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In 1996, the OECD's Education Committee launched the 14-country 'Thematic review of the transition from initial education to working life'. Within a lifelong learning framework the review had two key goals: to describe how young people's transition to work changed during the 1990s; and to describe the education, labour and social policies, and the interaction between these, that lead to successful youth transitions. This country note provides an overview of the Australian educational system, and the policies that have developed in response to concerns about youth unemployment, social alienation among the young and long-term economic prosperity. The report is divided into four main sections: an outline of several of the key contextual factors shaping young people’s transition; major principles that characterise the reform efforts that have been underway since the mid-1980s in Australia; issues that struck the review team as requiring continuing attention from policy makers and practitioners; and concluding remarks.

The background report for Australia is indexed at TD/TNC 50.91; the final report of the OECD review is indexed at TD/TNC 62.156. Show less

This is the second in a series of statistical annuals from the OECD, providing over 100 indicators relating to the economy, agriculture, education, energy, environment, foreign aid, health and quality of life, industry, information and communications, population/labour force, trade and investment, taxation, public expenditure and debt, and research and development (R&D). Data are provided for all OECD member countries, and in some cases, for selected non-member countries as well. Time series cover, in most cases, from 1990 onwards and in many cases have data for selected years going back as far as 1960. For each indicator, there is a two-page entry. The left hand page includes a short introduction and a detailed definition of the indicator, comments on comparability of the data, an assessment of long-term trends related to the indicator, and a listing of documentation providing further information on the indicator. The right hand page contains the data table and a graphic, which presents the key message provided by the data. A dynamic link is provided for each chart and table to a Web page where the data is available to download in Excel format. For some indicators, there are supplementary tables. The annual also has a special section on economic globalisation.

The 2005 edition is indexed at TD/TNC 82.131, the 2007 edition is indexed at TD/TNC 90.87, the 2008 edition is indexed at TD/TNC 92.980 and the 2009 edition is indexed at TD/TNC 95.740. Show less

In 1996, the OECD's Education Committee launched the 14-country 'Thematic review of the transition from initial education to working life'. Within a lifelong learning framework the review had two key goals: to describe how young people's transition to work changed during the 1990s; and to describe the education, labour and social policies, and the interaction between these, that lead to successful youth transitions. This country note tries to explore some of the complexities of the interrelationship between re-active and pro-active policy approaches and to examine the role of the central government and administration, of regional and local actors - including schools and employment offices - and of the social partners in the ongoing reform processes. It contains the following sections: the context of transition in Finland; the education and training system; the labour market: institutions and policies affecting transition; aspects of governance and administration; ongoing reforms: issues and concerns; and conclusion: summary of issues and suggestions.

The background report for Finland is indexed at TD/TNC 77.198; the final report of the OECD review is indexed at TD/TNC 62.156. Show less

In 1996, the OECD's Education Committee launched the 14-country 'Thematic review of the transition from initial education to working life'. Within a lifelong learning framework the review had two key goals: to describe how young people's transition to work changed during the 1990s; and to describe the education, labour and social policies, and the interaction between these, that lead to successful youth transitions. This country note is based on discussions that were held with a wide range of policy makers. These discussions centred around four main topics, namely, ways in which young people’s transition to work in Hungary is changing, main problems and priorities for action, improving the transition process and its outcomes and policies and programs that are particularly effective. The paper is divided into four main sections: economic and social changes and their implications for the labour market; education and training - recent developments and problems; some major issues affecting the transition process; and conclusions.

The background report for Hungary is indexed at TD/TNC 77.200; the final report of the OECD review is indexed at TD/TNC 62.156. Show less

OECD Factbook 2008 is the fourth edition of a comprehensive and dynamic statistical annual from the OECD. More than 100 indicators cover a wide range of areas: economy, agriculture, education, energy, environment, foreign aid, health and quality of life, industry, information and communications, population/labour force, trade and investment, taxation, public expenditure and R&D. This year, the OECD Factbook features a focus chapter on productivity. Data are provided for all OECD member countries with area totals, and in some cases, for selected non-member economies. For each indicator, there is a two-page spread. A text page includes a short introduction followed by a detailed definition of the indicator, comments on comparability of the data, an assessment of long-term trends related to the indicator, and a list of references for further information on the indicator. The next page contains a table and a graph providing - at a glance - the key message conveyed by the data.

The 2005 edition is indexed at TD/TNC 82.131, the 2006 edition is indexed at TD/TNC 86.81, the 2007 edition is indexed at TD/TNC 90.87 and the 2009 edition is indexed at TD/TNC 95.740.

Published abstract reprinted by permission of the copyright owner. Show less

In 1996, the OECD's Education Committee launched the 14-country 'Thematic review of the transition from initial education to working life'. Within a lifelong learning framework the review had two key goals: to describe how young people's transition to work changed during the 1990s; and to describe the education, labour and social policies, and the interaction between these, that lead to successful youth transitions. This background report looks at the Hungarian education system as it has developed since the collapse of socialism and the subsequent economic crisis in Hungary. The report is divided into sections as follows: (1) Economic and social background in the nineties; (2) Education of young people; (3) Employment and youth; (4) Learning after leaving school; (5) Educational and employment policies; and (6) Conclusions and proposals.

The country note for Hungary is indexed at TD/TNC 77.201; the final report of the OECD review is indexed at TD/TNC 62.156. Show less

This pocket book contains key statistical data on OECD member countries. It provides comparable tables on subjects including: demography and health; economy; energy; labour; science; technology; environment; education; public finance; international trade and investment; and prices and finances. This publication also provides a selection of graphs, highlighting key challenges such as public debt, climate change and health spending. Show less

This annual publication provides relevant information on the state of education around the world. Featuring more than 150 charts, 300 tables, and over 100,000 figures, it provides data on the structure, finances, and performance of education systems in the OECD’s 34 member countries, as well as a number of partner countries. It results from a collaboration between OECD governments, the experts and institutions working within the framework of the OECD Indicators of Education Systems (INES) programme and the OECD Secretariat. The 2014 edition contains the following new information: new indicators on private institutions, on what it takes to become a teacher, and on the availability of, and participation in, professional development activities for teachers; data from the 2012 Survey of Adult Skills, on attainment, employment, intergenerational education mobility, earnings, and social outcomes related to skills proficiency; data from the 2013 OECD Teaching and Learning International Survey (TALIS) and the 2012 OECD Programme for International Student Assessment (PISA) in several indicators; analysis of the impact of the recent economic crisis on the interplay among educational attainment, employment, earnings and public finance; more in-depth information related to upper secondary completion rates and the types and use of student loans; and, for the first time, data from Colombia and Latvia.

Edited excerpts from publisher’s website.

The contents are as follows: The output of educational institutions and the impact of learning; Financial and human resources invested in education; Access to education, participation and progression; The learning environment and organisation of schools. Show less

A strong tradition of lifelong learning exists in Sweden. This report comprehensively outlines Sweden's education system across all sectors and the public costs involved in supporting the current lifelong education system. The Adult Education Initiative, a five year investment program that began in 1997, is discussed in some detail. The report closes with an outline of recent reforms and developments, which have been partly financed through the redistribution of funds from unemployment benefits. Possible future developments are also outlined. Chapters in this report include: (1) The overall perspective; (2) Estimating public costs of implementing lifelong learning; (3) Costs and benefits of lifelong learning; (4) Mobilising resources for lifelong learning; (5) The Adult Education Initiative: charting new ground; and (6) Development trends. Show less

The provision of high-quality education and health care to all of the population is considered a core element of public policy in most countries. In India, the government is active in both education and health but the private sector also plays an important role, notably for heath, and to a lesser extent in education. At present, the quality and quantity of the outputs from education, and also from public health care, are holding back the process of economic development. Steps are being taken to draw more children into primary education and the paper considers ways to keep children in school. It also considers institutional changes that may help to improve the performance of the educational system and so boost human capital formation.

Published abstract. Show less