Based on the OECD-UNODC-World Bank Anti-Corruption Ethics and Compliance Handbook, this webcast organised by KPMG offered an opportunity for attendees to learn about and understand the value of anti-corruption and ethics compliance best practices and how to use them to enhance their programmes.

The 34-member countries of the Organisation for Economic Co-operation and Development welcomed a Memorandum of Understanding between the OECD and Ukraine which will help Ukraine’s efforts to tackle corruption, strengthen its tax system and promote competitiveness.

Brazil must build on the positive momentum started with its new Corporate Liability Law and its first indictments in one foreign bribery case to investigate and prosecute more proactively foreign bribery.

One of the more startling findings in the OECD Foreign Bribery Report, is that some level of corporate management was involved in over 50% of the cases sanctioned. This paper by Leah Ambler, published in the Journal of Business Compliance (01/2015), examines what went wrong and why from a corporate governance and compliance perspective.

Jointly organised by the Turkish Presidency of the G20 and the OECD, participants discussed cutting-edge compliance challenges faced by companies in their day-to-day operations and innovative solutions to address these risks.

A high-level Working Group mission will visit Buenos Aires on 26-27 April 2016 and meet senior Argentine government officials.

A high-level Working Group mission will visit Tokyo on 29-30 June 2016 and meet senior Japanese government officials.

Georgia has achieved remarkable progress in eliminating petty corruption in the public administration and should now focus on combating high-level and complex corruption, according to a new OECD report.

17 October 2016, Paris: The G20 Chinese Presidency, the UK and the OECD jointly organised a Seminar on “Corruption and Economic Growth”. Expert panellists recognised the negative impact of corruption on economic growth and society at both the macro and micro level, and stressed the importance of strong political leadership in fighting corruption.

Finland has proactively investigated seven allegations of Finnish individuals or companies paying bribes to foreign public officials since 1999 but needs to address its discouragingly high acquittal rate.

Nearly one in five mobile phones and one in four video game consoles shipped internationally is fake, as a growing trade in counterfeit IT and communications hardware weighs on consumers, manufacturers and public finances, according to a new OECD report.

Chile must make further progress on key recommendations of the OECD Working Group on Bribery in International Business Transactions, more than three years after its Phase 3 evaluation in March 2014.

The OECD Working Group on Bribery has just completed a review of Switzerland's enforcement of the Convention on Combating Bribery of Foreign Public Officials in International Business Transactions and related instruments. The Working Group welcomes the significant level of enforcement by the Federal Office of the Attorney General. Switzerland has cracked down on the bribery of foreign public officials in recent years.

The OECD Anti-Corruption Division and Middle East and Africa Division offers short-term internships of 3-6 months for qualified students. These internships provide students with the experience of working in an international organisation on anti-corruption issues in MENA countries.

The OECD Anti-Corruption Division offers short-term internships of 2-6 months for qualified students. These internships provide students with the experience of working in an international organisation on anti-corruption issues and more specifically the OECD Anti-Bribery Convention.

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.

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.

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.

I was in London last week to give a talk on “how to transform 10,000 classrooms” at the annual Teach First/Teach for All conference in London. Some 3,000 teachers and social entrepreneurs from around the world gathered there to discuss ways to re-invent and strengthen the teaching profession.

A modern day Bulgarian proverb says “What money can’t buy, a lot of money can”. Sadly, the truth of this popular wisdom holds well beyond the country it comes from. Sadly too, it seems to work well in schools and universities. Year by year Transparency International (TI), an international anti-corruption NGO, publishes data on the perceptions and experience of people from around the globe...

Did you know that the Organisation for Economic Co-operation and Development helped to lay the groundwork for the United Nations’ Millennium Development Goals? Even though Development is part of our name, there are many people who don’t realise just how much of our resources are devoted to developing economies and not only to the development of the OECD’s 34 member countries.

This report provides the main findings and recommendations of a case study review of entrepreneurship education and business start-up support in Tunisian universities and universities of applied sciences as part of a series of reviews on Skills and Competences for Entrepreneurship carried out by the LEED Programme of the OECD.

The U.S. is now the only country in the industrialised world in which the generation entering the workforce does not have higher college attainment levels than the generation about to leave the workforce. While that is in part due to the traditionally high levels of college attainment in the U.S, an increasing number of countries have approached and surpassed U.S. graduation levels and others are bound to follow over the coming years.

When we think of innovation in education these days, we immediately think of technology: getting more computers into more classrooms, offering online courses to students in higher education. - See more at: http://oecdeducationtoday.blogspot.fr/2012/12/oecd-education-today-and-tomorrow.html#sthash.dv2MKgEf.dpuf

This seminar will provide an opportunity for participants to share experiences on issues such as the influence of accelerated commercialization of education and a knowledge-based society.

Education is one OECD department that has embraced the information revolution.

In many OECD countries, ECEC services have increased in response to a growing demand for better learning outcomes as well as growing female labour force participation. In recent years, however, the goals of ECEC policy have become more child-centred.

2013 International Summit on the Teaching Profession

The Secretary-General, Mr. Angel Gurría, will visit The Netherlands on 13th and 14th of March 2013, to attend the 2013 International Summit on the Teaching Profession. He will also go to The Hague and hold a bilateral meeting with Mr. Jeroen Dijsselbloem, Finance Minister.

The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010.

Successful education systems guarantee that all students succeed at high levels. As this month’s PISA in Focus notes, some school systems not only do well on international assessments, like PISA, they also manage to minimise the difference between the best- and poorest-performing students.

How do apprenticeships and other forms of workplace learning help people to make a successful transition from school to work? Global economic competition requires a labour force with a range of mid-level trade, technical and professional skills alongside the high-level skills typically associated with university education.

How do you re-build an education system destroyed by a disaster? The OECD's Andreas Schleicher describes the efforts in Japan, two years after the nuclear accident in Fukushima.

One thing we have learned from surveying teachers around the world as part of our Teaching and Learning International Survey (TALIS) is that teachers everywhere want more professional development.

The jobs gap between well-educated young people and those who left school early has continued to widen during the crisis. A good education is the best insurance against a lack of work experience, according to the latest edition of the OECD’s annual Education at a Glance.

The transition from school to work in Germany is remarkably smooth. An excellent vocational education and training (VET) system ensures that young people are well-prepared when they enter the labour market and can find jobs that match their qualifications.

David Hoey, Chief Executive Officer of WorldSkills International spoke to us of the international skills extravaganza (WorldSkills Leipzig 2013) going on now, between 2-7 July.

Dr Barbara Ischinger, Director of Education and Skills, OECD, France - Better Skills, Better Lives (Tackling the global talent gap - Global Skills Exchange, Leipzig Germany, 6th July 2013)

Education at a Glance 2013: Highlights summarises the OECD’s flagship compendium of education statistics, Education at a Glance.

This book provides, from an international perspective, an independent analysis of major issues facing teacher evaluation, current policy initiatives, and possible future approaches in Chile.

The three questions that this Summit will focus on are: How can high quality teachers and leaders be attracted into and retained in schools of the greatest need? What are the levers for achieving equity in increasingly devolved education systems? How are learning environments created that meet the needs of all children and young people?

This conference on 9 April 2014 will provide an opportunity for a mutual sharing of good practice in fostering the better insertion of youth into the labour market through the development of quality apprenticeships. It would also seek to foster a greater commitment by countries to take action to introduce or strengthen apprenticeship initiatives and to take stock of the progress achieved.

The OECD and the EC are inviting individual teachers and schools to submit case studies about their strategies, practices and achievements in promoting entrepreneurship in schools and VET. Participation in the Call requires a submission of an abstract of 1-2 pages by email to Joseph.Tixier@oecd.org indicating in the subject line "Entrepreneurship360- Call for case studies". Deadline for submission is 30 April 2014.

This publication offers insights and advice to teachers and school leaders on how they can improve teaching and learning in their schools. It is both a guide through TALIS and a handbook for building excellence into teaching.

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The OECD and China have announced that they will expand their cooperation in PISA, following the successful implementation of PISA 2009 and 2012 in Shanghai.

The OECD Directorate for Education has launched the Thomas J. Alexander Fellowship Programme. Mr. Alexander (1940 - 2012) was the Director for the OECD’s Education, Employment, Labour and Social Affairs Directorate from 1989-2000.

October 5 marks the 20th anniversary of UNESCO’s World Teachers' Day, a day devoted to “appreciating, assessing and improving educators of the world”. This gives us a great opportunity to reflect again on how schools can celebrate and develop great teaching. One way to do that is through critical exchanges – building constructive feedback systems within the schools.

Across countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools.

Countries where 15-year-old students perform at high standards internationally tend to be the same countries where these young adults tend to perform well at the age of 26 to 28.