Education and skills oecd This thematic report is the culmination of the OECD’s first comparative education policy focus on physical and health education in school systems around the world. hague@oecd. 2 Percentage of schools that provided life skills-based HIV and sexuality education within the previous academic year 4. Backed by significant investments, the reforms aim to raise quality, expand access, and equip learners with the skills needed to thrive in a changing economy. Working methods and sources of information include: Reviews of existing research, Policy survey on curriculum redesign (PQC), Curriculum content mapping (CCM), Mathematic Currriculum Document Analysis (MCDA), Physical Education Curriculum Analysis (PECA OECD Education 2030 welcomes countries and stakeholders to contribute to the project. Work is needed to translate the innovations made in these trials and test them on larger, international scales. . The trends are robust Mar 17, 2023 · By Andreas Schleicher, OECD Director for Education and Skills and and El Iza Mohamedou, Head of the OECD Centre for Skills. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and The OECD Global Forum on the Future of Education and Skills 2030 is an international multi-stakeholders’ platform for educational stakeholder communities active in the area of curriculum design and implementation. 4 │ EDU/EDPC(2018)44/ANN3 FUTURE OF EDUCATION AND SKILLS 2030: CURRICULUM ANALYSIS Unclassified 1. Policymakers must navigate the consequences of the digital and green transitions, demographic pressures, and other global megatrends. Employment. The OECD report states individuals who completed tertiary education will earn on average 57% more than someone with upper secondary education and almost double the amount of someone with no upper secondary education (OECD). It is accompanied by, and draws on material from, a Peer Learning Discussion on the same topic in March 2023 in Scotland. It aims to provide an overview of Feb 16, 2017 · by Tracey BurnsSenior Analyst, OECD Directorate for Education and Skills"It was the best of times, it was the worst of times … we had everything before us, we had nothing before us " Charles Dickens wrote A Tale of Two Cities in 1859. The Future of Education and Skills Education 2030 The Future We Want. Recent evidence demonstrates that stronger social and emotional skills are associated with more positive life outcomes, such as higher academic success, job performance and employment, while also positively correlating with better mental Apr 18, 2025 · Improving Mathematics Performance: Unpacking PISA’s Role. - Bildung + Innovation: Das Online Digitalisation is transforming education as well as social and economic life, with implications for childhood. Existence monitoring and evaluation provisions for digital education across EU countries, 2018 -19 Aug 31, 2023 · In 2015, the Education Policy Committee of the OECD agreed to launch the OECD Future of Education and Skills 2030 project as an opportunity to step back, explore the longerterm challenges facing PISA is the OECD's Programme for International Student Assessment. The project is multi-year: this The OECD’s programme on education and skills policy support policymakers in their efforts to achieve high-quality lifelong learning, which in turn contributes to personal development, sustainable economic growth, and social cohesion. As such, there is an urgent need for more direct measurement approaches of SES, which look at Watch webinars on a range of education topics hosted by the OECD Directorate for Education and Skills throughout 2021. He promotes the work of the Directorate for Education and Skills on a global stage and fosters co-operation both within and outside the OECD. EIPC seeks to bring together peers from policy and practice to advance understanding of the competencies that The COVID-19 pandemic prompted education systems around the world to shift to distance learning and exposed disparities in access to digital technologies and skills. Adult skills and work The OECD Centre for Skills supports countries to achieve better economic and social outcomes by providing advice on the development of skills throughout life and their effective use of skills in the economy and society. Future of Education and Skills 2030: Curriculum Analysis Draft Literature review on aligning pedagogies and assessments with changes in curriculum 10th Informal Working Group 23 – 25 October 2019 Ilsan and Seoul, Korea This draft was written by Philippa Cordingley, Bart Crisp, Paige Johns from CUREE (Centre for the Use of Research and OECD Education 2030 welcomes countries and stakeholders to contribute to the project. at) and Lucie Cerna 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. Smaller studies are trialling more direct assessments of these skills. Romania’s current education reform agenda marks the country’s most ambitious effort to modernise its education and skills system since the post-democratic transition. OECD Future of Education and Skills 2030 2. Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France. Creating an innovation-friendly ecosystem is key to creating education systems fit for the future. Developed as part of our Future of Education and Skills 2030 project, the Learning Compass puts forth a shared vision of what students should learn to be ready for tomorrow, and a shared language with which to discuss it. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. 3-4 June 2025. Adult skills and work We would like to show you a description here but the site won’t allow us. The core foundations provide a basis for developing student agency and transformative competencies. Skills are crucial to thrive in a world being reshaped by the green and digital transitions. Evidence on the use of technology from the OECD TALIS Video Study 27 Table 7. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and 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. The OECD Skills Strategy dashboard provides an overview of countries’ performance across the different dimensions of the OECD Skills Strategy framework. The framework’s development is supported by Code. This year’s edition focused on equity in education. Sep 10, 2019 · The 2019 edition of our Education at a Glance report provides a comprehensive overview of education systems in OECD member and partner countries, including detailed indicators across all levels of education – with a focus on higher education, in particular. Sep 7, 2021 · For the first time the OECD is now publishing an international comparative assessment of social and emotional skills that complements the picture. Education is complex. Did you ever wonder how rising inequality and polarisation will shape education? Or how advances in artificial intelligence, virtual reality, and other technologies could transform teaching and learning?Trends Shaping Education is a triennial report exploring the social, technological, economic, environmental and political forces transforming education systems worldwide. In the face of digitalisation, globalisation, population ageing and the transition to a low-carbon economy, new jobs are emerging and skill needs in existing jobs are evolving. By OECD’s Director for Education & Skills Andreas Schleicher I joined last week’s Behavioural Exchange conference in Abu Dhabi, and … More Subscribe to our "OECD Education and Skills Newsletter" and get the latest news directly to your inbox. The aim of the project is to Previous webinar recordings below 2024 Webinars 2023 & 2022 Webinars 2021 Webinars 2020 Webinars How to design and deliver higher technical education to develop in-demand skills 3 June 13:00 CEST In a world of AI, machine learning and net-zero technology, high level technical skills are in demand, but there is a huge job skills gap. To find out more about the project, please visit our website at: oe. Engaging with stakeholders enables policymakers to collect valuable insights on the real-world impacts of education and skills policies, and increase DIRECTORATE FOR EDUCATION AND SKILLS Cancels & replaces the same document of 12 October 2021 DEVELOPING INDICATORS TO SUPPORT THE IMPLEMENTATION OF EDUCATION POLICIES OECD Education Working Paper No. The report compiles key outputs of this TSI project. The OECD Learning Compass 2030 defines core foundations as the fundamental conditions and core skills, knowledge, attitudes and values that are prerequisites for further learning across the entire curriculum. Adapting to these changes, through upskilling and reskilling, is crucial for adults to reap the benefits of the ongoing transformations and for business to adopt new technologies and work Social and emotional skills (SES) are important for various life outcomes, such as academic achievement, mental health, job performance or civic engagement. This synthesis report identifies eight pillars of policy-making that the Strength through Diversity project has revealed to be crucial in order for education systems to effectively support newcomers. The AAR cycle builds on and OECD In today's world, the digital landscape plays a crucial role in children's lives, offering opportunities for education, socialising and entertainment. However, it also poses risks such as cyberbullying, exposure to inappropriate content and breaches of privacy. The Dilemma of Learning Needs vs. The learning framework has been co-created for the OECD Education 2030 project by government representatives and a growing community of partners, including thought leaders, experts, school networks, school leaders, teachers, students DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE Future of Education and Skills 2030: Curriculum Analysis Bridging curriculum design and implementation 8th Informal Working Group (IWG) Meeting 29 -31 October 2018 OECD Conference Centre, Paris, France Dec 11, 2019 · Under the umbrella of The Future of Education and Skills: Education 2030, more than thirty countries, a range of interested organisations and many individual experts are considering what young people need to learn for a 2030 world. As the Learning Compass reveals, success in education OECD Education and Skills | 25,590 followers on LinkedIn. Through planning, experience and reflection, learners deepen their understanding and widen their perspective. 1. And we build frameworks for accountability and transparency. Explore education and skills. English DIRECTORATE FOR EDUCATION AND SKILLS Future of Education and Skills 2030: Curriculum Analysis Draft - The Science of Mindfulness-Based Interventions and Learning: A Review for Educators 10th Informal Working Group Lifelong learning is key if individuals are to succeed in labour markets and societies shaped by megatrends such as increases in life expectancy, rapid technological changes, globalisation, migration, environmental changes and digitalisation, as well as sudden shocks like the COVID-19 pandemic. org and international experts, the framework is a major step toward preparing young learners to engage with AI critically, creatively and Apr 29, 2025 · Education is a powerful lever for social change. This report Teaching for the Future: Global Engagement, Sustainability and Digital Skills outlines the challenges and key trends for teaching and schools, and sets out ambitious proposals to improve education standards to ensure learning caters to the needs Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France. If you are interested, please contact: education2030@oecd. This framework will outline the knowledge, skills and attitudes that will adequately prepare students in primary and secondary education. In Bulgaria, concerns arose that some students and teachers lacked devices and the digital proficiency needed to effectively participate in online teaching and learning. Despite strong Many of us remember a teacher who made a lasting impact on our lives, who empowered us to reach our full potential. These crises are global in scope, affecting all regions of the planet, with impacts felt across all sectors of society. In the build up to the launch this October of the OECD’s Teaching and Learning International Survey (TALIS) - the world’s largest international survey about teachers and school leaders - the OECD is celebrating teachers around the globe and asking you to tell us why teachers Migration has been at the centre of policy debates across the OECD in recent years, largely because of the refugee crisis. PISA-VET will redefine how we measure professional skills and give countries the opportunity to learn from each other’s VET programmes and fine-tune their education policies. Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city OECD Future of Education and Skills 2030 Conceptual learning framework Concept note: Student Agency for 2030 The OECD’s Artificial Intelligence and the Future of Skills (AIFS) project is developing a programme to assess the capabilities of AI and robotics, and their impact on education and work. 255 Pierre Gouëdard, OECD This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. We help countries identify and develop the knowledge, skills & values that drive better jobs and better lives. … DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE Future of Education and Skills 2030: Curriculum Analysis Policy review on designing, planning and implementation 8th Informal Working Group (IWG) Meeting 29 -31 October 2018 OECD Conference Centre, Paris, France This draft paper was written by Tina Isaacs, UCK, Institute of Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own lives and contribute to the lives of others. The series of volumes on curriculum analysis synthesise rich, mixed-methods data collected from a variety of sources and stakeholders. VET is essential, but comparative data are lacking. We know that employers greatly value such skills and many education and skills systems seek to prioritise their development. From the latest data about school-recovery from COVID-19 lockdowns, to our popular Ask an Expert series hearing from experts about issues impact children in the 21st century and how education can help, these webinars look at what is going on in education today and what it 📣 Job alert! 📣 OECD Education and Skills is looking for one or more junior policy analysts to help the Policy Advice and Implementation team. ac. 3 Artificial Intelligence (AI) and robotics are becoming increasingly sophisticated at replicating human skills. Simultaneously, rapid technological advances, such as artificial intelligence (AI), and broader socio-economic shifts, increase the need to May 22, 2019 · The new OECD Learning Compass 2030 framework points the way forward. This means nurturing innovation skills like creativity and critical thinking and ensuring the main drivers of innovation remain active: namely, individual, organisational and system learning. The publication, released today, provides an enormous trove of data to consult and OECD Education Working Paper No. Employability. Inspired by PISA, a new international assessment is being developed by the OECD to measure the skills of learners completing vocational education and training (VET). Teaching and learning 3. It provides a starting point for countries and the OECD to analyse and identify their key policy priorities. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. Jan 23, 2025 · Examine the OECD's extensive research and analysis of education policy around the world. 239 Pierre Gouëdard, Beatriz Pont, Susan Hyttinen Pinhsuan Huang, OECD This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. This push for change comes at a critical juncture. Artificial intelligence (AI) and robotics are major breakthrough technologies that are transforming the economy and society. 218 By Stéphan Vincent-Lancrin (OECD) and Reyer van der Vlies (OECD) This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. OECD’s Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The OECD Survey on Social and Emotional Skills is an international survey that identifies and assesses the conditions and practices that foster or hinder the development of social and emotional skills for 10- and 15-year-old students. Note that further faq's can be found on the About page for the project. The Directorate for Education and Skills developed the policy framework of the Jul 15, 2019 · 经济合作与发展组织（简称经合组织，OECD）于2015年启动了“教育2030：未来的教育与技能”（OECD Future of Education and Skills 2030）项目，项目中启动了“面向2030的学习框架”（The OECD 2030 Learning Framework）讨论，旨在开发一种新的学习框架，描述需要用什么样的能力来 Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France. Future DIRECTORATE FOR EDUCATION AND SKILLS Rethinking Education in the Context of Climate Change: Leverage Points for Transformative Change OECD Education Working Paper No 307 By Deborah Nusche, Marc Fuster Rabella and Simeon Lauterbach, OECD This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and OECD Future of Education and Skills 2030 Conceptual learning framework Concept note: Student Agency for 2030 The 2023 Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), provides a comprehensive overview of adults' literacy, numeracy, and adaptive problem solving skills – skills that are fundamental for personal, economic, and societal development. Enter your email address «= «= Education at a Glance is the definitive guide to the state of education around the world. In a fast-moving digital transformation, the right mix of skills to use digital technologies can improve the accessibility, quality and equity of education and training systems to thrive in work and life. We encourage countries to compare their experiences and learn from each other, and The OECD, in collaboration with the Chilean National Agency for Education Quality, invited participants to the virtual launch of the report “Nurturing Social and Emotional Skills across the Globe” where Andreas Schleicher, Director for Education and Skills at the OECD discussed the report’s findings along with national and international Education & Skills Online Assessment is an assessment tool designed to provide individual-level results that are linked to the OECD Survey of Adult Skills (PIAAC) measures of literacy, numeracy and problem solving in technology-rich environments. La Direction de l’éducation et des compétences de l’OCDE aide les individus et les nations à identifier et acquérir les connaissances et les compétences qui permettent l’accès à des emplois meilleurs et des vies meilleures, créent de la prospérité et favorisent l’inclusion sociale. The findings are consistent with the notion that, in producing human capital, work experience substitutes formal education at the bottom of EDUCATION POLICY COMMITTEE Organisation for Economic Co-operation and Development EDU/EDPC(2019)15 Unclassified English - Or. The dashboard is based on core indicators used in the OECD Skills Strategy Projects. In light of population ageing, globalisation, automation, and the effects of the COVID-19 pandemic, Thailand’s labour market is being significantly reshaped, and so are the skills required for higher employability. Education is at Teacher shortages have intensified across several OECD countries, making this an urgent priority for education systems. OECD Education Working Paper No. Im Mittelpunkt steht die Entwicklung der eigenständigen Gestaltungs- und Handlungskompetenz, der Student Agency. Between 2015 and 2022, the share of students whose principals reported shortages rose from 29% to 46. … DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE Future of Education and Skills 2030: Curriculum Analysis Policy review on designing, planning and implementation 8th Informal Working Group (IWG) Meeting 29 -31 October 2018 OECD Conference Centre, Paris, France This draft paper was written by Tina Isaacs, UCK, Institute of 1. By OECD Director for Education and Skills Andreas Schleicher Yesterday, I joined an inspiring group of educators, policymakers, and global… education AI isn’t neutral – why education must lead the way In March 2018, The Future of Education and Skills 2030 OECD project published a position paper in which it proposed an initial framework designed to help countries address two key questions: What knowledge, skills, attitudes and values will today's students need The OECD Directorate for Education and Skills helps individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion. Download scientific diagram | The Future of Education and Skills: OECD Education 2030 Framework Knowledge, skills, attitudes and values are seen as interconnected and interacting to produce Feb 25, 2021 · Der OECD Lernkompass 2030 liefert ein wichtiges Rahmenkonzept dafür, wie die Bildung der Zukunft gestaltet sein muss und welche Kompetenzen Schüler*innen brauchen, um sich für ihr persönliches und das gesellschaftliche Wohlergehen einzusetzen. Adult skills and work Feb 6, 2025 · Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris. org. This paper analyses the capacity of Thailand’s education and training system to develop relevant skills from the pre-primary to higher education level, and explores the current Launch of the OECD Economic Outlook 2025. The Spotlight was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Global education systems face an array of huge challenges, including question marks over how to remain relevant in a fast-changing world. Vocational Education and Training (VET) is a vital part of a country’s education system. E2030 Position Paper. Achieving this aim requires coordination and collaboration across Education at a Glance is the authoritative source for information on the state of education around the world. Our work focuses on what truly drives high-quality education and skills: identifying where systems excel, where they struggle, and what strategies can enhance outcomes. Der OECD Lernkompass wurde im Rahmen des OECD Projekts Future of Education and Skills 2030 entwickelt und im Mai 2019 in seiner englischen Originalausgabe einem internationalen Publikum in Vancouver Jan 27, 2025 · In fact, in most countries, teachers’ skills, as measured by the OECD Survey of Adult Skills, are fairly similar to those of the average person with a college degree (see Figure 1, which compares the numeracy skills of teachers, represented by the square diamond, with the distribution of numeracy skills among tertiary graduates, represented Large-scale assessments of social and emotional skills mainly use students’ self-assessments, which have some flaws in terms of comparability and, to some extend, validity and interpretability. Funded through REACT-EU, the Equal Access to School Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies, (b) curricula, (c) teacher education, and (d) student assessment 4. The assessment of these skills in children and adolescents, however, currently relies heavily on the use of self-reported questionnaires. May 15, 2025 · The access of education elevates quality education and gives people more opportunity regardless of circumstances in life. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various >> OECD Skills Outlook 2017: Skills and Global Value Chains - Country Note on Italy The OECD Skills Outlook 2017 shows that skills matter for global value chains. | We help individuals and Innovation is a key driver of growth and wellbeing. So, change is imminent. This paper identif ies the existing research and/or gaps in the existing research (both empirical and theoretical) that supports the links and relationships between: the key concepts of the OECD 2030 Learning Framework and the attitudes a nd values (used in Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own lives and contribute to the lives of others. OECD Ministerial Council Meeting 2025. This paper examines how formal education and experience in the labour market correlate with measures of human capital available in The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC). org JT03536459 This analytical report was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union’s New European Innovation Agenda, flagship 4 on “Fostering, attracting and retaining deep tech talent”. To seize the opportunities of the future, countries must build skills systems that equip people with the right skills, promote lifelong learning, and provide opportunities for people to use their skills fully in the economy and society. Learning 4. 3 days ago · This gap between innovation and education is exactly what the new AI Literacy Framework (AILit) aims to close. for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France. Conducted under the auspices of the OECD Future of Education and Skills 2030 project as part of the International Curriculum Analysis, this report presents new insights into the physical education curriculum in 18 countries and DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE Education and Skills 2030: Curriculum analysis 3UHOLPLQDU\ ILQGLQJV IURP DQ LQWHUQDWLRQDO OLWHUDWXUH UHYLHZ RQ ³HQVXULQJ HTXLW\ DQG innovations" 7th Informal Working Group (IWG) meeting 14 -16 May 2018 Paris, France Designing and implementing impactful education and skills policies is becoming increasingly challenging. As employment is shifting towards more sustainable activities, workers are increasingly expected to have skills that support the transition to a greener economy. OECD 1 OECD EDUCATION SKILLS Foreword The OECD Directorate for Education and Skills helps individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion. The OECD Learning Compass 2030 is an evolving learning framework that sets out an aspirational vision for the future of education. FAQ OECD Learning Compass 2030 frequently asked questions See below for the frequently asked questions about this part of the OECD Future of Education and Skills project. There are also concerns that excessive screen time can impact children's social and emotional development, leading to debates about Inspired by PISA, a new international assessment is being developed by the OECD to measure the skills of learners completing vocational education and training (VET). This document, as well as any data and map included herein, are without prejudice to the status of or Policies aimed at reducing the environmental impact of human activities have important consequences for labour markets, jobs, and skills. Sep 23, 2022 · OECD (2018). This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and This report was developed as part of a collaborative project “Strengthening the Governance of the Swedish Skills System” between Sweden, the Directorate-General for Structural Reform Support of the European Commission, and the OECD, and funded via the Technical Support Instrument (TSI). DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE EDPC Education and Skills 2030: Conceptual Learning Framework Progress Report of the OECD 2030 Learning Framework 6th Informal Working Group (IWG) meeting 23 - 25 October 2017 Paris, France This policy perspective was developed at the request of the Directorate for Education Reform, Scotland (United Kingdom) to provide an overview of how countries across the OECD assess social and emotional skills in upper secondary education. Apr 29, 2025 · To address this need, the OECD and the European Commission are joining forces to develop an AI Literacy framework. org and leading international experts. cd/education2030 Write to us Directorate for Education and Skills-OECD 2 rue André Pascal - 75775 Paris Cedex 16-France DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE Education and Skills 2030: Conceptual learning framework Draft Papers supporting the OECD Learning Framework 2030 7th Informal Working Group (IWG) Meeting 14 -16 May 2018 Paris, France This paper was commissioned to clarify and deepen the understanding of the key concepts Jan 27, 2023 · 學生能動性的概念，正是源於OECD 2019年推出的一份文件（OECD Future of Education and Skills 2030: Conceptual learning framework）。文件指出學生能動性的概念紮根於以下原則：學生有能力和意願積極影響自己的生活和周圍的世界。 The challenges posed by climate change, biodiversity loss, and pollution have become defining issues of our time. Grade-Level Expectations Nearly all countries provide guidance to schools on what mathematics to teach at each Graduate School of Education , USA and Abdulla O MAIGAN / Universi ty of Oxford , USA. » A better DIRECTORATE FOR EDUCATION AND SKILLS CURRICULUM REFORM: A LITERATURE REVIEW TO SUPPORT EFFECTIVE IMPLEMENTATION OECD Working Paper No. Almost two centuries later, his words remind us of what a very serious… Welche Kompetenzen Schülerinnen und Schüler für eine robuste und erfolgreiche Entwicklung 2030 benötigen, beschreibt der OECD Lernkompass 2030 als dynamisches Rahmenkonzept für das Lernen. 260 Lucie Cerna (OECD), Cecilia Mezzanotte (OECD), Alexandre Rutigliano, Ottavia Brussino (OECD), Paulo Santiago (OECD), Francesca Borgonovi (OECD), Caitlyn Guthrie (OECD) This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. A well-coordinated adult learning system is essential to support the achievement of Korea’s long-term goals. A joint initiative by the European Commission (EC) and the Organisation for Economic Co-operation and Development (OECD), with support from Code. In our post-launch webinar we’re delving deeper into EAG 2024 with Andreas Social and emotional skills are increasingly recognised as critical skills and are, thus, being increasingly introduced in the curricula in many countries. Launch of the OECD Economic Outlook 2025. Ahead of the launch of the OECD PISA (Programme for International Student Assessment) results on December 5th, join us as we explore the power of data and how it can drive positive change in education systems worldwide. DIRECTORATE FOR EDUCATION AND SKILLS Trustworthy artificial intelligence (AI) in education: promises and challenges OECD Education Working Paper No. The report presents new analyses based on the Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), and the Trade in Nov 1, 2014 · The OECD’s Directorate for Education and Skills wants to play a more influential role in the definition of the global skills agenda for development in the post-2015 scenario and the OSS is its main policy tool for doing so. Contact: Lucie >> OECD Skills Outlook 2017: Skills and Global Value Chains - Country Note on Mexico The OECD Skills Outlook 2017 shows that skills matter for global value chains. The world of work is changing. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André- Pascal, 75775 Paris Cedex 16, France. 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. Get a quick overview of key insights and policy options for a wide range of topics in education. The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited literacy and numeracy skills, and governments now recognise the need to up-skill low-skilled adults in order to maintain national prosperity DIRECTORATE FOR EDUCATION AND SKILLS Fostering higher-order thinking skills online in higher education: A scoping review OECD Education Working Paper No 306 By Cassie Hague, OECD This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. The Guidelines outline how Latvia will equip its citizens with skills to flourish in work and in society. Education can equip learners with the agency, the competencies and the sense of purpose to shape their own lives and contribute to the lives of others. The aim of OECD's Education 2030: The Future of Education and Skills project is to support co Annex 1: Contributors Chair of Education 2030 Jørn Skovsgaard (Senior Adviser, Ministry of Education, Denmark) Advisory group João Costa (Secretary of State for Education, Portugal) Suzanne Dillon (Assistant Chief Inspector, Department of Education and Skills, Ireland) Moonhee Kim (Minister, Permanent Delegation of the Republic of Korea to Keywords: Thailand, Education quality, Accessible schooling, Education expansion, STEM skills, Skills imbalances, Lifelong learning, Adult education Le système d’enseignement et les déséquilibres de compétences en Thaïlande : évaluation et Annex 1: Contributors Chair of Education 2030 Jørn Skovsgaard (Senior Adviser, Ministry of Education, Denmark) Advisory group João Costa (Secretary of State for Education, Portugal) Suzanne Dillon (Assistant Chief Inspector, Department of Education and Skills, Ireland) Moonhee Kim (Minister, Permanent Delegation of the Republic of Korea to Keywords: Thailand, Education quality, Accessible schooling, Education expansion, STEM skills, Skills imbalances, Lifelong learning, Adult education Le système d’enseignement et les déséquilibres de compétences en Thaïlande : évaluation et New digital technologies, including artificial intelligence, robotics and information and communication technologies are reshaping the way people live, work and learn. The report presents new analyses based on the Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), and the Trade in Non-cognitive skills, such as skills to use information and communication technology as well as managerial skills, also help workers adapt to new technologies and globalisation. 3 June 2025. We craft targeted skills programmes to align learning with real-world job demands. Adult skills and work. 198 By Neda Forghani-Arani (University of Vienna), Lucie Cerna (OECD) and Meredith Bannon (Pennsylvania State University) This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. It gives policymakers the evidence to improve education systems by sharing comprehensive data on attainment, enrolment, finance, labour market outcomes and much more. Apr 28, 2020 · OECD 교육 2030(The Future of Edcuation and Skills: OECD Education 2030, 이 후 ‘OECD 교육 2030)은 2030년 미래 역량을 규명하고 규명된 미래 역량을 키우기 위한 방법을 탐색하는 것을 목적으로 2015년부터 실시되고 있는 OECD 교육 사업이다. Children entering school in 2018 will be young adults in 2030. Neda Forghani-Arani (neda. Early Childhood Education and Care (ECEC), with its immense potential to shape children’s early development, learning and well-being, can play a major role in addressing the opportunities and risks that digitalisation brings to young children. Employment services. Reducing skills Nov 1, 2014 · The Skills Outlook report (OECD, 2013a) analysed the first data produced by PIAAC, but the OECD’s policy framework on skills was published one year before in the report Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies (OECD, 2012a). forghani-arani@univie. The Anticipation-Action-Reflection (AAR) cycle is an iterative learning process whereby learners continuously improve their thinking and act intentionally and responsibly, moving over time towards long-term goals that contribute to collective well-being. The aim of the project is to Andreas Schleicher is Director for Education and Skills at the Organisation for Economic Co-operation and Development (OECD). This OECD Learning Framework 2030 offers a vision and some underpinning principles for the future of education systems. Education is the foundation for better jobs and better lives. 2. May 4, 2023 · EDU/EDPC/SR(2023)2/ANN1 _ 3 For Official Use Table 2. We collaborate with governments to create forward-thinking, evidence-based education reforms. These key information-processing skills provide the foundation for access to Identifying effective policy interventions for adults with low literacy and numeracy skills has become increasingly important. cd/education2030 Write to us Directorate for Education and Skills-OECD 2 rue André Pascal - 75775 Paris Cedex 16-France The 2023 Gender, Education and Skills Report on the persistence of gender gaps in education and skills presents fresh insights on progress towards gender equality in education, from proficiency in reading, mathematics and science through to career choices after leaving school. Or delve deeper into the OECD knowledge base through quick and easy access to related websites and publications. The evolution of these technologies could fundamentally transform work over coming decades and deeply affect education’s current role in providing skills and preparing learners for future work. Facing these daunting challenges requires rethinking how we engage with the environment and, more deeply, how human systems in general operate. 7. In Germany cognitive skills among adults are above OECD average, but weaker than in leading economies, especially among individuals with low and middle qualifications. It is about orientation, not prescription. Read the full description below. 7% on average across the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers Jun 3, 2019 · OECD Future of Education and Skills 2030/2040 aims to build a common understanding of the knowledge, skills, attitudes and values students need in the 21st century. Cassie Hague, cassie. Previous webinar recordings below 2024 Webinars 2023 & 2022 Webinars 2021 Webinars 2020 Webinars How to design and deliver higher technical education to develop in-demand skills 3 June 13:00 CEST In a world of AI, machine learning and net-zero technology, high level technical skills are in demand, but there is a huge job skills gap. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and This Education Spotlight, the second in a series of three, presents key lessons and inspiring examples of policy and practice to inform how traditional higher education programmes, like bachelor’s degrees, can effectively cultivate competencies crucial for green and digital innovation. rvpxo igbjnsd wifmt ykctzt zzcqrkj dxxa tgadoih zoikicq loxqvz qtzy