This seminar convened invited higher education stakeholders (government, local authorities, institutions, academics, students, business, civil society) from the OECD area to discuss their changing expectations about and roles in higher education.
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This Country Note on Finland 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.
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Report: The World Bank, OECD and Nuffic International workshop on Cross-border higher education for capacity development
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This Country Note on Norway 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.
Assessing Scientific, Reading and Mathematical literacy: A Framework for PISA 2006 presents the coneptual framework underlying the PISA 2006 survey. It includes a re-developed and expanded framework for scientific literacy, an innovative component on the assessment of students' attitudes to science and the frameworks for the assessment of reading and mathematics. Within each domain, the framework defines the content that students need
This paper reviews Iceland's performance in skills accumulation against the backdrop of a rapidly changing economic environment and discusses directions for further improvements.
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This Country Background Report for the Netherlands was prepared for the Ministry of Education, Culture and Science as an input to the OECD Thematic review of Tertiary Education.
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The educational systems of OECD economies continue to grow and with this the total amount of resources dedicated to the total learning effort is reaching unprecedented levels. Are the resources organised and used in a way that fulfills what society intends educational systems to achieve? Do the educational systems provide the right forms and types of learning opportunities? Are the learning opportunities offered at the right time and
Czech, , 309kb
Dutch, , 241kb