The 2013 OECD Recommendation of the Council on Gender Equality in Education, Employment and Entrepreneurship recommends adopting practices that promote gender equality in education, promoting family-friendly policies and working conditions which enable fathers and mothers to balance their working hours and their family responsibilities and facilitate women to participate more in private and public sector employment. It also recommends increasing the representation of women in decision-making position, eliminating the discriminatory gender wage gap, promoting all appropriate measures to end sexual harassment in the workplace, reducing the gender gap in entrepreneurship activity, and paying attention to the special needs of women from disadvantaged minority groups and migrant women.

Drawing on material presented at the OECD Programme on Educational Building's conference in London on "Creating 21st Century Learning Environments," this richly illustrated book presents the latest in innovative design for schools and analyses needs for the future.  It does this through a series of thematic analyses, presentations, and school visits. The conclusions summarize planning and construction issues and make suggestions for the construction industry.

Literacy in the 21st century is about constructing and validating knowledge. Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers. The massive information flow of the digital era demands that readers be able to distinguish between fact and opinion. Readers must learn strategies to detect biased information and malicious content like fake news and phishing emails. What the PISA 21st-century readers report reveals is that students’ access to digital technologies and training on how to use them greatly vary between countries and students’ socio-economic profiles. This report explores how 15-year-old students are developing reading skills to navigate the technology-rich 21st century. It sheds light on potential ways to strengthen students’ capacity to navigate the new world of information. It highlights how countries need to redouble their efforts to combat emerging digital divides. It also explores what teachers can do to help students navigate ambiguity and manage complexity.

The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will be useful for developing countries. This report reviews the major international and regional large-scale educational assessments: large-scale international surveys, school-based surveys and household-based surveys. For each of the issues discussed, there is a description of the prevailing international situation, followed by a consideration of the issue for developing countries and then a description of the relevance of the issue to PISA for Development.

This report examines vocational education and training programmes in Austria, covering how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are engaged.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training. This report reviews vocational education and training systems in Costa Rica.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of  changing economies? How should the programmes be funded?  How should they be linked to academic and university programmes?  How can employers and unions be engaged?   This country report on Denmark looks at these and other questions, and is part of the Skills beyond School series, OECD policy reviews of postsecondary vocational education and training. 

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Egypt examines what type of training is needed to meet the needs of a changing economy,  how programmes should be funded,  how theyshould be linked to academic and university programmes and how employers and unions can be engaged.  The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

This book examines vocational education and training programmes in England, including coverage of how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are involved.

This report examines vocational education and training programs in Germany including how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions can be engaged.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Israel examines what type of training is needed to meet the needs of a changing economy,  how programmes should be funded,  how theyshould be linked to academic and university programmes and how employers and unions can be engaged.  The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on Kazakhstan looks at these and other questions.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of a changing economies? How should the programmes be funded?  How should they be linked to academic and university programmes?  How can employers and unions be engaged?   This country report on Korea looks at these and other questions, and is part of the Skills beyond School series, OECD policy reviews of postsecondary vocational education and training.  

Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged?  How can workbased learning be used?  How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? The country reports in this series look at these and other questions. They form part of Skills beyond School, OECD policy reviews of vocational education and training.

Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on South Africa looks at these and other questions.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of a changing economies? How should the programmes be funded? How should they be linked to academic and university programmes?  How can employers and unions be engaged? This report on Switzerland looks at these and other questions.

Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on the Netherlands looks at these and other questions.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded?  How should they be linked to academic and university programmes?  How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

This book examines vocational education and training programmes in the United States, including coverage of how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are involved.