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Pointers for Policy Development are designed for busy policymakers and others wanting to know the OECD’s policy advice on different education and training topics within each of the thematic reviews carried out by the Education and Training Policy Division.
Czech, , 2,062kb
This book represents an independent review of Egypt’s higher education system and focuses on areas in need of attention by policy makers and stakeholders.
This paper places the competencies to be measured by the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) in the context of the technological developments which are reshaping the nature of the workplace and work in the 21st century.
English, , 2,538kb
The self evaluation report for the State of Victoria (Australia) was prepared by the Victorian Government Department of Innovation, Industry and Regional Development, as an input to the OECD Review of Higher Education in Regional and City Development.
This paper provides initial reflections on the impact of the economic crisis on education across the OECD area by analysing the OECD educationtoday crisis survey responses of June 2009.
English, , 705kb
This paper describes national circumstances as viewed by the countries themselves while also casting light on their practices. It sets out the policy responses and focuses on the practices of countries and regions and, as far as possible, includes quantitative data or refers to pilot projects.
English, , 438kb
The Self-evaluation report for the Galilee, Israel was prepared by the Council for Higher Education of the State of Israel, as an input to the OECD Review of Higher Education in Regional and City Development.
English, , 723kb
This review of vocational education and training (VET) in the Czech Republic is part of ―Learning for Jobs‖, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
In 2004 the OECD launched a thematic review of tertiary education to examine how institutions and national policies are meeting these challenges. 24 countries participated in that review, including the Czech Republic.