Latest Documents


  • 4-August-2004

    English, , 498kb

    Report on Financial Management, Australia, IMHE-HEFCE

    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 –

  • 4-August-2004

    English, , 245kb

    Report on Financial Management, Netherlands, IMHE-HEFCE

    This report is a contribution to the comparative international research of the Higher Education Funding Council for England (HEFCE) and the OECD Program on Institutional Management in Higher Education (IMHE).The project of the HEFCE and IMHE Program is a contribution to the development of higher education policy and management in a number of countries by learning from each other’s experiences and by ensuring the effectiveness of

  • 4-August-2004

    English, , 254kb

    Report on Financial Management, Sweden, IMHE-HEFCE

    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.

  • 4-August-2004

    English, , 195kb

    Report on Financial Management, Japan, IMHE-HEFCE

    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,

  • 1-August-2004

    English, Excel, 219kb

    Thematic Review on Adult Learning - Mexico: Country Note

    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

  • 12-July-2004

    English

    International Seminar on the Development of Higher Education and Financing Policies, 12-13 July 2004, Beijing, China

    This seminar included workshops: mobilising and using diverse sources of funding; labour market and the development of higher education, and the role of higher education in strategies for regional development.

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  • 2-July-2004

    English, , 301kb

    Thematic Review on Adult Learning - Austria: Country Note

    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.

  • 2-juillet-2004

    Français

    Examen thématique de la formation des adultes - Page principale

    L’examen thématique de la formation des adultes a été entrepris afin de contribuer à faire de la formation tout au long de la vie une réalité pour tous.

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  • 1-July-2004

    English

    Thematic Review on Adult Learning - Newsletters

    Newsletters published between March 2000 and July 2004, during the OECD Thematic Review on Adult Learning.

  • 17-June-2004

    English

    The Role of National Qualifications Systems in Promoting Lifelong Learning

    This activity pursues the following three objectives: i) to gather information about qualification systems; ii) to examine the impact of different qualification policies; iii) to help countries to share know-how and policy experience.

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