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Leaders and academics can improve the quality of higher education teaching, and thereby the quality of their graduates, by reflecting on institution-wide practices. This book explores the interplay between actors within institutions, organisational structure, commitment of senior leadership, involvement of faculty and students, and evaluation instruments. Based on an OECD review of 46 quality teaching initiatives in 20 countries, the report highlights the significant impact of the institutions’ environment, trends in the quality of academia, teaching methods and learning conditions. The sample represents 29 higher education institutions, from technological and vocational institutions to business and economic schools, from small undergraduate institutions to multidisciplinary postgraduate universities. The book illustrates the following factors with examples from around the world: the aims of institutions when fostering quality teaching, their options and the guiding philosophy behind a quality approach; concrete ways to apply quality teaching initiatives, challenges to implementing them, and key actors in their dissemination; evaluation systems and the impacts of institutional support on teaching, research and quality culture; and how institution-wide approaches can be combined to enhance quality teaching in a sustainable way. The book also analyses the effects of quality teaching on institutional leaders, faculty members, quality units and students. The contents are as follows: Foreword and acknowledgements; Executive summary; Institutions and quality teaching initiatives under focus; The origins of engagement in quality teaching; Implementing quality teaching support; Monitoring and measuring quality teaching; Conclusions and implications for institutions; Bibliography; Annex A: Methodology.

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‘Learning for jobs’ is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. This special report looks at the system in China. China’s education system has made dramatic advances: almost all children in China now complete lower secondary education. Around three quarters continue into upper secondary schools, with fast increasing numbers in tertiary education. At upper secondary level about half the cohort enter vocational schools - more than 20 million students. At the same time the system faces significant challenges. The government is seeking to make the system accessible to all students - by removing the fees barrier, ensuring minimum quality standards in all vocational schools, and in providing adequate high quality workplace training opportunities. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

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This report contains, for Denmark, a survey of the main barriers to employment for young people, an assessment of the adequacy and effectiveness of existing measures to improve the transition from school-to-work, and a set of policy recommendations for further action by the public authorities and social partners. The report is based on the proceedings of a seminar and is published in English only. However, a French translation of the summary and main recommendations has been included in this volume.

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The deep recession has led to a marked deterioration in labour market conditions in the OECD area. This paper, which draws heavily on other ongoing analytical work at the OECD, takes stock of recent labour market developments, highlights some of the key uncertainties in the early stages of the upturn, and discusses the policy options available to damp any further, structural deterioration in labour markets and facilitate an eventual, sustained, job-rich recovery.

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Increasing the share of vocational secondary schooling has been a mainstay of development policy for decades, especially in formerly socialist countries. However, the transition to market economies led to significant restructuring of school systems and a decline in the number of vocational students. Exposing more students to a general curriculum could improve academic abilities. To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyses Poland’s significant improvement in international achievement tests and the restructuring of the education system, which expanded general schooling. Using propensity-score matching and difference-in-differences estimates, the authors show that delaying vocational education had a positive and significant impact on student performance of the order of one standard deviation.

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There is little cross-country comparative evidence on the way labour market institutions shape gross job and worker flows, by and large because comparable data for many countries are scarce. By using a unique harmonised dataset on hirings and separations at the industry-level for a large majority of OECD countries, we fill this gap, by analysing the role of a number of labour and product market institutions in shaping cross-country differences in gross worker flows. In order to identify the effect of policies and institutions we consider an industry-level difference-in-difference approach. The basic premise of this approach is that the effect of a particular policy on gross job flows is greater in industries where the policy is more likely to constrain firm behaviour. We check, however, the robustness of our results using more standard cross-country/time-series estimates. The richness of the data available to us allows estimating the impact of the institutions also on the transitions from job to job, the transitions from job to nonemployment and the transitions from non-employment to jobs. We find that cross-country differences in job protection for open-ended contracts and unemployment benefits can explain a large share of crosscountry variation in gross worker flows. However, the effect of the former is essentially limited to job-to-job flows.

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The State of Victoria is a knowledge-intensive centre for Australia: educational services are Victoria's strongest export worth more than AUD five billion, surpassing tourism and automotive sectors. Victoria is a magnet for immigration and the international student enrolment represents over 30 per cent of the total for Australia. The higher education system in Australia is moving to a more competitive phase with the decision that the government funding will follow students wherever they choose to enroll. How can Victoria continue to increase participation in higher education and widen access to lower socio-economic groups? How can its higher education institutions help transform Victoria into an innovative state with knowledge-intensive industries and jobs? This publication explores a range of helpful policy measures and institutional reforms to mobilise higher education for regional development. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them.

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There is an increasing concern in the development community about the increase in the 'feminisation of bad jobs' of many developing countries. Indeed, recent analysis shows a growing proportion of women are in jobs with poor working conditions and low pay. But what is driving this phenomenon? This paper addresses this issue by looking at the role of social institutions, i.e. traditions, social norms and informal laws, in shaping labour market outcomes. By applying the newly established Social Institutions and Gender Index (SIGI) of the OECD on 44 developing countries, the paper finds that social institutions influence to a great extent activity patterns and job quality for women. Our results suggest that addressing discriminating social institutions is crucial for advancing gender equality.

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‘Learning for jobs’ is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Ireland has a wide range of VET provision targeted at different client groups. The national qualifications framework is comprehensive and includes a strong commitment to the avoidance of dead-ends and pathways of progression. At the same time, the economic crisis is making intense demands on the Irish VET system, particularly on the apprenticeship system, which focuses on a narrow set of occupations. Weak literacy and numeracy are serious problems for many learners, and many of those looking after VET students, in particular those in companies, lack pedagogical training. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

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To design policies that allow countries to educate and train teachers, capable of helping students to acquire the competencies needed to evolve in today’s societies and labour markets is an amazing challenge. In today’s context, with the undergoing economic and social changes, high-quality schooling is more important than ever.

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