OECD Home › Directorate for Education and Skills › Higher education and adult learning › Publications & Documents › Reports
15-May-2006
English
Drawing on data from the OECD's Programme for International Student Assessment (PISA), this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts.
7-April-2006
English, , 3,259kb
This Country Background Report for the Czech Republic was prepared by the Ministry of Education, Youth and Sports as an input to the OECD Thematic review of Tertiary Education.<?xml:namespace
6-April-2006
English, , 818kb
This Country Background Report for New Zealand was prepared by the Ministry of Education as an input to the OECD Thematic review of Tertiary Education.
24-March-2006
English, , 359kb
The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries.
10-February-2006
English
As a follow-up to recommendations from the two reviews on China which had an important impact on legislation and policy development in the sector, the OECD is aiming to strengthen the research on tertiary education
1-February-2006
English, , 1,679kb
This Country Background Report for Finland was prepared by the Finnish Ministry of Education as an input to the OECD Thematic review of Tertiary Education.
24-January-2006
English
Information and communication technology (ICT) is associated with unprecedented global flows of information, products, people, capital and ideas, connecting vast networks of individuals across geographic boundaries at negligible marginal cost. ICT is an important part of the policy agendas of OECD countries, with profound implications for education, both because ICT can facilitate new forms of learning and because it has become
3-January-2006
Hungarian, , 1,240kb
3-January-2006
Spanish, , 1,267kb
3-January-2006
English, , 745kb
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.
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