The OECD Anti-Corruption Division offers short-term internships of 2-6 months for qualified students. These internships provide students with the experience of working in an international organisation on anti-corruption issues and more specifically the OECD Anti-Bribery Convention.

The OECD Anti-Bribery is the first and only international anti-corruption instrument focused on the ‘supply side’ of the bribery transaction. To ensure that it continues to respond to the challenges of fighting foreign bribery, the OECD has launched a review of the 2009 OECD Recommendation for Further Combating Bribery of Foreign Public Officials in International Business Transactions (OECD Anti-Bribery Recommendation).

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

A country’s success in integrating immigrants’ children is a key benchmark of the efficacy of social policy in general and education policy in particular. The variance in performance gaps between immigrant and non-immigrant students across countries, even after adjusting for socio-economic background, suggests that policy has an important role to play in eliminating such gaps.

Nearly half the world’s population now lives in urban areas. What does that mean for education?

In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five.

Arriving in a new country, in a new school as an immigrant student is never easy. But the transition can be a little less damaging if the student has already spent a few of his or her earliest years in his new home country. This month’s PISA in Focus examines the “late-arrival” penalty in student performance among immigrant students who arrived in their new country at the age of 12 or older.

International students are one of the fastest growing parts of the global education system. In just 20 years their numbers have more than doubled, and there are now over 4 million young people currently studying abroad to get their degree

Students who know how to summarise information tend to perform better in reading. If disadvantaged students used effective learning strategies to the same extent as students from more advantaged backgrounds do, the performance gap between the two groups would be almost 20% narrower.

The informal meeting of OECD Education Ministers will be held in Istanbul, Turkey on 2-3 October 2013. The theme of the meeting is “Fostering Skills and Employability through Education”.

Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period.

Through the Tohoku School Project, the students have developed their capacities for innovation, leadership, and co-operation. They learned how to get the information they need when there isn’t a readymade answer in their textbook or a teacher to guide them. In other words, they learned how to learn – perhaps the most valuable lesson of all! said OECD Secretary-General.

Between 2003 and 2012, the percentage of students who were raised in immigrant families grew by around 3 percentage points across OECD countries. At the same time, as this month’s PISA in Focus notes, migration policies in some countries became increasingly selective while education outcomes in many countries of origin improved considerably.

The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average, between 2003 and 2012.

In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the pursuit of further education.

This document reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – while settling into their new communities and new schools. It also presents some of the policies governments can implement to help immigrant students integrate into their host societies.

Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools.

Who wants to be a teacher? As this month’s PISA in Focus shows, in many countries the teaching profession is having a hard time making itself an attractive career choice – particularly among boys and among the highest-performing students.

Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work as teachers have poorer mathematics and reading skills than other ambitious students who expect to work as professionals but not as teachers.

How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not.

Archived webinar December 17 2015 - Immigrant Students at School: Easing the Journey towards Integration presented by Presented by Andreas Schleicher, Director for the Directorate of Education and Skills, OECD

On average across OECD countries, the 20% of students who are most exposed to pure mathematics tasks (equations) score, on the PISA mathematics test, the equivalent of almost two school years ahead of the 20% of students who are least exposed.

Even when all students, including the most disadvantaged, have easy access to the Internet,a digital divide, based on socio-economic status, still persists in how students use technology.

This document describes and discusses a new supply side framework that quantifies the impact of structural reforms on per capita income in OECD countries.

According to the latest Education Indicators in Focus brief, the average share of female teachers across OECD countries increased from 61% in 2005 to 65% in 2010 and to 68% in 2014, in all education levels combined.

Developing human capital is an integral part of economic growth and social progress.

Why is it that even highly educated migrants to OECD countries are less likely to be employed than native-born adults who are similarly educated, even if the migrants have lived in their host country for several years?

Globally, enrolment in secondary education has expanded dramatically over the past decades. This expansion is also reflected in PISA data, particularly for low- and middle-income countries. Between 2003 and 2015, Indonesia added more than 1.1 million students, Turkey and Brazil more than 400 000 students, and Mexico more than 300 000 students, to the total population of 15-year-olds eligible to participate in PISA.

As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses an additional challenge.

Too many people from disadvantaged backgrounds are falling behind in education and future job market, according to a new OECD report. Educational Opportunity For All says that children, students and adults from socio-economically disadvantaged backgrounds receive too little support to succeed in school and in learning opportunities later in life.

PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science.

The accident took place when the labourers were travelling from Telangana's Hyderabad city to Agra in Uttar Pradesh.

Chile's OECD membership presents challenges both in the context of changing patterns of production and consumption, and in the framework of a more sustainable economy. Specifically, green growth emphasizes improving growth rates, particularly through greening existing industries, as well as through new eco-businesses.

Company: Delict Technology Services Private Limited
Experience: 8 to 12
location: Pune
Ref: 24825706
Summary: SAP PM/Plant maintainance/SAP PM implementation

Company: 2COMS Consulting Private Limited
Qualification: , Diploma
Experience: 0 to 1
location: Bengaluru / Bangalore
Ref: 24820479
Summary: Top Leading company hiring for Fresher as Associate/Picker for Hyderabad Location. #Best opportunity for Freshers # Gender - Male /Female bouth Shift Timing: 9 hours....

Company: Trident Wings Corporate Services Private Limited
Qualification: 12th Class (XII)
Experience: 2 to 5
Salary: 2.10 to 2.20
location: Chennai
Ref: 23916948
Summary: We need a Field Officer for Security based role.

Company: Trident Wings Corporate Services Private Limited
Qualification: 12th Class (XII)
Experience: 1 to 3
Salary: 2.10 to 2.20
location: Chennai
Ref: 23903514
Summary: 1) experience:1-3 years. 2) Must and should a bike & Android mobile phone. 3)Good communication Skills.

This Guidance Document describes how applicants could demonstrate that a proposed new pool and spa disinfectant would satisfy the regulator’s efficacy criteria. While meeting the performance characteristics can be expected to satisfy the regulator’s efficacy requirements, the regulator may choose to consider alternative scientific information and argument aimed at satisfying the efficacy criteria.

This document presents the outcomes of the 3rd OECD Biopesticide Seminar, held in 2011, that focused on the topic of “botanicals” (also known as plant extracts). The Seminar reviewed a number of scientific and regulatory issues related to the “characterisation and analyses of botanicals for the use in plant protection products”.

This document outlines the current status of and available guidance documents/tools on the application, use and presentation of PRTR data in OECD member countries and the Commission for Environmental Co-operation based on the results of a survey conducted in November 2011.

This revised document supplies basic information (compositional considerations, key constituents), useful in risk/safety assessment of food and feed using new varieties of soybean (Glycine max.). This updated publication replaces the original issue of 2001.

This document compares sectors of industrial activities and their reporting thresholds among different national / regional PRTRs to improve the comparability of PRTR data, and proposes a harmonised list of sectors.

This biocide document provides guidance on the conduct of laboratory and field tests aimed to assess the efficacy of anti-ants baits for indoor use. A bait contains one or more insecticidal active ingredients combined with food for garden ants.

This document follows on from a report entitled Important Issues on Risk Assessment of Manufactured Nanomaterials [ENV/JM/MONO(2012)8]. This report identified a range of issues which the WPMN considered important in risk assessment and which should be addressed in the future. It summarised results of a survey which was circulated to delegations of the WPMN, methodologies used to analyze the survey, and the identified priorities.

This Biosafety document aims to serve as an aid to risk assessors and regulators; providing guidance on handling the aspects of an environmental safety assessment, accessing and using information in situations of low-level presence (LLP) of transgenic plants in seed and grain commodities.