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This book analyses systemic innovation in education by looking at the ways in which educational systems encourage innovation, the knowledge base and processes used, and the procedures and criteria used to assess progress and evaluate outcomes. It draws on findings from 14 case studies in Vocational Education and Training in six OECD countries: Australia, Denmark, Germany, Hungary, Mexico and Switzerland. The resulting analysis helps us understand how we can support and sustain innovation in educational systems in the VET sector.
The rapidly growing demand for highly skilled workers has led to a global competition for talent. While basic competencies are important for the absorption of new technologies, high-level skills are critical for the creation of new knowledge, technologies and innovation. The OECD’s Programme for International Student Assessment (PISA) has taken an innovative approach to examining educational excellence, by directly assessing students’ knowledge, skills and attitudes and exploring how these relate to the characteristics of individual students, schools and education systems. Based on PISA survey results, this report examines who the highest performing students are, what the characteristics of the schools they attend are, to what extent they engage in science related activities outside of school, what their motivations and attitudes towards science are, and what their career intentions are.
What does PISA actually assess? This book presents all the publicly available questions from the PISA surveys. Some of these questions were used in the PISA 2000, 2003 and 2006 surveys and others were used in developing and trying out the assessment.
After a brief introduction to the PISA assessment, the book presents three chapters, including PISA questions for the reading, mathematics and science tests, respectively. Each chapter presents an overview of what exactly the questions assess. The second section of each chapter presents questions which were used in the PISA 2000, 2003 and 2006 surveys, that is, the actual PISA tests for which results were published. The third section presents questions used in trying out the assessment. Although these questions were not used in the PISA 2000, 2003 and 2006 surveys, they are nevertheless illustrative of the kind of question PISA uses. The final section shows all the answers, along with brief comments on each question.
This book provides an internationally comparable set of indicators on the educational provision for students with disabilities, learning difficulties and disadvantages (SENDDD). It covers the number of students concerned, their learning environment (special schools, special classes and regular classes) and level of education (pre-primary, compulsory and upper secondary education). It also discusses policy implications vis-à-vis special education needs and offers an analysis of the participation and performance of students with special education needs in the 2006 round of the Programme for International Student Assessment (PISA).
This joint OECD and World Bank review gives a brief overview of post-secondary education in Chile and describes its development over the past twenty years. It presents an analysis of the system and identifies key directions for policy reform in light of the challenges encountered by officials, communities, enterprises, educators, parents and students. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity, governance and management; research, development and innovation; internationalisation; and financing.
Consumers today are challenged by growing amounts of information and wider choices of products, requiring them to develop skills and knowledge for making good choices in complex markets. This publication examines the approaches that governments use to promote consumer education in OECD and some non-OECD countries, highlighting the policies and measures that have been particularly effective. It also analyses recent trends, the role of stakeholders, steps being taken to evaluate the effectiveness of current programmes and the principal challenges.
The OECD Programme for International Student Assessment (PISA) surveys collected data on students’ performances in reading, mathematics and science, as well as contextual information on students’ background, home characteristics and school factors which could influence performance. This publication includes detailed information on how to analyse the PISA data, enabling researchers to both reproduce the initial results and to undertake further analyses. In addition to the inclusion of the necessary techniques, the manual also includes a detailed account of the PISA 2006 database and worked examples providing full syntax in SPSS®.
The OECD Programme for International Student Assessment (PISA) surveys collected data on students’ performance in reading, mathematics and science, as well as contextual information on students’ background, home characteristics and school factors which could influence performance. This publication includes detailed information on how to analyse the PISA data, enabling researchers to both reproduce the initial results and to undertake further analyses. In addition to the inclusion of the necessary techniques, the manual also includes a detailed account of the PISA 2006 database. It also includes worked examples providing full syntax in SAS®.
At a time when world economy is in the midst of the most severe economic downturn since the Great Depression, the OECD Science, Technology and Industry Scoreboard 2009 provides the statistical information necessary to define a response to the global challenges accompanying the downturn.
This edition of the Scoreboard illustrates and analyses a wide set of indicators of science, technology, globalisation and industrial performance in OECD and major non-OECD countries (notably Brazil, Russia, India, Indonesia, China and South Africa). Indicators are organised around five issues: responding to the economic crisis, targeting new growth areas, competing in the world economy, connecting to global research, and investing in the knowledge economy. The Scoreboard also includes StatLinks, "clickable" access to the underlying data in Excel® spreadsheets.
Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.
The Swiss VET system is very impressive. Its many strengths include strong employer engagement within a well functioning partnership of Confederation, cantons and professional organisations. School and work-based learning are integrated; the system is well-resourced, flexible and comprehensive, including a strong tertiary VET sector. VET teachers and trainers, examiners and directors are well prepared, quality control is ensured, career guidance is systematic and professional. Evidence is well developed and routinely used to support policy arguments.
But at the same time there are a number of challenges. The global recession may reduce the provision of apprenticeship training, the entry of international companies may threaten dual system arrangements, competition between academic and vocational education could be sharpened by demographic changes, and there are some equity concerns.
The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.
The Korean VET system is part of a system of education which has achieved huge advances in a very short time; school results and educational attainment levels are now among the highest in OECD countries. At the same time, the rapidity of change has presented the Korean VET system with some significant challenges, including weak involvement of industry in VET, lack of quality standards for workplace training, weak linkages between VET degree and national technical qualifications and lack of practical work experience among VET teachers.
The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.
In England and Wales, a substantial commitment, backed by increased resources, has been made to the enhancement of workplace skills. Policy-making is self-evidently dynamic and innovative and governments are making conscious attempts to improve employer engagement – the particular topic of this report. At the same time there are a number of challenges – in particular that of linking enhanced employer engagement to a strong apprenticeship system, and of overcoming the obstacle of a complex and unstable institutional environment.
The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
Learning for Jobs is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs.
The government’s commitment to develop and reform the VET system is illustrated by the recent work of the VET Commission and the creation of the National Council for VET. Chilean society places a high value on education and training, with fast-increasing participation in post-compulsory education. At the same time, the various elements of the VET system are weakly connected to each other, the literacy and numeracy skills of 15 year olds in Chile are not as good as they should be, and workplace training, as part of VET programmes, is weakly developed.
The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.
With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This review, designed to help Spain understand how improving tertiary education can help it achieve its economic and social goals, presents an overview of Spain's tertiary education system, an account of trends and developments, an analysis of strengths and challenges, and recommendation for future development.
With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of Norway's tertiary education system including an account of recent trends and developments, an analysis of strengths and challenges, and recommmedations for future policy development.
With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of Korea's tertiary education system, including an account of recent trends and developments, an analysis of strengths and challenges, and recommendations for future policy development.
In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion.
In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Japan is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes:
- an overview of Japan's tertiary education system;
- an account of trends and developments in tertiary education in Japan;
- an analysis of the strengths and challenges in tertiary education in Japan; and
- recommendations for future policy development.
This review of tertiary education in Japan forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of Finland's tertiary education system including an account of recent trends and developments, an analysis of the strengths and challenges, and recommendations for future policy development.
With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of the Czech Republic's tertiary education system, including an account of recent trends and developments, an analysis of strengths and challenges, and recommendations for future policy development with a view to helping understand how the organisation, management and delivery of tertiary education can help achieve economic and social goals.