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The thematic review of the first years of tertiary education, was organised as part of the regular programme of education policy reviews.
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. But the resources requir...
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.
The importance of knowledge, skills, and competencies to individuals and society is widely accepted among policymakers in OECD countries. At least at the discourse level, a well-educated, knowledgeable, highly qualified citizenry is seen as playing an eminent role in facing the challenges of the present and the future.
To date, the major impetus in OECD countries for efforts in the area of key competencies has come from the business
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The Swedish review visit took place on May 2nd through May 12th, 2000. The members of Steering Group, the authors of the Background Report and the members of the review team can be found in the Annexes 1 and 2 to this document. The review team would like to thank deeply the Pilot Group, theauthors of the Background Report and the persons who during the visit were able to give some information on the specificity and the success factors
This activity describes how young people's transition to work changed during the 1990s, and the interaction between the education, labour and social policies that led to successful youth transitions.