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20-mars-2012
David Willetts - Minister of State for Universities and Science, Government of the United Kingdom
The coalition government of the UK is seeking to achieve two main goals by reforming funding of higher education in England. The first focuses on making sure that the finances of diverse institutions across our world-class sector are sustainable for the long term. In the face of a huge deficit reduction programme, it is impossible to increase university funding solely from the public purse.
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23-févr.-2012
Few would dispute that having a higher education is more important than ever to help people build positive economic futures and strengthen the knowledge economies of countries. Yet as the second issue of the OECD’s new brief series Education Indicators in Focus explains, OECD countries have adopted dramatically different strategies for increasing higher education access – both in terms of how higher education is financed, and in the level of financial support they provide to individuals seeking a degree.
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13-sept.-2011
13/09/2011 - Les diplômés de l'enseignement supérieur sont beaucoup moins nombreux à avoir perdu leur emploi pendant la crise économique mondiale que ceux qui ont quitté l’école sans qualification, selon la dernière édition de Regards sur l'éducation. Une éducation de qualité ainsi que de bonnes compétences sont cruciales à l'amélioration des perspectives économiques et sociales d'un individu.
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15-juin-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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10-juin-2011
Les dernières nouvelles du projet AHELO (évaluation des résultats de l'enseignement supérieur).
Dans ce numéro : les leçons du de phase d'instrumentalisation ; une première réaction encourageante des étudiants ; des données contextuelles essentielles ; pourquoi AHELO reste une priorité en Egypte ; AHELO et le débat sur les classements universitaires.
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15-mars-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-mars-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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30-avr.-2009
Le Programme de l’OCDE sur la gestion des établissements d’enseignement supérieur (IMHE) annonce la tenue d’une conférence sur l’impact de la crise économique sur les établissements d’enseignement supérieur qui se tiendra avec l’école de commerce de Copenhague les 29-30 juin en collaboration avec l’IMHE et l’OCDE. Les débats porteront sur les questions d’offre et de demande, de coûts et de revenus de l’enseignement supérieur et analyseront la responsabilité des établissements d’enseignement supérieur et comment transformer ces défis en opportunités. Pour s'inscrire: www.oecd.cbs.dk
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Tertiary education in Chile is ready for a second generation of reforms
03-avr.-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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