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Education


  • 7-September-2021

    English

    Beyond Academic Learning - First Results from the Survey of Social and Emotional Skills

    Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens. The benefits of developing children's social-emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well-functioning society. The OECD's Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students' social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio-economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills.
  • 4-June-2021

    English

    OECD Skills Strategy Implementation Guidance for Korea - Strengthening the Governance of Adult Learning

    A well-coordinated adult learning system is essential to support the achievement of Korea’s long-term goals. The transformational effects of demographic change, digitalisation, globalisation, and most recently COVID-19 on life at work and outside of it amplify the importance of getting adults’ skills right. OECD research shows that individuals, employers and society benefit from adults having higher levels of skills. Korea is a global leader in student performance and tertiary attainment. Yet today, many adults in Korea have skill levels below the OECD average. A significant share of adults face barriers to participate in adult learning. Against the backdrop of a growing awareness about the importance of skills, Korea’s government and stakeholders have a unique opportunity to improve how they share responsibility and work together in the adult learning system. This report outlines how Korea can increase participation in adult learning by strengthening horizontal co-ordination across ministries, vertical co-ordination across levels of government, engagement of stakeholders and financing arrangements. The report provides examples of national and international good practices as well as a series of concrete recommendations to help Korea improve the governance of adult learning and in turn enhance economic growth and social cohesion.
  • 2-March-2021

    English

    Towards a Skills Strategy for Southeast Asia - Skills for Post-COVID Recovery and Growth

    Skills are central to the capacity of countries and people to thrive in a rapidly changing world. Recovering from the COVID-19 pandemic will require countries to co-ordinate interventions to help recent graduates find jobs, reactivate the skills of displaced workers and use skills effectively in workplaces. Megatrends such as globalisation, climate change, technological progress and demographic change will continue to reshape work and society. Countries should take action now to develop and use more effectively the skills required for the world of the future and at the same time make their skills systems more resilient and adaptable in the context of change and uncertainty. The OECD Skills Strategy provides countries with a strategic approach to assess their skills challenges and opportunities. The foundation of this approach is the OECD Skills Strategy framework allowing countries to explore how they can improve i) developing relevant skills, ii) using skills effectively, and iii) strengthening the governance of the skills system. This report applies the OECD Skills Strategy framework to Southeast Asia, providing an overview of the region’s skills challenges and opportunities in the context of COVID-19 and megatrends, and identifying good practices for improving skills outcomes. This report lays the foundation for a more fully elaborated Skills Strategy for Southeast Asia.
  • 30-November-2020

    English

    Building a High-Quality Early Childhood Education and Care Workforce - Further Results from the Starting Strong Survey 2018

    The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
  • 18-September-2020

    English

    21st World Knowledge Forum: COVID-19 and the New Economic Normal

    The world is in the grip of the worst health, social and economic crisis of our lifetime. The 6% contraction in global GDP that we project for 2020 in our most recent Economic Outlook is the largest in the 60 years of the OECD’s existence.

    Related Documents
  • 3-juillet-2020

    Français

    L’importance des compétences - Résultats supplémentaires de l'évaluation des compétences des adultes

    La révolution technologique qui a marqué les dernières décennies du XXe siècle a entraîné une forte augmentation de la demande de facultés de traitement de l’information et d’autres compétences cognitives et interpersonnelles sur le marché du travail. Sur la base des résultats des 33 pays et régions ayant participé aux deux premières vagues de l'Enquête sur les compétences des adultes en 2011-12 et 2014-15, ce rapport décrit les compétences dans trois domaines de traitement de l'information et examine comment les compétences sont liées au marché du travail et aux résultats sociaux. Il décrit notamment les résultats des six pays ayant participé à la troisième vague du premier cycle du PIAAC en 2017-18 (Équateur, États-Unis, Hongrie, Kazakhstan, Mexique et Pérou). L’Évaluation des compétences des adultes, un produit du Programme de l’OCDE pour l’évaluation internationale des compétences des adultes (PIAAC), a été conçue pour montrer dans quelle mesure les individus possèdent certaines de ces facultés et compétences clés et comment ils les utilisent dans le cadre professionnel et dans la vie privée. Cette enquête, la première du genre, évalue directement le niveau de compétence dans trois domaines du traitement de l’information : la littératie, la numératie et la résolution de problèmes.
  • 16-June-2020

    English

    Enhancing Training Opportunities in SMEs in Korea

    This report assesses whether training workers in small and medium-sized enterprises (SMEs) in Korea is adequate, relevant, and aligned to skills needs. It analyses policy options to expand access to training for SMEs, remove the barriers to training participation/provision, and ensure that training provided by SMEs supports their growth and encourages innovation, particularly in the context of the 4th industrial revolution. Based on this analysis, this report provides actionable policy recommendations as well as good practice examples from OECD countries.
  • 27-March-2020

    English

    Strengthening the Governance of Skills Systems - Lessons from Six OECD Countries

    The governance of skills systems has always raised a number of challenges for governments. Being at the intersection of education, labour market, industrial and other policy domains, managing skills policies is inherently complex. Addressing these challenges is more than ever crucial as globalisation, technological progress and demographic change are putting daunting pressures on skills systems to ensure that all members of society are equipped with the skills necessary to thrive in a rapidly changing world. Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries provides advice on how to make the governance of skills systems effective. Building on the OECD Skills Strategy 2019, which identified four main challenges of skills systems governance, the report presents examples of how six different countries (Estonia, Germany, Korea, Norway, Portugal and the United States) have responded to one or several of these challenges. It also outlines concrete policy recommendations together with a self-assessment tool which provides guidance to policy makers and stakeholders for designing better skills systems that deliver better skills outcomes.
  • 15-November-2019

    English

    The Survey of Adult Skills - Reader’s Companion, Third Edition

    This edition of the Reader’s Companion accompanies Skills Matter: Additional Results from the Survey of Adult Skills that reports the results from the 39 countries and regions that participated in the 3 rounds of data collection in the first cycle of PIAAC, with a particular focus on the 6 countries that participated in the third round of the study (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). It describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.
  • 5-December-2017

    English

    OECD Skills Strategy Diagnostic Report: Korea 2015

    Skills are central to Korea’s future prosperity and the well-being of its people. The OECD Skills Strategy Diagnostic Report: Korea identifies 12 skills challenges that need to be addressed to build a more effective skills system in Korea. These challenges were identified through: 1) the OECD’s recent data and research; 2) the national data and research; 3) a diagnostic workshop 4) fact-finding interviews with key stakeholders in Korea. The report has also benefited from ongoing dialogue and consultation with a wide range of Korean stakeholders. The first nine challenges refer to specific outcomes across the three pillars of developing, activating and using skills. The next three challenges refer to the 'enabling' conditions that strengthen the overall skills system. Success in tackling these skills challenges will boost performance across the whole skills system. All of the challenges identified are strongly interlinked, and their connections with each other are identified throughout the report. Failure to look beyond policy silos will have implications for specific groups in Korea, such as youth, as well as for the economy and society’s ability to recover following the economic crisis and build a solid foundation for future prosperity.
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