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.
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, , 205kb
This note summarizes the main characteristics of the UK education system. The full edition “Education at a Glance: OECD indicators 2006” provides a rich, comparable and up-to-date array of education indicators enabling countries to see themselves in the light of other countries' performance.
Spanish, Excel, 536kb
Dentro de esta nota se podrá encontrar un resumen de las principales caracterísiticas del Sistema Educativo en México. La edición de los indicadores del Panorama de la Educación 2006, proporciona un arsenal comparable y actualizado en indicadores de educación, permitiendo ver el funcionamiento de otros países miembros de la OCDE.
German, , 334kb
This note (in German) summarizes the main characteristics of the Germany's education system. The full edition “Education at a Glance: 2006” provides a comparable and up-to-date array of education indicators enabling countries to see themselves in the light of other countries' performance.
Finnish, Excel, 232kb
Education at a Glance 2006 - Summary in Finnish
English, , 897kb
This Country Background Report for Poland was prepared for the Ministry of Science and Higher Education of the Republic of Poland as an input to the OECD Thematic Review of Tertiary Education.
The OECD has been engaged, since 2002, in a series of activities to promote research in Russian universities and to improve the management of intellectual property in partnership with the Ministry of Education and Science.
English, , 1,212kb
This Country Background Report for the United Kingdom was prepared for the Department for Education and Skills as an input to the OECD Thematic Review of Tertiary Education.
The recognition of non-formal and informal learning is an important means for making the ‘lifelong learning for all’ agenda a reality and, subsequently, for reshaping learning to better match the needs of the 21st century knowledge economies and open societies.