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13-Sep-2011
13/09/2011 - People with university degrees have suffered far fewer job losses during the global economic crisis than those who left school without qualifications, according to the latest edition of the OECD’s annual Education at a Glance. Good education and skills are crucial to improving a person’s economic and social prospects.
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15-Jun-2011
Learning outcomes are statements of what a learner is expected to know, understand and /or be able to demonstrate after completion of a process of learning. As preparatory work for the development of assessment frameworks for the AHELO feasibility study two reports on what students in economics and engineering should know nearing the end of their bachelor's degree were prepared by the Tuning association. They can be downloaded free of charge on the OECD iLibrary. A direct link is also available on the AHELO documents page.
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15-Mar-2011
Anyone wondering why knowledge and skills are important to the future of our economies should consider two facts. First, jobs: employment rates are higher among people with more education than among those with less. This has continued to be the case during the crisis.
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15-Mar-2011
Unemployment soared in the crisis, and creating jobs is now a major policy priority. But jobs alone will not be enough. A greater emphasis on skills will be needed for the recovery to last.
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27-Apr-2010
Following the report the quality of teaching in higher education now published, IMHE has launched a second phase which is aimed at helping institutions explore their institutional engagement into quality teaching through individual reviews built on case studies. First reviews are to be undertaken in spring 2010 at Laurea University (Finland), Cape Peninsula University of Technology (South Africa), Catholic University of Portugal, and UNICAMP (Brazil).
Contact: fabrice.henard@oecd.org
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27-Apr-2010
Laurea University of Applied Sciences in Helsinki, has undertaken the 1st review on quality teaching with the OECD, from 5 to 8 April 2010. Along with IMHE Secretariat The expert Prof. Ray Land, from the University of Strathclyde, met the management board, faculty, students and supporting staff for 3 days to explore the implementation and perception of the Learning by Developing model defined at Laurea.
Contact : fabrice.henard@oecd.org
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27-Apr-2010
A la suite du rapport sur la qualité de l’enseignement dans le supérieur, maintenant publié, IMHE a lancé une seconde phase de revues individuelles basées sur des étude de cas propres aux universités. Ces études visent à étudier leur engagement dans le soutien à la qualité de l’enseignement. Les premières revues individuelles seront conduites au printemps avec Laurea University (Finlande), Cape Peninsula University of Technology (Afrique du Sud), Université Catholique du Portugal, et UNICAMP (Brésil).
Contact: fabrice.henard@oecd.org
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27-Apr-2010
L’université de sciences appliquées Laurea, basée à Helsinki, a entrepris avec IMHE la première étude sur la qualité de l’enseignement, du 5 au 8 avril 2010. L’expert Prof. Ray Land, de l’université de Strathclyde, en coordination avec le secrétariat d’IMHE, a rencontré l’équipe dirigeante, les enseignants, les étudiants et le personnel administratif, en vue d’étudier le modèle pédagogique « Apprendre en dévelopant » mis en place par Laurea. Contact : fabrice.henard@oecd.org
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Tertiary education in Chile is ready for a second generation of reforms
03-Apr-2009
Education has been a consistent priority of Chile since the early 1990s. The government’s firm commitment to access and equity has led to ever-increasing numbers of young people entering tertiary education, posing challenges for both its financing and quality. A new joint OECD and World Bank review of tertiary education finds that the government has responded admirably to these challenges, creating a dynamic and responsive system. But as Chile accedes to full membership in the OECD and enrolment continues to grow, reforms in key areas are now needed.
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28-Oct-2008
This report includes an overview of the Netherlands' tertiary education system; an account of trends and developments; an analysis of the strengths and challenges in tertiary education in the Netherlands; and recommendations for future policy development.
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