Skills are central to Peru’s future prosperity and the well-being of its people. Peru's economic development to date has largely been driven by abundant natural resources and high commodity prices in the global market. The goal for the future is to...

Skills are central to Korea’s future prosperity and the well-being of its people. The OECD Skills Strategy Diagnostic Report: Korea identifies 12 skills challenges that need to be addressed to build a more effective skills system in Korea. These...

Skills are central to Portugal’s future prosperity and the well-being of its people. The OECD Skills Strategy Diagnostic Report: Portugal identifies 12 skills challenges for Portugal. The first nine challenges refer to specific outcomes across the...

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...

Skills are central to Austria’s future prosperity and the well-being of its people. The OECD Skills Strategy Diagnostic Report: Austria identifies 14 skills challenges for Austria. The project and this report build on both the insights from workshops...

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.

The OECD Skills Strategy Diagnostic Report: Slovenia identifies a number of overarching priority areas for action.

The OECD Skills Strategy Diagnostic Report: Mexico sets out eight skills challenges for Mexico.

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.

Australia’s overall performance in the Survey of Adult Skills (PIAAC) ranges from average to very good. However, three million adults, representing one-fifth of the working age population, have low literacy and/or numeracy skills.

This report presents evidence-based analysis of current strategies and practices in higher education institutions (HEIs) in Hungary towards a value-creating use of knowledge resources for innovation and entrepreneurship. The analysis and...

This report presents evidence-based analysis on Poland’s higher education transformation process towards an innovative, interconnected and multidisciplinary entrepreneurial system, designed to empower its students and staff to demonstrate enterprise,...

This report presents evidence-based analysis on Ireland’s higher education transformation process towards an innovative, interconnected and multidisciplinary entrepreneurial system, designed to empower its students and staff to demonstrate...

In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially.

In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially.

The report provides an in-depth analysis of the results from the Survey of Adult Skills related to problem solving in technology-rich environments, along with measures concerning the use of ICT and problem solving.

This report presents a synthesis of OECD’s empirical work that aims at identifying the types of social and emotional skills that drive children’s future outcomes.

Skills are central to Norway’s future prosperity and the well-being of its people. This diagnostic report identifies 12 skills challenges for Norway which were distilled from a series of interactive diagnostic workshops held in the course of 2013...

This study identifies key lessons about the strategic objectives and directions which should form a frame for policy development in the US, including policy on adult learning and schooling.

This book examines access to training by SMEs across seven regions in six OECD countries: New Zealand, Poland, Belgium, UK, Turkey and Canada.