A recent review of the United States concluded that in the decade to 2018, nearly one third of job vacancies will require a post-secondary qualification of some sort, but less than a four year degree.
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? This report synthesises the findings of the series of country reports done on skills beyond school.
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on the Netherlands looks at these and other questions.
English, PDF, 426kb
This brief was prepared for the publication of the Skills beyond School Synthesis Report, a review of post-secondary career, vocational and professional training covering 20 countries, including the United States.
English, PDF, 457kb
This brief was prepared for the publication of the Skills beyond School Synthesis Report, a review of post-secondary career, vocational and professional training covering 20 countries, including the United Kingdom.
Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.
This report draws upon valuable insights provided by both governmental and non-governmental actors in Norway’s skills system to identify five key actions to maximise the skills of Norway's citizens.
English, PDF, 2,317kb
Across OECD countries, the median age students first graduated from university fell by 6 months between 2005 and 2011.
English, PDF, 2,297kb
Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory.
English, PDF, 1,907kb
Skills are critically important for the economic performance of countries. Greater proficiency in key skills among workers drive productivity and participation in the labour force, thus leading to increased growth and prosperity. In turn, higher economic output provides individuals, companies and the state with the resources to improve the opportunities for acquiring and developing skills.