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Failure at school: an old problem in a new context? In most OECD countries, there is some reluctance to acknowledge the problem of failure at school. And when the problem is acknowledged, it is not always easy to find effective means for combating it or, even, to agree on indicators of failure that would demonstrate its scale. What are the different manifestations of educational failure today? And what are the policies needed to address them?

This book aims to develop a deeper understanding of the nature of failure at school in OECD countries. It restates the problem as it confronts policy-makers today and presents new findings. It proposes a set of national and international indicators of failure and compares various forms of intervention aimed at improving student achievement in Australia, Belgium, Canada, Japan, New Zealand, Spain and the United Kingdom.

The phenomenon of social exclusion has become one of the outstanding problems on the eve of the 21st century. Even with the long-term trend towards rising general levels of affluence across OECD countries, large sections of our societies are missing out and for some prospects are getting worse. Learning -- in formal education and in a wide range of other community and enterprise settings -- represents one of the most important means of overcoming exclusion. While much is known about the impact of schooling for young people, the relationships between exclusion and adult learning are less well examined.

This study seeks to address this gap, focusing on 19 innovative learning initiatives that are making the difference in six countries: Belgium (Flemish Community), Mexico, the Netherlands, Norway, Portugal, the United Kingdom (England). How well do these initiatives meet the learning needs of adults at risk of exclusion? How are they organised and what are their innovative features? These are the key questions answered, taking into account not only the point of view of the analysts, organisers and administrators, but also that of the adult learners themselves.

Skills are the key to shaping a better future, and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change, compounded by the effects of the COVID‑19 pandemic, are reshaping work and society, as well as the types of skills most in demand in the labour market.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, OECD Skills Strategy Tlaxcala (Mexico): Assessment and Recommendations, identifies opportunities and makes recommendations to strengthen the skills of youth, foster greater participation in adult learning, use people’s skills more effectively to raise productivity, and strengthen the governance of the skills system in the state of Tlaxcala, Mexico.

Skills are the key to shaping a better future, enabling countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological progress, demographic change, migration, and climate change, and most recently COVID-19, are reshaping work and society, generating a growing demand for higher levels and new sets of skills.

The OECD Skills Strategy offers a strategic and comprehensive approach to assessing the skills challenges and opportunities of countries and regions for the purposes of helping them build more effective skills systems. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an examination of what countries and regions can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, OECD Skills Strategy Southeast Asia: Skills for a Post-COVID Recovery and Growth, applies the OECD Skills Strategy framework to assess the performance of countries in Southeast Asia, identifies opportunities for improvement and provides recommendations based on in-depth desk analysis and consultations with stakeholder representatives.

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.

Skills are the key to shaping a better future. Skills are central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advance and demographic change are reshaping work and society, generating a growing demand for higher levels of skills, as well as new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities, and build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy framework, which allows for an exploration of what countries can do better to i) develop relevant skills over the life course, ii) use skills effectively in work and in society, and iii) strengthen the governance of the skills system.

This report, OECD Skills Strategy Poland: Assessment and Recommendations, identifies opportunities and recommends actions to make the education system more reponsive to labour market needs, foster participation in adult learning, increase the use of skills in workplaces and strengthen the governance of the skills system in Poland.

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances, and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, “OECD Skills Strategy Northern Ireland (United Kingdom): Assessment and Recommendations”, identifies opportunities and makes recommendations to reduce skills imbalances, create a culture of lifelong learning, transform workplaces to make better use of skills, and strengthen the governance of skills policies in Northern Ireland.

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as digitalisation, globalisation, demographic change and climate change are reshaping work and society, generating a growing demand for higher levels and new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, OECD Skills Strategy Luxembourg: Assessment and Recommendations, identifies opportunities and makes recommendations to provide labour-market relevant adult learning opportunities, guide and incentivise skills choices, attract and retain foreign talent to fill skills shortages, and strengthen the governance of skills data in Luxembourg.

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances, and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, OECD Skills Strategy Lithuania: Assessment and Recommendations, identifies opportunities and makes recommendations for Lithuania to better equip young people with skills for work and life, raise adults’ and enterprises’ participation in learning, use people’s skills more effectively in workplaces, and strengthen the governance of skills policies.

Skills are the key to shaping a better future. Skills are central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advance and demographic change are reshaping work and society, generating a growing demand for higher levels of skills, as well as new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities, and build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy framework, which allows for an exploration of what countries can do better to i) develop relevant skills over the life course, ii) use skills effectively in work and in society, and iii) strengthen the governance of the skills system.

This report OECD Skills Strategy Latvia: Assessment and Recommendations identifies opportunities and makes recommendations to strengthen the skills outcomes of students, foster a culture of lifelong learning, reduce skills imbalances in the labour market, and strengthen the governance of the skills system.

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change are reshaping work and society, generating a growing demand for higher levels of skills and new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, OECD Skills Strategy Kazakhstan: Assessment and Recommendations, identifies opportunities and makes recommendations to improve the activation of skills of vulnerable populations, foster greater participation in adult learning of all forms, build an effective skills information system, and strengthen the governance of skills policies in Kazakhstan.

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as digitalisation, globalisation, demographic change and climate change are reshaping work and society, generating a growing demand for higher levels and new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to: 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, OECD Skills Strategy Ireland: Assessment and Recommendations, identifies opportunities and makes recommendations to secure a balance in skills, foster greater participation in lifelong learning, leverage skills to drive innovation and improve firm performance, and strengthen skills governance to build a joined-up skills ecosystem in Ireland.

In order to pave the path to future success, Latvia has developed its Education Development Guidelines 2021-2027, which identifies key policy initiatives that are critical for skills development. The Guidelines outline how Latvia will equip its citizens with skills to flourish in work and in society. Evidence on the strengths and weaknesses of Latvia’s education and skills systems has informed the prioritisation of relevant policies in the Guidelines. A wide range of Latvian actors across ministries, levels of government, education and training providers, employers, trade unions, the non-profit sector and learners have been involved in the development of the Guidelines, demonstrating their commitment to work together to implement these initiatives.

Looking to the future, more can be done to position Latvia to successfully implement the policy priorities and reach the targets encompassed by the Guidelines. As the COVID-19 crisis has reminded us, the future is uncertain and therefore all plans must be designed to be responsive and adaptable to overcome future challenges and seize future opportunities.

Building on the OECD Skills Strategy Assessment and Recommendations phase, the Implementation Guidance phase has supported Latvia in the development of the Education Development Guidelines 2021‑2027 by providing guidance on selecting policy actions, improving Latvia’s indicator system, and selecting performance indicators.

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.

Better skills policies help build economic resilience, boost employment and reinforce social cohesion. The OECD Skills Strategy provides countries with a framework to analyse their skills strengths and challenges. Each OECD Skills Strategy diagnostic report reflects a set of skills challenges identified by broad stakeholder engagement and OECD comparative evidence while offering concrete examples of how other countries have tackled similar skills challenges. 

These reports tackle questions such as: How can countries maximise their skills potential? How can they improve their performance in developing relevant skills, activating skills supply and using skills effectively? What is the benefit of a whole-of-government approach to skills? How can governments build stronger partnerships with employers, trade unions, teachers and students to deliver better skills outcomes? OECD Skills Strategy diagnostic reports provide new insights into these questions and help identify the core components of successful skills strategies. 

This report is part of the OECD’s ongoing work on building effective national and local skills strategies.

The Netherlands today is prosperous, but its future success is not assured.  The Netherlands owes its success in no small part to actions it has taken in the past to develop a highly skilled population. Given the profound economic and social transformation that the Netherlands is currently undergoing, skills will be even more important for success in the future.  The Dutch education system and the skills of the Dutch population are strong overall. Therefore many of the opportunities for further improving the skills outcomes of the Netherlands are to be found in areas of society where the government has more limited influence, such as the workplace and community. As a consequence, achieving the Netherlands’ skills ambitions will require a whole-of-society approach.

The OECD Skills Strategy Diagnostic Report: Netherlands identifies the following three skills priorities for the Netherlands - fostering more equitable skills outcomes, creating skills-intensive workplaces, and promoting a learning culture. These priorities were identified through the analysis of common themes that emerged from stakeholder perspectives on the most important skills challenges facing the Netherlands, and through the OECD’s analysis of the nine skills challenges identified and examined in the report.

Spain’s economy is showing clear signs of recovery, after a protracted recession. Despite these positive developments significant challenges remain. Spain has amongst the highest unemployment rates in the OECD and the Spanish economy was still smaller in 2014 than it was in 2007. While the future is by definition uncertain, all signs point to a world in which higher levels of skills will be increasingly critical for people’s success in the economy and society. Skills improvements are an important driver of employment, productivity, economic growth, and higher living standards. Fostering better and more equitable skills outcomes also provides the foundation for building a healthier, more equitable, and more cohesive society.

The OECD Skills Strategy Diagnostic Report: Spain identifies 12 skills challenges for Spain. These challenges were identified through workshops with national and regional governments and stakeholders and through analysis of OECD, European Commission and national data. The first eight challenges refer to specific outcomes across the three pillars of developing, activating and using skills. The next four 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.