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.
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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.
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This Country Background Report for Japan was prepared by the Higher Education Bureau of the Ministry of Education, Culture, Sports, Science and Technology as an input to the OECD Thematic review of Tertiary Education.
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CERI - University Futures: Summary Report workshop on “University futures and new technologies”
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.
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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
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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.
English, Excel, 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
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