This seminar convened invited higher education stakeholders (government, local authorities, institutions, academics, students, business, civil society) from the OECD area to discuss their changing expectations about and roles in higher education.
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While several OECD countries compete to attract foreign students, some pioneering emerging economies show that an innovative strategy for the import of cross-border education can form a part of a national capacity building strategy. Could this be a suitable model for developing countries to build capacity in tertiary education, and more generally, to accelerate economic development?
The OECD has been engaged, since 2002, in a series of activities to promote research in Russian universities and to improve the management of intellectual property in partnership with the Ministry of Education and Science.
This paper estimates domestic productivity relationships for a sample of 16 OECD countries through probably the most general specification yet.
This Seminar formed part of the core CERI work on futures thinking and the Schooling for Tomorrow project. The Seminar explored and developed as the over-arching seminar theme the connections between futures thinking, and governance, policy formulation and decision-making in education,
The Blue Sky II Forum in Ottawa on 25-27 September 2006 will examine new areas for indicator development and set a broad agenda for future work on science, technology and innovation (STI) indicators.
This paper examines the tax treatment of corporate expenditures on selected intellectual assets and develops an indicator of the relative generosity of tax systems in OECD countries to such investments.
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The 2006 edition OECD Biotechnology Statistics includes data for 23 OECD countries and two observer countries, plus China (Shanghai), and takes a major step forward in improving the comparability of biotechnology indicators among countries.
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This report documents the growing importance of intellectual assets for firms and the economy more generally and draws a number of implications for policy makers.
What happens in education today will affect the lives of individuals and the health of whole communities for decades to come. Yet educational decision-making is mostly about dealing with pressing immediate issues or seeking more efficient ways of maintaining established practice, rather than about shaping the long term. How to redress the balance? Scenario methods offer one highly promising answer. This latest volume in the