Chili

There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency. As automation takes over non- and lower-cognitive tasks in today’s workplace, these generic skills are especially valued but a tertiary degree is a poor indicator of skills level. In the United States, the Council for Aid for Education developed an assessment of generic skills called the CLA+ and carried out testing in six countries between 2016 and 2021. This book provides the data and analysis of this 'CLA+ International Initiative'.

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.

What does teaching look like? What practices are most impactful? By directly observing teaching in the classroom, this study trialled new research methods to shed light on these key questions for raising student outcomes around the world. This report provides a detailed account of classroom management, social and emotional support, and instructional practices in the classrooms of eight countries and economies, drawing upon the observation of lesson videos and instructional materials, the analysis of teacher and student questionnaires, and the measurement of students’ cognitive and non-cognitive outcomes.

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.

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.

This country review report for Chile provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Chile, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Chilean education authorities; ii) to help other countries understand the Chilean approach to the use of school resources; and iii) to provide input for the comparative analysis of the OECD School Resources Review. The analysis in the report focusses on the following areas: i) the funding of school education (including planning, distribution, incentives and monitoring); ii) equity resourcing policies targeted at specific groups of students; iii) school organisation and the operation of schools; and iv) the teaching profession.

Chile’s education system can foster stronger economic, democratic and social development in the country. There are significant macroeconomic benefits to education, such as increased productivity. That said, individuals tend to benefit the most from high-quality, equitable education systems. In 2004, the OECD performed a review of national education policies and an analysis of the Chilean education system. This review aims to identify key changes in the Chilean education system mainly from 2004-16, in order to analyse where education in Chile stands today and offer recommendations to help provide better education opportunities for all Chileans in the coming years. The review therefore examines different areas of education policy in Chile, from early childhood education and care (ECEC) to higher education.