Co-organised by the Confederation of Indian Industry (CII) and the OECD in New Delhi, discussions at this seminar focused on corruption challenges facing Indian companies today and what can be done to overcome these challenges.

Georgia has achieved significant progress in reducing corruption over the past decade. To build on this progress, the Government should focus on strengthening its professional civil service and ensure independence of the judiciary, according to a new OECD report.

Colombia necesita mejorar su capacidad para investigar el cohecho internacional estableciendo un régimen eficaz de responsabilidad corporativa, mejorando la coordinación entre sus numerosas agencias y formando con más rigor a los órganos responsables de la aplicación de la ley.

Germany continues to demonstrate a high level of anti-bribery enforcement having prosecuted and sanctioned 328 individuals and 18 companies in foreign bribery cases since 1999.

The 2012 edition of Education at a Glance enables countries to see themselves in the light of other countries’ educational performance.

Indira Samarasekera, President of the University of Alberta in Canada, was one of the keynote speakers at this year’s Institutional Management in Higher Education (IMHE) Conference, held at OECD headquarters in Paris this past September. Marilyn Achiron, Editor at the OECD’s Education Directorate, spoke with her about a variety of subjects

The U.S. is now the only country in the industrialised world in which the generation entering the workforce does not have higher college attainment levels than the generation about to leave the workforce. While that is in part due to the traditionally high levels of college attainment in the U.S, an increasing number of countries have approached and surpassed U.S. graduation levels and others are bound to follow over the coming years.

In many OECD countries, ECEC services have increased in response to a growing demand for better learning outcomes as well as growing female labour force participation. In recent years, however, the goals of ECEC policy have become more child-centred.

The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010.

In some countries, an increasing number of young people are neither in employment, nor in education or training (NEET). A high proportion of NEETs is an indicator of a difficult transition between school and work.

Education at a Glance: OECD Indicators is the authoritative source for accurate and relevant information on the state of education around the world. It provides data on the structure, finances, and performance of education systems in more than 40 countries, including OECD members and G20 partners.

Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship.

This Education Indicators in Focus No. 15 sets out the changing needs of a more diverse generation of university students.

Note summarising the United States' results in the PISA 2012 problem solving assessment.

Around one in seven students in the 13 OECD countries and economies that took part in the first OECD PISA international assessment of financial literacy are unable to make even simple decisions about everyday spending, and only one in ten can solve complex financial tasks.

Education has one of the highest shares of innovative jobs for tertiary graduates of all sectors of the economy in Europe, and a higher proportion than in other public sector areas such as health and public administration.

Access to education continues to expand worldwide but the socio-economic divisions between tertiary-educated adults and the rest of society are growing. Governments must do more to ensure that everyone has the same opportunity to a good education early in life, according to a new OECD report.

Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.

In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic.

Reducing income inequality would boost economic growth, according to new OECD analysis. This work finds that countries with lower income inequality grow faster than those with higher inequality.

Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents.

Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.

The Indonesian economy has enjoyed strong and stable growth over the past decade and a half, leading to impressive reductions in poverty and major improvements in living standards. But challenges remain to continue to converge towards higher-income countries, according to the latest OECD Economic Survey of Indonesia.

The Indonesian education system is immense and diverse. It reflects aspects of its past, with a diverse ethnic and religious heritage, and a struggle for national identity.

When societies move forward, not everyone benefits in the same way or to the same extent. Some social groups change faster than others, while other groups risk falling behind. Change in education is no exception. In understanding social change it is critically important not only to look at the average change, but also to look at how change affects the entire population.

Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another.

In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities.

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.

Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education.

Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the graduates at the bachelor’s and master’s level, they are still strikingly under-represented in the fields of sciences and engineering.

Archived webinar - Low-performing Students: Why they Fall Behind and How to Help them Succeed (February 10, 2016) with Andreas Schleicher, Director for Education and Skills, OECD, and Daniel Salinas, Analyst, OECD.

The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan.

One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level.

Students who avoid making an effort to understand mathematics concepts may succeed in some school environments; but a lack of deep, critical and creative thinking may seriously penalise these students later in life when confronted with real, complex problems.

The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector.

OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students.

Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All

Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education.

The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home.

Archived webinar of September 15,2016 with Andreas Schleicher, Director for Education and Skills, OECD, presenting the findings of Education at a Glance 2016.

More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and earnings than bachelor’s degrees.

Results from the OECD Programme for International Student Assessment (PISA) show that, among countries with a comparatively high gross domestic product (GDP) per capita, the amount spent on education is less important than how those resources are used.

Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys.

Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.

Inequality has been growing in most OECD countries since the 1980s and is currently at its highest level in 30 years. Forecasts for 2060 suggest that gross earnings inequality could continue to rise dramatically across the OECD if current trends persist.

On average across OECD countries, almost one in four students – whether boy or girl – expects to work in an occupation that requires further science training beyond compulsory education. This brief highlights the kinds of science careers 15-year-olds anticipate for themselves in the future.

Historically across the OECD, the teaching profession has been largely dominated by women. The share of female teachers has been increasing over the past decade – reaching 68% in 2014 for all levels of education combined. The gender disparity decreases gradually with the level of education, from 97% of women in pre-primary education to 43% in tertiary education.

In a rapidly changing world, having a strong knowledge base in their subject area, good classroom management skills and a commitment to helping students learn may no longer be enough to meet the expanding role of teachers.

Despite the geographical distances between them, Ibero-American countries share some similarities in their educational attainment rates and private expenditure on educational institutions as a percentage of GDP.