CERI - The Internationalisation of Tertiary Education: Related documents and publications
Many OECD countries have recently experienced rapid growth in tertiary education. This review will examine how the organisation, management and delivery of tertiary education can help countries achieve their economic and social objectives.
A team of four to six reviewers undertakes an intensive case study visit, which aims to provide the review team with a variety of perspectives on tertiary education policy. It includes discussions with a wide range of informants.
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This Country Background Report for the OECD review of the Norwegian tertiary education system has been written by NIFU STEP, an independent research foundation, on behalf of the Ministry of Education and Research.
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This Country Background Report for Iceland was prepared for the Ministry of Education, Science and Culture as an input to the OECD Thematic review of Tertiary Education.
The first Forum on the theme of The Challenges for Education in a Global Economy was co-hosted with the Chilean Ministry of Education and was held in Santiago on 24-25 October 2005.
The objectives of the WEI programme are to: explore education indicator methodologies; reach consensus on a set of common policy concerns amenable to cross-national comparison and agree upon a set of key indicators that reflect these concerns; review methods and data collection instruments needed to develop these measures; and set the direction for further developmental work and analysis beyond this initial set of indicators. This
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Articles: Structures for learning in New Zealand; The University of Salamanca’s new campus; School grounds in Austria; An urban renewal school project in Italy; Planning, designing and managing higher education institutions.
This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages. It looks in detail at the students concerned, where they are educated (special schools, special classes or regular classes) and what their level of education is (pre-primary, primary, lower secondary and upper secondary education).
This publication provides policy guidance in an area that has been given little policy priority until recent years. It brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults’ participation in learning.