This report addresses the full range of higher education issues, offers recommendations for action within the framework of the government’s ambitions for the sector and suggests policy approaches to developing required additional sources of funding.
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This report was prepared by the Portuguese Ministry of Science, Technology and Higher Education as an input to the OECD Thematic Review of Tertiary Education.
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This report was prepared by The Unit of Higher Education of the Ministry of Education and Training of the Flemish Community of Belgium as an input to the OECD Thematic Review of Tertiary Education.
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This Country Note on the Czech Republic forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.
This edition of Education Policy Analysis has chapters on how to meet teachers’ aspirations and enhance motivation, using formative assessment to help all students succeed, gender differences and mathematics, and policy directions for the growing international market in higher education.
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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.
View reports relating to a review of higher education institution support of regional development. These reports focus on the North Paraná region, Brazil.
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The focus of the project is on the interaction between HEIs and recognised regions in terms of national administration. It is therefore anticipated that the participants will be HEIs, the regions with which they have some history of joint working, and public authorities responsible for territorial and higher education development at the national and sub-national scale. Ideally the region would include more than one HEI in order to
Many educational experts are identifying a shift from from supply-led systems towards systems which are more sensitive to demand. Whose demands should these be? What are they? How will schools recognize and cope with them? This book examines these questions and others.