Organisation for Economic Co-operation and Development

This review of early childhood education and care (ECEC) in twenty OECD countries (Australia, Austria, Belgium, Canada, the Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, the United Kingdom and the United States) describes the social, economic, conceptual and research factors that influence early childhood policy. These include: increasing women's labor market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the demographic challenges faced by OECD countries; and in particular, addressing issues of access, quality, diversity, child poverty and educational disadvantage. This publication outlines the progress made by the participating countries in responding to the key aspects of successful ECEC policy outlined in the previous volume, Starting strong (OECD, 2001). It offers many examples of new policy initiatives adopted in the ECEC field. In their conclusion, the authors identify ten policy areas for further critical attention from governments. The book also presents country profiles, which give an overview of ECEC systems in all 20 participating countries.--Publisher description

Drawing on data from the OECD’s Programme for International Students Assessment (PISA), this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts. As well as providing information on countries’ approaches to the integration of immigrants, it looks at other factors that could influence immigrant students’ performance – such as their attitudes to school, their motivation and learning strategies as well as their social background and the language spoken at home – giving valuable implications for educational policy.

Decentralising labour market policy is a delicate and challenging subject of political debate.  Does decentralisation really enable co-ordination of policies?  At the local level, how do we make the best use of decentralised powers?  How can greater flexibility be provided in managing policies while still guaranteeing efficiency and accountability?  To enhance responsiveness to citizens’ needs, governments increasingly decentralise the way policies are designed and implemented.  In the labour market policy area, many stakeholders, from business and local government to community groups and NGOs have been receptive.  The OECD invited leading experts and experienced policy makers and practitioners to address these questions and share their experiences in dealing with such issues. This report, supported by statistical data, summarises the lessons learnt from their experiences.  It is for researchers, leading experts, business communities, economists in government circles and NGOs.

Norway is a test-bed for the implementation of a bold vision of lifelong learning. There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated population, confronted with challenges ranging from economic re-structuring, to an ageing workforce, the contradictions of labor shortages and increased leisure time, and an increasingly diverse society. But even in Norway the institutional arrangements and policies fall short of a systemic approach to lifelong learning. The most obvious shortcomings concern adults where there are daunting issues regarding the governance and finance of adult learning. Leadership is a vexed issue insofar as successful implementation depends on concerted action by several ministries as well as the social partners. Choice, equity, and quality are in many cases conflicting objectives and difficult trade-offs have to be resolved.

Interest in sustainable development and awareness of the international dimension of environmental problems, have stimulated governments to track and chart environmental progress and its links with economic conditions and trends. This publication presents leading environmental indicators from the OECD Core Set and thus contributes to measuring environmental performance and progress towards sustainable development. Organised by issues such as climate change, air pollution, biodiversity, waste or water resources, this book provides essential information for all those interested in sustainable development.

There is broad political support for lifelong learning because it is so vital to sustained economic progress and social cohesion in the "new economy". But its implementation is potentially costly and depends on making the learning process more cost-effective and on securing financial and in-kind resources from the private sector. What can be done to keep lifelong learning from becoming prohibitively expensive, and to ensure that there are strong and transparent incentives to invest in it ? This book looks at recent experience of selected OECD countries as they have articulated their goals and strategies for lifelong learning. It examines policies and practices that influence the rates of return to lifelong learning, and mechanisms that are being put in place to channel financial resources to lifelong learning. It identifies resource issues that need to be addressed if lifelong learning is to be an affordable and workable guide to public policy.

Given the current trends and developments across OECD Member countries, a new and dynamic vision for tertiary education is called for. Higher levels of participation at the tertiary level, driven strongly by demands reflecting the diverse interests of students, employers and society at large, have created challenges which must be met. How should tertiary education better respond to the interests and choices of clients, students foremost among them? What should be done to adapt teaching methods or restructure the curricula? How should the needs of those not currently served in the first years of tertiary education be addressed? How should governments interact with large, diverse tertiary education systems, comprised of varied and increasingly autonomous providers? This volume also examines how best to mobilize the energies and expertise of staffs and institutions as well as partners, and how to secure adequate resources and improve efficiency in the face of greater competition for public funds. The findings, analyses and conclusions presented in this publication will serve as a basis for debate, reflection and exchange as all parties seek to strengthen and extend the contributions of tertiary education to economic and social well-being for all.

Surveys the history, cultivation, and uses of apples and describes the different kinds.