A recent review of the United States concluded that in the decade to 2018, nearly one third of job vacancies will require a post-secondary qualification of some sort, but less than a four year degree.
Les pays devraient intensifier leurs efforts pour améliorer la qualité de la formation professionnelle postsecondaire et répondre ainsi à l’évolution des besoins du marché du travail d’aujourd’hui, selon un nouveau rapport de l’OCDE.
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? This country report on the Netherlands looks at these and other questions.
How big should schools be? Is bigger better? Or do all the best things come in small packages? For education systems, the question of how school size influences quality and efficiency has long been an important issue.
This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in the Slovak Republic.
Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.
How can mathematics education foster the skills that are appropriate for innovative societies? Mathematics education is heavily emphasised worldwide, nevertheless it is still considered to be a stumbling block for many students. This book is designed to assist practitioners, curriculum developers and policy makers alike in preparing today’s students for tomorrow’s world.
Korea has made significant progress towards decentralising the management of employment and training programmes, but can still do more to create stronger links with employers at the local level, according to a new OECD report.
How educational resources are allocated is just as important as the amount of resources available.
La façon dont les ressources pédagogiques sont affectées compte autant que la quantité des ressources disponibles.