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L’OCDE a procédé à des examens de la politique de formation des migrants en Autriche, au Danemark, en Irlande, en Norvège, aux Pays-Bas et en Suède, et s’est penchée sur l’expérience de nombreux pays en matière de formation de cette population. Cette publication offre des données comparatives sur l’accès, la participation, et les résultats scolaires des élèves issus de l’immigration par rapport aux autres élèves, et recense une série d’options pour l’action publique, à la lumière d’expériences réussies.
This report documents the initial step towards an electronically-delivered Programme for International Student Assessment (PISA) test pioneered by Denmark, Iceland and Korea. In 2006, the PISA assessment of science included for the first time a computer-based test. The results discussed in this report highlight numerous challenges and encourage countries to take the work further.
PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds’ achievement scores in science and explains the impact of information communication technologies on both males’ and females’ science skills. While males outperformed females on the computer-based test in all three countries, females in Iceland and males in Denmark performed better than their counterparts on the paper-and-pencil test. The evidence shows that, overall, males are more confident and use computers more frequently. While females tend to use the Internet more for social networking activities, males tend to browse the Internet, play games and download software.
Readers will also learn how students reacted to the electronic questionnaire and how it compared with pencil-and-paper tests. In general, there were no group differences across test methods buts students enjoyed the computer-based test more than the paper-and-pencil test.
The Paso del Norte Region is the largest metropolitan area on the US-Mexican border, with Ciudad Juárez as a major manufacturing centre. However, the economic performance on both sides of the border region is below the OECD average. The long-term competitiveness of the region is under threat due to ongoing violence, brain drain and environmental degradation.
This publication explores a range of helpful policy measures and institutional reforms to mobilise higher education for regional development. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and brings together universities, other higher education institutions, and public and private agencies to identify strategic goals and to work towards them.
Learning for Jobs is an OECD study of vocational education and training designed to help countries make their Vocational Education and Training (VET) Systems more responsive to labour market needs. It expands the evidence base, identifies a set of policy options and develops tools to appraise VET policy initiatives.
What do we know about how people learn? How do young people’s motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective? How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe. This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.
Among the contributors are Brigid Barron, Monique Boekaerts, Erik de Corte, Linda Darling-Hammond, Kurt Fischer, Andrew Furco, Richard Mayer, Lauren Resnick, Barbara Schneider, Robert Slavin, James Spillane, Elsbeth Stern and Dylan Wiliam.
The Nature of Learning: Using Research to Inspire Practice is essential reading for all those interested in knowing what research has to say about how to optimise learning in classrooms, schools and other settings. It aims, first and foremost, to inform practice and educational reform. It will be of particular interest to teachers, education leaders, teacher educators, advisors and decision makers, as well as the research community
This OECD study of vocational education and training (VET) in Austria is designed to help Austria make its VET systems more responsive to labour market needs. The 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.
This special report looks at the system in China. China’s education system has made dramatic advances: almost all children in China now complete lower secondary education. Around three quarters continue into upper secondary schools, with fast increasing numbers in tertiary education. At upper secondary level about half the cohort enter vocational schools – more than 20 million students.
At the same time the system faces significant challenges. The government is seeking to make the system accessible to all students – by removing the fees barrier, ensuring minimum quality standards in all vocational schools, and in providing adequate high quality workplace training opportunities.
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.
This special report looks at the system in China. China’s education system has made dramatic advances: almost all children in China now complete lower secondary education. Around three quarters continue into upper secondary schools, with fast increasing numbers in tertiary education. At upper secondary level about half the cohort enter vocational schools – more than 20 million students.
At the same time the system faces significant challenges. The government is seeking to make the system accessible to all students – by removing the fees barrier, ensuring minimum quality standards in all vocational schools, and in providing adequate high quality workplace training opportunities.
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.
Malgré la volonté souvent réitérée d’améliorer la qualité de l’éducation, celle-ci se voit souvent reléguée derrière d’autres priorités de l’action publique. En effet, le nécessaire décalage temporel entre les investissements en matière d’éducation et leur rentabilisation peut conduire à sous-estimer la valeur et l’intérêt des améliorations apportées.
Ce rapport fait appel à de récentes modélisations économiques pour établir une relation entre les compétences cognitives – telles que mesurées par le PISA et d’autres instruments internationaux – et la croissance économique, démontrant ainsi que des améliorations relativement modestes des compétences de la population active peuvent avoir de fortes incidences sur le bien-être futur d’une nation. Il montre aussi que c’est la qualité des acquis scolaires et non la durée de la scolarité qui fait la différence. Un objectif modeste, consistant à relever de 25 points le score moyen de l’ensemble des pays de l’OCDE au PISA dans les 20 prochaines années, impliquerait un gain total du produit intérieur brut de l’OCDE de 115 000 milliards USD sur la durée de vie de la génération née en 2010. Ce gain pourrait même avoisiner les 260 000 milliards USD si d’autres objectifs plus ambitieux étaient retenus.
Même si ces projections comportent une part d’incertitude, les gains exprimés en produit intérieur brut courant dépassent largement la valeur de la gestion des cycles économiques à court terme. Il faut certes tenter d’agir sur les problèmes de récession économique, mais pas au détriment des considérations de long terme.
POUR EN SAVOIR PLUS
PISA 2006 : Les compétences en sciences, un atout pour réussir (OCDE, 2007)
LE PROGRAMME INTERNATIONAL POUR LE SUIVI DES ACQUIS DES ÉLÈVES (PISA) DE L’OCDE
PISA est le fruit d’un effort concerté entre 30 pays membres de l’OCDE et près de 30 pays et économies partenaires. Ce processus met en synergie l’expertise des pays participants. Il est dirigé par les gouvernements de ceux-ci et reflète leurs préoccupations communes en matière d’action publique. Parmi ses caractéristiques uniques, citons notamment :
– Le concept de « culture » : PISA définit chaque domaine d’évaluation (la culture mathématique, la culture scientifique, la compréhension de l’écrit) non pas en termes d’assimilation du programme d’enseignement, mais en termes de connaissances et de compétences indispensables pour une pleine participation à la société.
– L’engagement à long terme : PISA permet aux pays de suivre régulièrement leurs progrès sur la voie de l’accomplissement d’objectifs clés en matière d’enseignement.
– La classe d’âge de la population évaluée : PISA évalue les connaissances et les compétences des élèves de 15 ans, c’est-à-dire des jeunes qui approchent du terme de leur scolarité obligatoire. Cette démarche permet de fournir des indications probantes sur les performances des systèmes d’enseignement.
– La pertinence de l’apprentissage tout au long de la vie : PISA ne se limite pas à évaluer les connaissances et les compétences des élèves, il demande également à ceux-ci de rendre compte de leur propre expérience : leur motivation à l’idée d’apprendre, l’image qu’ils ont d’eux-mêmes et les stratégies d’apprentissage qu’ils privilégient.
Despite the fact that education systems have been heavily investing in technology since the early 1980s, international indicators on technology uptake and use in education are missing. This book aims to provide a basis for the design of frameworks, the identification of indicators and existing data sources, as well as gaps in areas needing further research. The contributions stem from an international expert meeting in April 2009 organised by the Centre for Research on Lifelong Learning, in co-operation with OECD (CERI), on benchmarking technology use and effects in education. The contributions clearly demonstrate the need to develop a consensus around approaches, indicators and methodologies. The book is organised around four blocks: contexts of ICT impact assessment in education, state-of-the-art ICT impact assessment, conceptual frameworks and case studies.
Measuring Innovation: A New Perspective presents new measures and new ways of looking at traditional indicators. It builds on 50 years of indicator development by OECD and goes beyond R&D to describe the broader context in which innovation occurs. It includes some experimental indicators that provide insight into new areas of policy interest. It highlights measurement gaps and proposes directions for advancing the measurement agenda.
This publication begins by describing innovation today. It looks at what is driving innovation in firms, and how the scientific and research landscape is being reconfigured by convergence, interdisciplinarity and the new geography of innovation hot spots. It presents broader measures of innovation, for example using new indicators of investment in intangible assets and trademarks.
Human capital is the basic input of innovation, and a series of indicators looks at how well education systems are contributing to the knowledge and research bases. Further series examine how firms transform skills and knowledge, and shed light on the different roles of public and private investment in fostering innovation and reaping its rewards, with concrete examples from major global challenges such as health and climate change.
Measuring Innovation is a major step towards evidence-based innovation policy making. It complements traditional “positioning”-type indicators with ones that show how innovation is, or could be, linked to policy. It also recognises that much more remains to be done, and points to the measurement challenges statisticians, researchers and policy makers alike need to address.
Mesurer l’innovation: Un nouveau regard propose de nouveaux outils de mesure ainsi qu’une nouvelle perspective sur les indicateurs classiques. Cette publication se fonde sur les cinquante années d’expérience de l’OCDE dans l’élaboration d’indicateurs, pour aller au-delà de la R-D et décrire le contexte plus large dans lequel s’inscrit l’innovation. Elle présente des indicateurs expérimentaux qui renseignent sur de nouveaux domaines d’action des pouvoirs publics. Elle met aussi en évidence les lacunes du dispositif de mesure et propose des solutions pour y remédier.
Cette publication commence par décrirel’innovation aujourd’hui. Elle examine les facteurs qui incitent les entreprises à innover et montrent comment la convergence, l’interdisciplinarité et la nouvelle géographie des pôles d’innovation transforment le paysage de la science et de la recherche. Cette publication élargit la panoplie d’outils de mesure de l’innovation, en utilisant par exemple de nouveaux indicateurs sur les investissements dans les actifs immatériels et sur les marques déposées.
Le capital humain étant au cœur de l’innovation, une série d’indicateurs vise à rendre compte de la contribution des systèmes d’enseignement au socle de la connaissance et de la recherche. D’autres séries montrent comment les entreprises transforment les compétences et le savoir. A l’aide d’exemples concrets concernant les grands enjeux planétaires tels la santé ou le changement climatique, ces séries éclairent aussi les différents rôles des investissements publics et privés pour encourager l’innovation et en récolter les fruits.
Mesurer l’innovation marque une étape importante dans l’évolution vers l’élaboration de politiques d’innovation étayées par des données concrètes. Cette publication complète les indicateurs « de positionnement » classiques par de nouveaux outils qui soulignent comment l’innovation est, ou pourrait être, liée à la politique menée. Elle constate également qu’il reste encore beaucoup à faire et met en évidence les tâches qui doivent retenir l’attention des statisticiens, chercheurs et décideurs en matière de mesure de l’innovation.
Pour en savoir plus
La Stratégie de l’OCDE pour l’innovation : Pour prendre une longueur d’avance
Le monde est confronté à des défis planétaires majeurs. Les économies traversent la crise économique la plus sévère depuis la Grande Dépression. La concurrence internationale exercée par de nouveaux acteurs érode l’avance que possèdent, en matière de bien-être, les économies mieux établies. Les pressions environnementales remettent en question la pérennité de nos modèles de développement et vont continuer de se faire sentir dans les prochaines décennies.
Cette neuvième édition du Science, technologie et industrie : tableau de bord de l’OCDE apporte l’information statistiquenécessaire pour définir une réponse à ces défis mondiaux. Comment les pays relèvent-ils ces défis individuellement ? Quelles sont les approches qui donnent des résultats ? Quels sont les effets de la crise sur l’innovation ? Comment l’innovation peut-elle aider à contrer les menaces environnementales et sociales ?
Le Tableau de bord STI 2009 de l’OCDE illustre et analyse un large éventail d’indicateurs de la science, de la technologie, de la mondialisation et de la performance industrielle dans les pays de l’OCDE et dans de grands pays non membres (notamment le Brésil, la Fédération de Russie, l’Inde, l’Indonésie, la Chine et l’Afrique du Sud). Il contient les chiffres les plus récents sur la recherche-développement (R‑D), l’investissement direct étranger, le capital-risque et le commerce lié à la technologie.
Les indicateurs sont organisés autour de cinq questions clés :
- répondre à la crise économique,
- cibler de nouveaux domaines de croissance,
- soutenir la concurrence dans l’économie mondiale,
- participer à la recherche mondiale,
- investir dans l’économie de la connaissance.
Proposant une série complète d’indicateurs pour l’analyse des politiques, le Tableau de bord STI 2009 de l’OCDE est devenu un ouvrage de référence largement utilisé qui associe rigueur statistique, accessibilité et lisibilité. Les données essentielles sont mises en évidence par une présentation attrayante accompagnée de graphiques illustrant les performances des pays les uns par rapport aux autres. De brèves notes techniques fournissent en outre un complément méthodologique sur les indicateurs, ainsi que des liens vers des références et des sources de données utiles.
Également disponible en ligne, le Tableau de bord STI 2009 de l’OCDE permet d’accéder facilement aux indicateurs et aux feuilles de calcul Excel® contenant les données utilisées dans les graphiques.
The integration of the children of immigrants – both those born in the host country (the “second generation”) and those who arrived young enough to be educated in the host country – is of growing policy relevance for OECD countries. This group is entering the labour market in ever larger numbers, and their outcomes are often seen as the benchmark for successful integration policy.
The labour market integration of the children of immigrants is an area where comparative international knowledge is gradually evolving, but still underdeveloped. Recent work by the OECD has shown that the children of immigrants tend to have lower employment outcomes than the children of natives in most countries.
This technical seminar proceedings sheds light on the issues involved in the labour market integration of the children of immigrants, and discusses policy answers and good practices. The seminar was organised jointly by the the EU Commission and the OECD Secretariat in Brussels on 1 and 2 October 2009.
By international standards, Sweden has an inclusive, democratic education system. However, immigrant students, on average, have weaker education outcomes than their native peers at all levels of education. The toughest challenges appear to be access to national programmes and completion in upper secondary education. Sweden is undertaking universal and targeted measures to improve the situation of immigrant students. There is scope to prioritise training of all teachers to be more responsive to the linguistic and cultural diversity of students; provide leadership training for school leaders to implement a “whole-school approach” to migrant education; strengthen induction programmes for the newly arrived students; support capacity building of municipality leaders so they can successfully exercise autonomy and innovation in migrant education in local contexts; prioritise alleviating negative effects of concentration on schooling outcomes with the whole-of government approach; and better use the available data to advance evidence-based policy and practice.
OECD's comprehensive review of migrant education in Austria. It finds that compared to their native Austrian peers, immigrant students, on average, have weaker education outcomes at all levels of education. Austria has introduced measures to promote equity and support the language development of immigrant students in German and their mother tongues. There is scope to improve the quality of the educational and language support offered in early childhood education and care; strengthen and structure the language support offered in compulsory education; provide diversity training to teachers and school leaders; and reinforce co-operation between schools and immigrant parents and communities. For migrant education policies to be effective and sustainable, it is essential to clarify responsibilities for implementation of national strategies and ensure that the different levels of education co-operate; increase the inclusiveness of the education system by overcoming the early sorting of students; and further develop the culture of evaluation in the education system to monitor student progress.
International evidence shows marked average performance differences at age 15 between immigrant students and native Dutch students. National evidence reveals that the greatest challenges are for students with non-Western immigrant background. The Netherlands emphasises universal policies to improve education for disadvantaged students, with few policies targeting immigrant students specifically. There is scope to raise the quality of under-performing schools and enhance immigrant families’ means to exercise school choice; strengthen the use of monitoring and evaluation practices within schools; support efforts to promote the enrolment of young children with non-Western immigrant background in high quality preschool and early childhood education; prioritise the recruitment of high quality teachers to schools in disadvantaged areas; prioritise educational and career support to students in vocational programmes; and enhance immigrant parent participation in official school/parent partnerships.
By international standards, Norway has an inclusive education system. However, immigrant students, on average, have weaker education outcomes than their native peers at all levels of education. Norway is undertaking universal and targeted measures to improve the situation of immigrant students. There is scope to improve access to quality early childhood education and care, especially for immigrant children; enhance capacities of teachers and school leaders to be more responsive to the growing linguistic and cultural diversity of students; mainstream language support into curriculum, teacher education and research; provide more support in vocational education programmes such as technical language acquisition and career guidance; compensate for the gaps in learning environments at home through extending school hours, assisting with homework, providing mentors from immigrant backgrounds and supporting migrant parents; manage regional variations by strengthening accountability of schools and promoting knowledge sharing; and monitor progress and use formative evaluation at all levels.