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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. &
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This Country Background Report for Australia was prepared for the Australian Department of Education, Science and Training as an input to the OECD Thematic Review of Tertiary Education.
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This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2007, contains information about the progress in implementing reforms in line with the 2006 priorities for Australia.
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This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2006, contains information about the progress in implementing reforms in line with the 2005 priorities for Australia. In addition to passing of legislation or other decisions to implement reforms, the note records earlier stages of reform, such as government announcements and draft legislation presented to parliaments.
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Report produced by the Australian authorities focusing on Australia's performance in PISA 2003
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This note, taken from Chapter 3 of Economic Policy Reforms, focuses on key structural policy priorities for Australia, supported by a comparative analysis of the indicators in Chapter 2. The note also presents individual structural indicators of economic and labour market performance as well as comparative indicators for the key policy priorities listed.
View reports relating to a review of higher education institution support of regional development. These reports focus on the Sunshine-Fraser Coast, Australia.
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This activity gathers information about qualification systems in participating countries; examines the impact of different qualification policies on lifelong learning; and helps countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems.
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Presented at "Taking Fear out of Schools", an International Policy conference co-organised by the OECD, the Norwegian Ministry of Education and Research, the Directorate for Primary and Secondary Education and Stavanger University College, (5-8 September 2004, Stavanger, Norway)
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The Australian higher education system has some unique characteristics compared to other countries in the OECD. It is essentially a national system with mostly public and relatively homogenous universities. Almost all of the higher education provision is through universities and each of them seeks to provide a comprehensive range of courses and engage in research. There are 39 universities, including 2 private universities –