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In the context of rapid expansion of tertiary education: Is there now ‘over-supply’ of graduates? Is there evidence of ‘over-qualification’ and skill mismatch? Are students studying the ‘right type’ of subjects at tertiary level? In particular, is there a shortage of science and technology graduates? Does the type of institution matter for labour market prospects?
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In April 2005, the Government set up a Globalisation Council, with representation from employers, trade unions, major education and research institutions and companies advising the Government on a strategy for Denmark in the global economy. The council came up with a strategy published in April 2006 containing 350 specific initiatives; two thirds of which concern education, training and research.
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This Country Note on Korea 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.
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This report was prepared by The Korean Educational Development Institute (KEDI), on behalf of the Korean Ministry of Education and Human Resources Development, as an input to the OECD Thematic Review of Tertiary Education.
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This Country Note on New Zealand 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.
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This paper provides a typology of the existing national systems of quality assurance in tertiary education, a summary of advantages and disadvantages of different approaches to quality assurance and an account of the current empirical evidence on the effects of quality assurance mechanisms.
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This paper was commissioned by the Education and Training Policy Division in the framework of the Thematic Review of Tertiary Education.
View reports relating to a review of higher education institution support of regional development. These reports focus on Atlantic Canada.
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The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.
This report addresses the full range of higher education issues, offers recommendations for action within the framework of the government’s ambitions for the sector and suggests policy approaches to developing required additional sources of funding.