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The Guidelines for Quality Provision in Cross-border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education.
Governments should invest more in disadvantaged schools and students to ensure that everyone gets a fair chance, according to a new OECD report.
This working paper was prepared as part of the OECD thematic review Overcoming School Failure: Policies that Work, www.oecd.org/edu/equity. The project provides evidence on the policies that are effective to reduce school failure by improving low attainm
To facilitate individuals to adjust their skills to changes in market demands, Sweden has a relatively generous policy to stimulate formal adult education at the compulsory, upper secondary and tertiary levels.
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This project is organized to make the most of the OECD’s strengths—to provide a framework through which governments can compare experiences, seek responses to tackle common problems, and identify and share good practices.
This project will analyse the role cognitive and non-cognitive skills play in fostering measures of well-being and social progress in OECD countries; and identify how skills can be better developed in formal, non-formal and informal learning environments including family, school and the communit
The focus of this study is on the potential causes of skill mismatch, the extent of skill mismatch, the sociodemographic make-up of skill mismatch, and the consequences of skill mismatch in terms of earnings as well as employer sponsored adult education/training.
Designing for Education: Compendium of Exemplary Educational Facilities 2011 showcases over 60 recently built or refurbished educational facilities from 28 countries.
Investments in well-designed, multi-purpose local education facilities serve as a visible commitment to the community and a cost-effective way to revitalise local economies.