Browse by: "PRE-2007"

This book presents the results of the project on Young Adults with Low Levels of Education, conducted jointly by the OECD and the Canadian Policy Research Networks.  It examines the extent to which young men and women with low levels of education are marginalised, the role family background plays in making it possible to complete the recognised minimal level of education, and how immigrants overcome the cultural and language gaps to find employment.

Based on the Adult Literacy and Life Skills survey conducted in Bermuda, Canada, Italy, Mexico (Nuevo Leon), Norway, and the United States of America in 2003 and 2004, this book presents an initial set of findings that shed new light on the twin processes of skill gain and loss. The book opens with an explanation of the goals and conceptual approach of the survey and comparative profiles of adult skills in participating countries. It then looks at the relationship between education and skills and adult learning and skills. Additional chapters compare the employability of younger and older populations in participating countries, skills and economic outcomes, skills and information and communications technologies, skills and immigration, the effects of parental education on skills, and the effect of skills on health.

À partir de l’enquête sur la littératie et les compétences des adultes menée aux Bermudes, au Canada, en Italie, au Mexique (Nuevo Leon), en Norvège et aux États-Unis en 2003 et 2004, les premiers résultats présentés dans cet ouvrage jettent un nouvel éclairage sur le double processus d’acquisition et de perte de compétences des adultes. L’ouvrage débute par une explication des objectifs et de l’approche conceptuelle de l’enquête ainsi que par des profils comparés des compétences des adultes dans les pays participants. Il se poursuit par l’étude des liens existant entre éducation et compétences et formation des adultes et compétences. Les chapitres suivants présentent une comparaison de l’employabilité des jeunes et des plus âgés dans les pays participants, des compétences et des résultats économiques, des compétences et des technologies de l’information et des communications, des compétences et de l’immigration, des effets de l’éducation parentale sur les compétences et de l’influence des compétences sur la santé.

Based on the survey results of OECD's PISA 2000 programme, this report looks at: the extent to which the schools that students attend make a difference in performance; the relative impact of school climate, school policies and school resources on quality and equity; the relationship between the structure of education systems and educational quality and equity; and the effect of decentralisation and privatisation to school performance.  It concludes with a summary of how school factors relate to quality and equity, and the implications for policy.  The analysis and data cover almost all OECD countries and 14 additional non-OECD countries.

OECD countries are attaching rising importance to lifelong learning and active employment policies as tools of economic growth and social equity. Effective information and guidance systems are essential to support the implementation of these policies, and all citizens need to develop the skills to self-manage their careers. Yet there are large gaps between these policy goals and the capacity of national career guidance systems. Based upon a review conducted in 14 OECD countries, this publication explores how these gaps might be narrowed. It advocates improved national co-ordination arrangements and greater attention to research and data collection to inform policy makers. It also promotes the development of improved and more specialised training programmes for practitioners and the creation of more specialised career guidance organisations for the delivery of services.

This book sets out a potential response to two major challenges facing OECD countries: the "youth problem", or the need to ensure that young people can play a full role in society, and the need to foster entrepreneurship for job creation, innovation and economic adaptability. The "new economy" will be built on a culture of entrepreneurship and this must include youth as well as adults. In publishing this book, the OECD therefore wishes to stimulate policy debate on the factors that encourage youth entrepreneurship, the obstacles that stand in its way and the policy measures that can support it.A picture is painted of youth entrepreneurship programmes operating at national, regional and local levels across the OECD in a wide variety of settings and with various different approaches and delivery mechanisms. The result is the first international review of "best practices" in this new and emerging area. Examples are given of programmes for education and training, help with capital, ideas and operational matters, counselling and mentoring, networking and intergenerational transfers of businesses. The range of players and activities involved are set out and suggestions are made for where gaps might be filled. The main message is that young people can indeed found new businesses and succeed, but new policies will be needed if they are to be fully encouraged.

Cet ouvrage consacré à l’évaluation formative – méthode qui consiste à évaluer les élèves fréquemment pour repérer leurs besoins d’apprentissage et adapter la pédagogie – présente huit études de cas représentatifs, observés dans des établissements d’enseignement secondaire, et fait aussi le point sur la documentation internationale et les analyses de fond dans ce domaine. Différentes questions sont traitées : les avantages à retirer de cette pratique et les obstacles rencontrés, les dispositifs de cadrage et les conséquences qui en découlent, et la mise en œuvre concrète de cette méthode. L’évaluation formative serait à l’origine d’une amélioration tout à fait sensible des résultats, mais elle n’est pas encore appliquée de façon systématique. Le présent ouvrage préconise le recours à l’évaluation formative et montre comment elle peut être mise en pratique.

This study features a collection of eight case studies of exemplary cases from secondary schools as well as international literature reviews and policy analysis related to formative assessment – the frequent assessments of student progress to identify learning needs and shape teaching.  It examines such issues as benefits and barriers for using formative assessment, policy frameworks and implications, and formative assessment in practice.  Achievement gains attributed to formative assessment are reported as being quite high, but it is not yet practiced systematically.  This book makes the case for use of formative assessment and shows how it can be put into practice.

The report links the results from the OECD PISA 2000 survey to qualitative evidence on important public policy measures in six countries that performed well in PISA. These measures included strategies for educational reform and innovation; issues of governance and resource allocation; national approaches to standard-setting, assessment and system monitoring; the organisation of support systems; the professional development of teachers; and approaches to addressing socio-economic differences in students’ backgrounds. Countries covered: Canada, England, Finland, France, the Netherlands and Sweden.

This joint publication of the OECD and the European Commission gives policy makers practical tools to tackle weaknesses in many countries' career guidance systems including limited access, particularly for adults; failure to develop career management skills; inappropriate training; and poor service coordination. In simple, non-technical language, this publication addresses a broad range of policy issues that that are central to the effective delivery of career guidance services. These include: how to widen access to career guidance; ways of improving the quality of career information; ensuring that staff qualifications meet policy objectives; and improving strategic leadership.

Cet ouvrage, publié conjointement par l’OCDE et la Commission européenne, donne aux décideurs publics des outils pratiques pour s’attaquer aux insuffisances de nombreux systèmes nationaux d’orientation professionnelle. Ces services sont notamment d’un accès limité, surtout pour les adultes, ils n’apprennent pas aux intéressés à gérer leur parcours professionnel, la formation y est inappropriée et la coordination des services médiocre. Dans un langage simple, qui n’a rien de technique, cette publication traite de multiples questions qui sont fondamentales du point de vue de l’efficacité des services d’orientation professionnelle, par exemple : comment élargir l’accès à l’orientation professionnelle ? Comment améliorer la qualité de l’information sur les métiers et les professions ? Comment s’assurer que les qualifications du personnel correspondent aux objectifs de l’action gouvernementale ? Enfin, comment améliorer le pilotage stratégique dans ce domaine ?