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The purpose of this paper is to describe and analyze the role of governments in the United States in ensuring the viability of higher education institutions and enhancing the effectiveness of institutional financial governance and management. The report is one of several national reports prepared for a project of the Organisation for Economic Co-operation and Development (OECD) Institutional Management in Higher Education Program
Keeping Schools Safe in Earthquakes est le fruit d’une réunion d’experts sur la sûreté sismique des écoles qui a été organisée par le PEB et l’organisation américaine à but non lucratif GeoHazards International.
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The report describes the system of higher education in Ireland, identifies key aspects of higher education policy, institutional financial management practices, establishing a link between policy and practices in these institutions.
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Japan’s higher education system is unique compared to those in most of the other OECD countries in the sense that it comprises both public and private sectors. The public sector consists of the National Universities, which are established by the national government, and Local Public Universities, which are established by prefectures and other local governments. While the private institutions enroll by far the majority of students,
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The Australian higher education system has some unique characteristics compared to other countries in the OECD. It is essentially a national system with mostly public and relatively homogenous universities. Almost all of the higher education provision is through universities and each of them seeks to provide a comprehensive range of courses and engage in research. There are 39 universities, including 2 private universities –
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The great expansion of Swedish higher education, along with new and augmented requirements in terms of efficiency, prioritisation and collaboration between the higher education institutions and between higher education institutions and society at large, has made the responsibilities of governing boards and vice-chancellors increasingly important.
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The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries
School children in many countries face unacceptable risks due to the faulty design and construction of school buildings. This conference was held to discuss recommendations for improving earthquake safety in schools.
The list of 57 countries/economies that participated in PISA 2006. PISA tests 15-year-olds across the world in key subjects to see how well they can apply what the learn in school to real-life situations.
This is the list of 65 countries and economies that are participating in PISA 2009. The PISA programme consists of three-yearly surveys of the knowledge and skills of 15-year-olds across the world.