The OECD has been engaged, since 2002, in a series of activities to promote research in Russian universities and to improve the management of intellectual property in partnership with the Ministry of Education and Science.
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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.
This paper analyses various characteristics of the French labour market that may explain the low utilisation of labour potential.
This Seminar formed part of the core CERI work on futures thinking and the Schooling for Tomorrow project. The Seminar explored and developed as the over-arching seminar theme the connections between futures thinking, and governance, policy formulation and decision-making in 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.
School leaders in OECD countries are facing pressures with the rising expectations for schools and schooling in the knowledge society. As countries aim to transform their educational systems to prepare all young people with the knowledge and skills needed in this changing world, the roles and expectations for school leaders have changed radically. They are no longer expected to be merely good managers; but actually school leadership
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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.
This U.K. summit explored trends in teaching and learning and how these are supported by the design of learning environments. Themes included sustainability, ICT, community usage, small schools and refurbishment. The PEB Compendium was launched.
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