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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.
This working paper discusses Austria’s innovation performance, its innovation policies, and general framework conditions for innovation and growth.
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This Country Background Report for the P.R of China was prepared by the National Center for Education Development Research of the Ministry of Education of the P.R. of China as an input to the OECD Thematic review of Tertiary Education.
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This report is part of a larger OECD study exploring school leadership policy issues. It aims to provide information and analysis on the Flemish “communities of schools” a particular Flemish approach to school leadership for systemic improvement.
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
This book includes: an overview of Estonia's tertiary education system; an account of trends and developments in tertiary education in Estonia; an analysis of the strengths and challenges in tertiary education in Estonia; and recommendations for future policy development.
This report includes: an overview of Poland's tertiary education system;an account of trends and developments in tertiary education in Poland;an analysis of the strengths and challenges in tertiary education in Poland; andrecommendations for future policy development.
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This Country Note on Poland 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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This note contrasts key findings for the United Kingdom with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
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This note contrasts key findings for Germany with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.