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The success of skills development activities through both on- and off-the job training often depends on the participation of employers. This OECD report on Northern Ireland, United Kingdom identifies a number of innovative programmes that aim to better engage employers in the design and delivery of training. It also looks at the role of local district councils in working closer with employers to better understand and address their skills challenges.

A key part of the project was the implementation of a survey to gather information from Northern Irish employers about their skills needs and barriers to apprenticeship participation. The report offers a number of recommendations for improving business-education partnerships in emerging sectors of the Northern Ireland economy.

Depuis plus de vingt ans, l’OCDE développe et publie chaque année dans Regards sur l’Éducation une large gamme d’indicateurs comparatifs qui fournissent un aperçu du fonctionnement des systèmes éducatifs. Ces outils donnent accès à des informations essentielles sur la participation et le progrès par l’éducation, les ressources humaines et financières investies, et les retombées économiques et sociales liées au niveau de formation. Grâce à un ensemble harmonisé d’indicateurs et de définitions, ils donnent à chaque pays la possibilité de voir son système éducatif à la lumière des résultats, des pratiques et des ressources des autres pays. Les concepts, définitions, classifications et méthodologies, qui ont été élaborés pour guider les statistiques et les indicateurs, sont essentiels à la crédibilité et à la compréhension de ces comparaisons. Ce guide rassemble ces méthodologies en un seul volume de référence, fournissant un outil inestimable aux utilisateurs de Regards sur l’éducation. Ce faisant, le guide vise à faciliter une meilleure compréhension des statistiques et des indicateurs de l’OCDE et permet donc une plus grande efficacité d‘utilisation aux fins d’analyse politique. De la même manière, il constitue une référence facilement utilisable sur les conventions et les standards internationaux afin que d’autres acteurs puissent continuer la collecte et l’assimilation des données sur l’éducation.

Cette édition est une mise à jour du Guide de l'OCDE pour l'établissement de statistiques internationalement comparables dans le domaine de l'éducation, publié en 2017.

在实践中，以创新的方式重新设计学校和学校教育意味着什么？可以怎样开展？这样的疑问启发我们对OECD“创新学习环境”（ILE）项目进行反思。这些反思已经形成了一些有关核心设计原则和框架、学习领导力的出版物。现在，这些反思已从优秀的案例拓展到了更大范围的举措和系统变革。本报告是分析25个国家、地区或网络提交的举措的核心材料。报告描述了这些举措的共同优点，即一系列的C：文化变革（Culture Change）、明晰焦点（Clarifying Focus）、能力建设（Capacity Creation）、合作与协作（Collaboration and Co-operation）、通信技术与平台（Communication Technologies and Platforms）、变革中介人（Change Agents）。报告建议，在大范围内发展创新学习需要植根于21世纪社会的复杂性和“学习生态系统”。报告指出，中观层面的变革围绕着网络和学习共同体蓬勃发展，为更大范围的变革提供了平台。
本报告不是“最佳实践”的摘要，而是一个呈现原创观点和方法的简要分析，并提供来自全球的具体案例。这对于设计、研究或参与教育变革而言非常有用。不管这样的变革是发生在学校、政策领域、共同体还是更大的网络中。

OECD的项目已经形成了有关学习本质的重要知识，并拓宽了我们对学校内外学习环境的理解。ILE项目框架已经被证明是学习领导力和系统发展的宝贵工具。
——Micheal Schratz（奥地利因斯布鲁克大学教育学院院长、教授，国际学校效能与改进大会主席）
创新和创造是学习的命脉。《重新设计学校教育：以创新学习系统为目标》一书很好地总结了OECD最具吸引力的项目之一，试图分析学校中创新的DNA。通过全球真实案例，本书陈述了如果要让儿童和家长、教师和共同体对未来自信与乐观，教育系统需要具备的一系列条件。对教师而言，这一消息是振奋人心的。教育系统必须关注提升教师的能力 和动力。标准化做不到这一点。这对教育行业和组织传达了非常有意义的信息。教师工会可以也应该是创新条件创立的中心。
——John Bangs（国际教育特别顾问，TUAC教育、培训和职业政策国际小组主席）

Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities?

Trends Shaping Education examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends.

This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies.

This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.

Better skills policies help build economic resilience, boost employment and reinforce social cohesion. The OECD Skills Strategy provides countries with a framework to analyse their skills strengths and challenges. Each OECD Skills Strategy diagnostic report reflects a set of skills challenges identified by broad stakeholder engagement and OECD comparative evidence while offering concrete examples of how other countries have tackled similar skills challenges. 

These reports tackle questions such as: How can countries maximise their skills potential? How can they improve their performance in developing relevant skills, activating skills supply and using skills effectively? What is the benefit of a whole-of-government approach to skills? How can governments build stronger partnerships with employers, trade unions, teachers and students to deliver better skills outcomes? OECD Skills Strategy diagnostic reports provide new insights into these questions and help identify the core components of successful skills strategies. 

This report is part of the OECD’s ongoing work on building effective national and local skills strategies.

Half a million higher education graduates enter the labour market every year in Mexico. While their labour market outcomes are considerably better on average than those of upper secondary education graduates, some higher education graduates face periods of inactivity and unemployment. Many graduates who find work end up being over-qualified or working in the informal sector. This report finds that the Mexican higher education system needs to be better aligned with the labour market to help students develop the skills employers seek. Students need better support to succeed in their higher education studies and develop labour market relevant skills, which will help facilitate their achievement of good outcomes in the workforce. This calls for a comprehensive whole-of-government approach and the involvement of all higher education stakeholders. The report proposes a set of policy recommendations to address these issues and help Mexican higher education graduates achieve better outcomes in the labour market.

The report was developed as part of the OECD Enhancing Higher Education System Performance project and is a companion to the OECD report, The Future of Mexican Higher Education: Promoting Quality and Equity, which focuses on broader issues in higher education, including governance, funding, quality and equity, as well as two key sectors of higher education: teacher education colleges and professional and technical institutions.