Mark | Date Date | Title Title | |||
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No. 155 | 28 Mar 2017 |
Youth in Transition
This paper uses data from PISA and the OECD Survey of Adult Skills (PIAAC) to examine the evolution of socio-economic and gender disparities in literacy and numeracy proficiency between the ages of 15 and 27 in the sample of countries that took part... |
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No. 175 | 06 Jul 2018 |
Working it out
Career and education decisions are amongst the most important young people make. Gender, ethnicity and socio-economic factors all strongly affect these choices. Career guidance is both an individual and a social good: it helps individuals to progress... |
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No. 55 | 07 Jan 2011 |
Workforce Skills and Innovation
This paper provides an account of the main approaches, debates and evidence in the literature on the role of workforce skills in the innovation process in developed economies. It draws on multiple sources including the innovation studies discipline,... |
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No. 150 | 08 Dec 2016 |
Work-based Learning for Youth at Risk
Work-based learning can provide a bridge into careers and its potential benefits are particularly noticeable for youth at risk – those most likely to face difficulties in accessing jobs and learning opportunities. If this potential is to be fully... |
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No. 135 | 20 May 2016 |
Work, train, win: work-based learning design and management for productivity gains
Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a... |
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No. 222 | 10 Jun 2020 |
Why parenting matters for children in the 21st century
This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development. The paper outlines how changes in the... |
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No. 181 | 24 Sept 2018 |
Who Needs Special Education Professional Development?
Although access to formal education has improved internationally for children with disabilities, concerns remain about education quality for this student population. Using data on 121 173 teachers from 38 countries in the 2013 Teaching and Learning... |
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No. 154 | 24 Mar 2017 |
Who Makes It Into PISA?
Of the OECD countries that participate in the Programme for International Student Assessment (PISA), Turkey has one of the lowest levels of performance and the highest rates of improvement in PISA scores between 2003 and 2012. New evidence presented... |
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No. 268 | 07 Mar 2022 |
When practice meets policy in mathematics education
The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that... |
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No. 296 | 01 Jun 2023 |
What systematic connections should we have around schools to support the work of teachers?
Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from... |
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No. 231 | 13 Oct 2020 |
What skills do employers seek in graduates?
Employers increasingly reach job seekers through online job postings, particularly for jobs requiring a higher education qualification. Job postings available online provide a rich source of real-time and detailed data on the qualifications and... |
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No. 234 | 20 Oct 2020 |
What matters for language learning?
For the first time, PISA 2025 will assess foreign language skills on a global scale. This paper provides a framework for collecting policy and contextual information on foreign language learning from students, parents, teachers, school principals and... |
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No. 174 | 28 May 2018 |
What difference do standards make to educating teachers?
This paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and... |
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No. 215 | 19 Feb 2020 |
What difference do networks make to teachers’ knowledge?
The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect... |
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No. 22 | 05 Feb 2009 |
What Works in Migrant Education?
Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion... |
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No. 137 | 07 Jul 2016 |
What Makes a School a Learning Organisation?
What are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as learning organisation concept that is both solidly founded in the literature and is... |
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No. 205 | 20 Sept 2019 |
Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC)
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether... |
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No. 54 | 22 Nov 2010 |
Using Student Test Results for Accountability and Improvement
This report discusses the most relevant issues concerning using student test results in OECD countries. Initially the report provides an overview of how student test results are reported in OECD countries and how stakeholders in these countries use... |
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No. 253 | 31 Aug 2021 |
Upper-secondary education student assessment in Scotland
Scotland’s Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an... |
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No. 202 | 13 May 2019 |
Upgrading the ICT questionnaire items in PISA 2021
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After... |
OECD Education Working Papers
English, French
- ISSN: 19939019 (online)
- https://doi.org/10.1787/19939019
1 - 20 of 314 results
Youth in Transition
Francesca Borgonovi, Artur Pokropek, François Keslair, Britta Gauly and Marco Paccagnella
28 Mar 2017
This paper uses data from PISA and the OECD Survey of Adult Skills (PIAAC) to examine the evolution of socio-economic and gender disparities in literacy and numeracy proficiency between the ages of 15 and 27 in the sample of countries that took part...
Working it out
Pauline Musset and Lucia Mytna Kurekova
06 Jul 2018
Career and education decisions are amongst the most important young people make. Gender, ethnicity and socio-economic factors all strongly affect these choices. Career guidance is both an individual and a social good: it helps individuals to progress...
Workforce Skills and Innovation
Phillip Toner
07 Jan 2011
This paper provides an account of the main approaches, debates and evidence in the literature on the role of workforce skills in the innovation process in developed economies. It draws on multiple sources including the innovation studies discipline,...
Work-based Learning for Youth at Risk
Viktoria Kis
08 Dec 2016
Work-based learning can provide a bridge into careers and its potential benefits are particularly noticeable for youth at risk – those most likely to face difficulties in accessing jobs and learning opportunities. If this potential is to be fully...
Work, train, win: work-based learning design and management for productivity gains
Viktoria Kis
20 May 2016
Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a...
Why parenting matters for children in the 21st century
Hannah Ulferts
10 Jun 2020
This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development. The paper outlines how changes in the...
Who Needs Special Education Professional Development?
North Cooc
24 Sept 2018
Although access to formal education has improved internationally for children with disabilities, concerns remain about education quality for this student population. Using data on 121 173 teachers from 38 countries in the 2013 Teaching and Learning...
Who Makes It Into PISA?
Nicholas Spaull
24 Mar 2017
Of the OECD countries that participate in the Programme for International Student Assessment (PISA), Turkey has one of the lowest levels of performance and the highest rates of improvement in PISA scores between 2003 and 2012. New evidence presented...
When practice meets policy in mathematics education
William H. Schmidt, Richard T. Houang, William F. Sullivan and Leland S. Cogan
07 Mar 2022
The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that...
What systematic connections should we have around schools to support the work of teachers?
Jason McGrath
01 Jun 2023
Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from...
What skills do employers seek in graduates?
Nora Brüning and Patricia Mangeol
13 Oct 2020
Employers increasingly reach job seekers through online job postings, particularly for jobs requiring a higher education qualification. Job postings available online provide a rich source of real-time and detailed data on the qualifications and...
What matters for language learning?
Gabriele Marconi, Carla Campos Cascales, Catalina Covacevich and Tue Halgreen
20 Oct 2020
For the first time, PISA 2025 will assess foreign language skills on a global scale. This paper provides a framework for collecting policy and contextual information on foreign language learning from students, parents, teachers, school principals and...
What difference do standards make to educating teachers?
Nóra Révai
28 May 2018
This paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and...
What difference do networks make to teachers’ knowledge?
Nóra Révai
19 Feb 2020
The paper investigates two – often disconnected – policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect...
What Works in Migrant Education?
Deborah Nusche
05 Feb 2009
Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion...
What Makes a School a Learning Organisation?
Marco Kools and Louise Stoll
07 Jul 2016
What are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as learning organisation concept that is both solidly founded in the literature and is...
Using process data to understand adults’ problem-solving behaviour in the Programme for the International Assessment of Adult Competencies (PIAAC)
Qiwei He, Francesca Borgonovi and Marco Paccagnella
20 Sept 2019
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether...
Using Student Test Results for Accountability and Improvement
Morten Anstorp Rosenkvist
22 Nov 2010
This report discusses the most relevant issues concerning using student test results in OECD countries. Initially the report provides an overview of how student test results are reported in OECD countries and how stakeholders in these countries use...
Upper-secondary education student assessment in Scotland
Gordon Stobart
31 Aug 2021
Scotland’s Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an...
Upgrading the ICT questionnaire items in PISA 2021
Adrien Lorenceau, Camille Marec and Tarek Mostafa
13 May 2019
This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After...