification.

Education at a Glance 2012: Country Notes - Spain (Spanish)

Sweden enjoys an 81.5% employment rate for all levels of education – the second highest rate of all OECD countries after Iceland (Table A7.1b).

Education at a Glance 2012: Country Notes - Japan (Japanese)

Brazil boasts one of the largest increases in expenditure on education between 2000 and 2009 among the countries for which data was available.

Education at a Glance 2012 - Country Note - Canada (French)

Korea has reduced the share of individuals without upper secondary education while the proportion of tertiary-educated individuals increased rapidly over the past 14 years.

The 2012 edition of Education at a Glance enables countries to see themselves in the light of other countries’ educational performance.

Governments should increase investment in early childhood programmes and maintain reasonable costs for higher education in order to reduce inequality, boost social mobility and improve people’s employment prospects, according to a new OECD report.

As the spectre of another economic downturn looms large in many countries and is already a reality in others, new data from the 2012 edition of Education at a Glance: OECD Indicators – released today – provides powerful insights into the link between education, economic progress and social mobility around the world.