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This seminar convened invited higher education stakeholders (government, local authorities, institutions, academics, students, business, civil society) from the OECD area to discuss their changing expectations about and roles in higher education.
The OECD Observer magazine presents concise, up-to-date and authoritative analysis of crucial world economic, social and environmental issues. Since 1962 it has been keeping policymakers, business people, NGOs, researchers and journalists ahead of the policy debate. It is a catalyst for new discussion and ideas, and a source of key data.
English, , 989kb
This Country Note on Finland forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.
English, , 1,269kb
Report: The World Bank, OECD and Nuffic International workshop on Cross-border higher education for capacity development
English, , 732kb
This Country Note on Norway forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.
Assessing Scientific, Reading and Mathematical literacy: A Framework for PISA 2006 presents the coneptual framework underlying the PISA 2006 survey. It includes a re-developed and expanded framework for scientific literacy, an innovative component on the assessment of students' attitudes to science and the frameworks for the assessment of reading and mathematics. Within each domain, the framework defines the content that students need
English, , 644kb
This Country Background Report for the Netherlands was prepared for the Ministry of Education, Culture and Science as an input to the OECD Thematic review of Tertiary Education.
English, , 2,270kb
The educational systems of OECD economies continue to grow and with this the total amount of resources dedicated to the total learning effort is reaching unprecedented levels. Are the resources organised and used in a way that fulfills what society intends educational systems to achieve? Do the educational systems provide the right forms and types of learning opportunities? Are the learning opportunities offered at the right time and
Czech, , 309kb