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English, , 388kb
Higher education in Iceland has grown and diversified more quickly and more recently than almost any other OECD country, and circumstances dictate that Iceland must now adapt its system more quickly than others as well.
Country Notes from OECD Economic Policy Reforms: Going for growth 2011 presenting OECD recommendations for structural reform priorities for individual countries.
English, , 112kb
This note, taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2009, contains information about the progress in implementing reforms in line with the 2008 priorities for Iceland.
English, , 237kb
Agri-environmental indicators for Iceland and data on the environmental performance of Icelandic agriculture. Extract from the publication Environmental Performance of Agriculture in OECD Countries since 1990 (2008).
Icelandic, , 224kb
Framvinda umhverfismála í landbúnaði OECD landa eftir 1990 ÍSLAND
English, , 77kb
Country inventory from Iceland on fisheries services submitted in 2007.
English, , 628kb
The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.
English, , 37kb
This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2007, contains information about the progress in implementing reforms in line with the 2006 priorities for Iceland.
English, , 36kb
This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2006, contains information about the progress in implementing reforms in line with the 2005 priorities for Iceland.
In addition to passing of legislation or other decisions to implement reforms, the note records earlier stages of reform, such as government announcements and draft legislation presented to parliaments.
English, , 697kb
This Country Background Report for Iceland was prepared for the Ministry of Education, Science and Culture as an input to the OECD Thematic review of Tertiary Education.