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Many OECD non-member economies are involved in different parts of the OECD's work on education. Involvement includes full participation in particular activities, a review of some part or all of the non-member country's education system and participation in the OECD's Global Forums on Education.
OECD work with non-OECD economies aims to contribute to their economic growth, social development and good governance practices. This work is crucial to the OECD so that it remains at the cutting edge of policy dialogue and analysis. Although work on education in emerging and transition economies is a high priority in the programme of work of the Directorate for Education, the activities rely almost entirely on voluntary contributions from OECD and non-OECD countries and other institutions.
About Education in Non-Member Economies
Upcoming Meetings and Current Work
Reviews of National Policies for Education: Higher Education in Egypt 2010
For some years now Egypt has been undertaking far-reaching reforms for increasing the competitiveness of the country and making it attractive for foreign direct investment. Aware that the success of this endeavour depends largely on the education and skills of the population, the Government of Egypt invited the OECD and the World Bank to jointly conduct an independent review of the higher education system and to formulate options for immediate and longer term policies towards developing its human capital.
The examiners’ report recognises the reform efforts already invested, but it also recommends paying particular attention to the immediate need for structural reforms, for more flexibility and efficiency in governance and institutional management, and for increasing the capacity of the higher education system to deliver relevant education to a broader range of students. If not addressed in a timely manner, these challenges will impede the development of Egypt’s full potential to serve the needs of the country. The examiners’ report was prepared against a comprehensive background report provided by the Egyptian authorities.
The review was undertaken within the Programme of Work of the OECD Directorate for Education Programme for Co-operation with Non-Member Economies in partnership with World Bank Human Development Department of the Middle East and North Africa Region. The review was financed by the Government of Egypt and the World Bank with an in kind contribution from the European Training Foundation.
National PISA Report Kyrgyzstan
Reviews of National Policies for Education: Santa Catarina State, Brazil
Meetings and Review Publications
Reviews of National Policies for Education - Kazakhstan, Kyrgyz Republic and Tajikistan 2009 (Students with Special Needs and those with Disabilities)
Reviews of National Policies for Education: Tertiary Education in Chile
Education has been a central priority of Chile since the return of a democratic government in 1990 and remains a priority as Chile prepares itself for OECD membership. A firm commitment to access and equity has led to ever increasing numbers of young people entering tertiary education which has posed challenges for financing and quality. The government has successfully responded to these challenges, but, as enrolment continues to grow, new policies will need to be implemented to achieve the goal of a world class tertiary education system responsive to the requirements of a global economy.
This joint OECD and World Bank review gives a brief overview of post-secondary education in Chile and describes its development over the past twenty years. It presents an analysis of the system, identifies key directions for policy reform in light of the challenges encountered by officials, communities, enterprises, educators, parents and students. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity, governance and management; research, development and innovation; internationalisation; and financing. This report will be very useful for both Chilean professionals and their international counterparts.
Reviews of National Policies for Education: South Africa