Reform of education, training and human resource development is an integral part of the transition to a democratic society and market economy. Lithuania has made progress in all these areas since reform began in 1990. The challenge for the Minist...
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Articles: Japan's standards for school building size; Research and initiatives for a new approach to educational building in Italy; City and Islington College, in the United Kingdom; Hungary's educational community centres; Educational building in Latin America.
The thematic review of the first years of tertiary education, was organised as part of the regular programme of education policy reviews.
Reviews of national policies for education are most prominent among a range of activities that lead to analyses of education policy development and implementation in response to or anticipation of wider economic and social trends and developments.
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This paper examines the key problems in measuring productivity, provides guidance on how to address these issues, and discusses the appropriate use and interpretation of productivity indicators. OECD Economic Studies No. 33.
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OECD Economic Outlook No. 70, Chapter 5. This chapter examines various efficiency and equity aspects of post-secondary education and training.
In 1999 long-term aims were set by China for the development of all types of education towards the year 2010. The goal for tertiary education was to achieve an enrolment ratio of 15% of the 18-22 age group. There are fairly clear indications that...
Learning is an essential basis for progress in the 'knowledge society'; it is critical for economic growth and social welfare. OECD Member countries have committed themselves to making lifelong learning a reality for all.
Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students,...
The goal of achieving lifelong learning is ambitious in its aims to engage all citizens in the process of learning. It is complex because it breaks with past education reforms by defining in new ways the content, place, timing and duration of learning.