This paper examines the factors that have contributed to the growing popularity of R&D spending targets and analyses in more detail the economic and structural consequences of achieving the increased levels of R&D spending.
This event offered a unique opportunity for high-level e-government officials from over 20 countries to discuss and compare priority areas where the exercise of e-government leadership has a strong impact.
This paper provides input and a framework for a broader discussion of the identification of user needs that should inform the development of biotechnology statistics and indicators.
English, , 803kb
Promoting equity through ICT is one of the most important issues any educational government has to handle while developing computer culture in schools. In order to realise this objective, we need a model of the eLearner of the first decade of the new millennium. This “digital student” is similar and at the same time very different from those we encounter in the classrooms of today.
OECD countries are increasingly referred to as "network societies". This brings to the fore questions about educational networks: to what extent can they replace cumbersome bureaucracies as forms of management and as sources of innovation and pro...
This forum addressed forward thinking, innovation and school system change, and covered case studies and reform programmes.
This document reports findings regarding the use of patents data for understanding various dimensions of technical change in health-related areas.
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Within the framework of the Russia Programme of the OECD Centre for Co-operation with Non- Members (CCNM) and as part of the follow-up to the Reviews of National Policies for Education: Tertiary Education and Research Policy in the Russian Federation, the Directorate for Education, Employment and Social Affairs launched a pilot project in 1999 on intellectual property and research management in Russian universities. The area of
All OECD countries now face a demanding new situation for schools. They are seeking to raise standards for all students, quantitatively and qualitatively. The broad aim of "lifelong learning for all" has moved from rhetoric to necessity, implying major shifts of thinking and practice for schools
It is now widely agreed that learning is pivotal in the "knowledge societies" of today and, still more, of tomorrow. It is also widely agreed that schools have a key role to play in laying the foundations for lifelong learning for all of us.