>> Skills on the Move: A profile of the skills of migrants based on the Survey of Adult Skills

Just Published! Migration has been at the centre of the political debate across the OECD in recent years and debates over policies that aim to support and facilitate the integration of migrants have become, at times, deeply polarising. This is, in no small part, because of lack of solid evidence on the skills migrants bring to their host communities.

Analyses of data from the OECD Survey of Adult Skills (PIAAC) reveal that the literacy, numeracy and problem solving skills of foreign-born adults are, on average, lower than those of the native-born in virtually all countries participating in the survey, but also that skill gaps between migrants and natives vary greatly across countries and different migrant groups. To a large extent, these large cross-country differences are due to migration policies and geopolitical factors determining the composition of the migrant populations and their characteristics across countries. Crucially, analyses reveal an even larger degree of heterogeneity within countries. Migrants living in the same host country can greatly differ along various dimensions, including skills and educational qualifications. In fact, in most countries migrants are a more heterogeneous group than natives.

>> Further Links Review Policies OECD iLibrary OECD Migration Outlook OECD Better Life Index

>> Equity in Education: Breaking Down Barriers to Social Mobility

Published on 23 October 2018 In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students’ learning and well-being, every country can do more.

Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.

Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student’s performance near the end of compulsory education and upward social mobility – i.e. attaining a higher level of education or working in a higher-status job than one’s parents.

>> Further Links Review Policies PISA 2015: Full selection of indicators OECD iLibrary OECD Better Life Index

>> Developing Schools as Learning Organisations in Wales

Published on 23 October 2018 Wales (United Kingdom) considers the development of schools as learning organisations as vital for supporting schools to put its new, 21st century curriculum into practice. A growing body of research evidence shows that schools that operate as learning organisations can react more quickly to changing external environments and embrace changes and innovations.
This report aims to support Wales in this effort, gauging the extent to which schools have put into practice the characteristics of learning organisations and identifying areas for further development. It also examines the system-level conditions that can enable or hinder schools in Wales in developing as learning organisations. It offers a number of concrete recommendations for consideration by the Welsh Government and other stakeholders at various levels of the system.
The report will be valuable not only for Wales, but also to the many countries that are looking to establish collaborative learning cultures across their school systems.

>> Further Links Review Policies OECD iLibrary OECD Better Life Index

>> Responsive School Systems: Connecting Facilities, Sectors and Programmes for Student Success

Published on October 22 Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in this process and in ensuring that students receive a high-quality education where they need it. Although physical resources account for a relatively small share of total educational expenditure, they are critical to enable all actors in school systems to promote students’ success. Particularly in countries confronted with regional demographic changes, the governance of school networks can support their adaptation to students’ needs in urban, rural and remote areas. Likewise, co-ordinating the educational offer across school sites, levels and sectors can prevent its duplication or fragmentation and remove barriers for students along their educational trajectories. Ensuring that students can navigate the educational provision successfully and smoothly progress across levels of education therefore requires both vertical and horizontal co-ordination.

>> Further Links Review Policies OECD Reviews of School Resources OECD iLibrary OECD Better Life Index

>> Seven Questions about Apprenticeships: Answers from International Experience

>> PISA for Development Assessment and Analytical Framework: Reading, Mathematics and Science

>> 2018 Diagrams of Education Systems

>> Education at a Glance 2018: OECD Indicators

>> OECD Handbook for Internationally Comparative Education Statistics 2018

>> Education Policy Outlook Country Profile: Spain


Chart of the month: Equity in education - Education at a Glance 2018

Source: Education at a Glance 2018: OECD Indicators
More: Explore Further Indicators from Education at a Glance 2018 | Reviews Education Policies