The Skills Summit 2016
Ministers and officials representing a diverse range of portfolios - gathered in Bergen, Norway, for the first Skills Summit on 29-30 June 2016. The OECD Centre for Skills was launched at the summit, which will support countries in developing and implementing better skills policies based on a whole-of-government and whole-of-society approach by using the OECD Skills Strategy framework.
Higher Education Benchmarking
Global Competency for an Inclusive World
The OECD's Education Policy Committee launched new work to help countries enhance the performance of their higher education systems. This work will strengthen the comparative evidence base on higher education, enabling the analysis of higher education system performance and the identification of effective strategies to enhance performance.
This brochure describes the OECD's proposal for the PISA 2018 Global Competence. It represents a new, ambitious and still experimental approach to global competence which the OECD has developed in consultation with the international community of experts and which could provide a starting point for the PISA 2018 assessment. In particular, its emphasis on attitudes and values is novel in comparative assessment.
PISA 2015 Assessment and Analytical Framework
The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the sixth cycle of the triennial assessment. The 2015 assessment covers science, reading and mathematics, with the major focus on scientific literacy this cycle. Financial literacy is also evaluated as an optional assessment, as it was in 2012. Seventy-one countries and economies, including all 34 OECD countries, participated in the PISA 2015 assessment.
OECD PISA Learning Community
The OECD PISA Learning Community provides teachers, school administrators, parents, students and policy makers with a look inside the OECD Programme for International Student Assessment, a worldwide study that measures 15-year-olds' real-world skills in reading, mathematics and science.
Education Policy Outlook: Country profiles
Four new country profiles have been added to the series on the education systems of Estonia, Iceland, Israel, Luxembourg and Slovenia providing a unique assessment of education policies reviewed in their current context, challenges and reforms.
Netherlands 2016: Foundations for the Future
This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. The review aims to further advance the quality and equity of the Dutch system, as well as maintain and build on its current strengths.
Education in Latvia
This national policy review for Education in Latvia covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia's policies and practices against the best approaches in education and skills across the OECD.
Education in Colombia
This national policy review for Education in Colombia assesses it's policies and practices against the best approaches in education and skills from across the OECD. It analyses its education system's major strengths and the challenges it faces, from early childhood education and care to tertiary education.
OECD Reviews of School Resources
A review of Austria was published in early June provides a number of policy options to improve the efficiency and equity of schooling. It suggests a focus on reforming current school governance and financing arrangements by aligning financing and spending responsibilities, exploring different ways to introduce needs-based formula funding and monitoring resource flows to create greater transparency. OECD Reviews of School Resources for the Czech Republic and Denmark will be the next to be released this year.
Thomas J. Alexander Fellowship
The Thomas J. Alexander Fellowship programme in partnership with the OECD Centre for Opportunity and Equality, hosted a symposium titled From Inclusion and Equity in Education to Social and Economic Prosperity. The symposium helped to broker a dialogue between civil society, researchers and policy makers.