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  • 13-September-2016

    English

    Italy’s skills and labour market challenges in an ageing society

    Low birth rates have become a pressing issue in Italy and many young Italians feel they do not enjoy the necessary economic stability to plan ahead and start a family. Education that matches the skill needs of employers leading to work-based learning in the form of apprenticeships can be useful to help young Italians plan ahead and to sustain the much needed increase in the birth rate.

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  • 29-July-2016

    English

    Gender gaps in emerging economies: the role of skills

    Despite unprecedented progress over the past century, gender gaps in the labour market persist throughout the emerging world and are accompanied by important skill gaps. Women tend to perform worse in STEM subjects, have lower financial literacy and business knowledge than men. The OECD Employment Outlook 2016 paints an up-to-date picture of gender gaps in 16 emerging economies and outlines a comprehensive set of policy recommendations.

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  • 21-July-2016

    English, PDF, 1,166kb

    Enhancing employability, G20 Report

    Skill requirements are changing rapidly as a result of structural shifts. Workforce employability is essential to turn structural change into an opportunity for all. Education and training systems, labour markets, workers and workplaces will have to become more adaptable. A set of concrete actionable measures is proposed to improve the employability of each economy’s workforce.

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  • 15-July-2016

    English

    More on the Survey of Adult Skills: The outcome of investment in skills

    The recently published Second International Report for the Survey of Adults Skills looks in detail at the extent to which proficiency in literacy, numeracy and problem solving in technology-rich environments matters for the well-being of individuals and nations. The answer that emerges is clear: proficiency is positively linked to a number of important economic and social outcomes.

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  • 11-July-2016

    English, PDF, 1,182kb

    Closing gender gaps in the labour markets of emerging economies: The unfinished job

    Despite unprecedented progress over the past century, gender gaps in the labour market persist throughout the world and are especially marked in emerging economies. While the quantity of jobs held by women has increased in many countries, female workers continue to have worse jobs than men.

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  • 8-July-2016

    English

    Skills use at work: Why does it matter and what influences it?

    This chapter analyses how skills are used at work, why skills use matters for workers and economies and its key determinants. It draws on data for the 28 OECD countries participating in the Survey of Adult Skills.

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  • 29-June-2016

    English, PDF, 1,972kb

    The State of the North American Labour Market

    This OECD report was developed in collaboration with the United States, Mexico and Canada, for consideration by the three Leaders in the context of the 2016 North American Leaders Summit.

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  • 28-June-2016

    English

    The Survey of Adult Skills: nine more countries added on

    Today, the OECD publishes "Skills Matter: Further Results from the Survey of Adult Skills", the Second International Report for the Survey of Adults Skills, which covers a further nine countries and sub-national entities – Chile, Greece, Indonesia (Jakarta), Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey– that collected data in 2014-15.

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  • 24-June-2016

    English

    Does the year you graduate influence your future pay cheque?

    New research points to the role of field-of-study mismatch in explaining the long-term effects of cyclical labour market shocks. It suggests that policy effort ought to be directed not just towards the NEETs, but also towards youth who find employment during recessions, given their higher risk of prolonged field-of-study mismatch and lower wages if mismatch is accompanied by overqualification.

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  • 20-June-2016

    English

    Equations and Inequalities - Making Mathematics Accessible to All

    More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems. How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more 'engaged' time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
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