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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. Participating countries prepared a background report describing the general context of youth transitions and noting key policy concerns. The review team that visited each country prepared a country note to summarise its observations and suggestions. This background report for Norway contains: institutional and contextual background to the transition of young people into working life; an explanation of the transitions from lower and upper secondary education and from higher education to working life; concerns about and policy responses to transitions; the changing expectations and objectives of the various participants in transition policy formation; and the monitoring and research being undertaken in the area of transitions.

The country note for Norway is indexed at TD/TNC 77.102. The final report of the OECD review is indexed at TD/TNC 62.156. Show less

In mid-2008, high employment and low unemployment rates characterised the Estonian labour market in comparison with the average of the [European Union] EU15 countries. While aggregate outcomes improved during 2000-07, large inequalities persisted across regions, ethnic groups, and workers with different skill levels. As Estonia entered recession in 2008, the unemployment rate almost doubled between the second and the fourth quarter, and is expected to rise further in 2009 and 2010. More flexible labour markets will be a key adjustment mechanism during the recession as well as in the medium term if Estonia is to become a knowledge-based economy. Given the currency board arrangement and low synchronisation with the euro area, flexibility is also needed to cushion asymmetric shocks. In December 2008, parliament adopted the new Employment Contract Act, deregulating employment protection while increasing income security of the unemployed. This paper discusses options for removing the remaining barriers that impede worker reallocation across jobs, sectors, and regions into more productive activities.

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Most immigrants have jobs. This benefits both their own economic situation and that of their host countries, which benefit from immigrants' talent and from the taxes they pay. But immigrants and young people from immigrant families could do even better, especially when it comes to meeting their full potential. This brief paper looks at policy approaches that can help migrants find jobs and, especially, jobs that match their skills.

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Better skills policies help build economic resilience, boost employment and reinforce social cohesion. The 'OECD skills strategy' provides countries with a framework to analyse their skills strengths and challenges. Each 'OECD skills strategy' diagnostic report reflects a set of skills challenges identified by broad stakeholder engagement and OECD comparative evidence while offering concrete examples of how other countries have tackled similar skills challenges. These reports tackle questions such as: How can countries maximise their skills potential? How can they improve their performance in developing relevant skills, activating skills supply and using skills effectively? What is the benefit of a whole-of-government approach to skills? How can governments build stronger partnerships with employers, trade unions, teachers and students to deliver better skills outcomes?

This diagnostic report for Flanders, the Dutch-speaking northern portion of Belgium, identifies five aspects as priorities for improving adult skills in the region. The priorities, developed by the OECD and the Government of Flanders are: (1) developing a learning culture; (2) reducing skills imbalances; (3) strengthening skills use in workplaces; (4) strengthening the governance of adult learning; and (5) improving the financing of adult learning.

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This publication has been prepared by the interagency technical vocational education and training (TVET) group on skill mismatch in digitised labour markets, to support experts and policy-makers who wish to engage in discussion on the potential of web-based big data for skills policy. It outlines how such data can be used to mitigate labour market challenges, reduce skills mismatches and strengthen the links between the labour market and education and training.

The focus is on overcoming conceptual and practical challenges and limitations, system development and using big data for skills policy in practice. Examples of big data initiatives from around the globe illustrate its potential and provide insight into how big data are already supporting policy-makers in shaping the futures of work and education.

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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. The Flemish VET system has a good range of vocational options at different levels. The system is underpinned by strong academic standards reflected in the performance of 15-year-olds and compulsory education up to age 18. Commendable attention is given to entrepreneurial training. Policy development is dynamic and evidence is used extensively in reforms. At the same time the system faces a number of challenges, including early tracking, weaknesses in literacy and numeracy skills among some students, and too many unqualified school leavers. The use of workplace training is very variable, and some training provision inadequately reflects labour market needs. The quality of career guidance in compulsory education could also usefully be improved. 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. Show less

At a time when government [research development] R and D funding for nuclear energy has been dramatically reduced and profit margins of electricity generators have been squeezed, this report presents the results of an international survey on recent initiatives in the area of nuclear education and training. It discusses key human resource issues and good practice for international collaboration, which are seen as ameliorating the decline of technical innovation and competence in the nuclear sector. The report includes an executive summary along with conclusions and recommendations aimed at policy makers and other stakeholders. It also contains in-depth analysis of the factual information collected.

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The main purpose of the OECD's 'Thematic review of tertiary education' is to provide policy makers with information and analysis to assist them in formulating and implementing policies to achieve national social and economic objectives through tertiary education. Its key objectives are to: synthesise research-based evidence on the impact of tertiary education policies and disseminate this knowledge among participating countries; identify innovative and successful policy initiatives and practices; facilitate exchanges of lessons and experiences among countries; and identify future policy options. The review, which involved 24 countries (Australia, Belgium - Flemish Community, Chile, China, Croatia, Czech Republic, Estonia, Finland, France, Greece, Iceland, Japan, Mexico, Korea, the Netherlands, New Zealand, Norway, Poland, Portugal, Russian Federation, Spain, Sweden, Switzerland, and the United Kingdom), 'examines how the organisation, management and delivery of tertiary education can help countries achieve their economic and social objectives'. As part of the review, each of the participating countries was asked to prepare a country background report. Fourteen of the participating countries also chose to participate in a country review in which the country background report is analysed by a team of reviewers. The reviewers then undertake an intensive case study visit of the country and prepare a 'country note' reflecting on specific issues and policies relating to the tertiary education policy of the country concerned from an international perspective. This document is the country note for Croatia. It includes: an overview of Croatia's tertiary education system; an account of trends and developments in tertiary education in Croatia; an analysis of the strengths and challenges in tertiary education in Croatia; and recommendations for future policy development.

Documents from this thematic review are indexed from TD/TNC 89.551 to TD/TNC 89.585. 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. Participating countries prepared a background report describing the general context of youth transitions and noting key policy concerns. The review team that visited each country prepared a country note to summarise its observations and suggestions. This background report for Sweden provides: institutional and contextual background to the transition of young people into working life; clarification of the transitions from lower and upper secondary education and from higher education to working life; concerns about and policy responses to transitions; the changing expectations and objectives of the various participants in transition policy formation; and the monitoring and research being undertaken in the area of transitions.

The country note for Sweden is indexed at TD/TNC 77.106. The final report of the OECD review is indexed at TD/TNC 62.156. Show less

The Organisation for Economic Co-operation and Development (OECD) Education Committee launched a thematic review of the transition from initial education to working life in 1996. The review investigated how the transition from initial education to working life for young people had changed during the 1990s and which social, education, and employment policies and programs were most effective in terms of transition outcomes for young people. The review involved 14 OECD Member countries, representing a diverse sample in terms of institutional arrangements in support of transition, level of economic development, and culture. This revised edition of the thematic review describes the key trends and conclusions to emerge from the thematic review. Chapter 1 introduces the review and its methodology; Chapter 2 examines transition outcomes; Chapter 3 focuses on the transition process; Chapter 4 identifies some of the key features of effective transition systems; Chapter 5 discusses how the transition phase can promote lifelong learning and presents two complementary approaches: one focuses on educational institutions and structures, and the other concentrates on learner-centred approaches; and Chapter 6 presents some key policy challenges for the future.

The preliminary edition of the thematic review is indexed at TD/TNC 62.156. Show less