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Reform of education, training and human resource development is an integral part of the transition to a democratic society and a market economy. This book gives a brief overview of regional issues and the history of post-secondary education in Kazakhstan and describes the development of higher and tertiary education in the country since the transition began. It presents an analysis of the education system, identifying key directions for the reinforcement of the reforms in light of the challenges encountered by officials, communities, enterprises, educators, parents and students under very dynamic conditions. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity; financing; governance and management; internationalisation; and research, development and innovation.

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In 2001, the OECD launched a review of policies to improve labour market prospects for older workers. The aim of this review is to examine both supply-side and demand-side aspects of this topic. Older workers have been defined as those aged 50 years and over. The review argues that many policy measures and workplace practices create significant barriers to older workers continuing to work and that current reforms will not be sufficient to encourage later retirement and to lessen the risk of future labour shortages. This report on the Netherlands predicts that the proportion of persons aged 65 and over to the working-age population will rise to 40% by 2050. It is argued that unless policy changes are made, this population ageing could lead to higher public expenditures, labour force shortages, and slower economic growth. The report surveys the main barriers to employment for older workers, assesses the adequacy and effectiveness of existing measures to overcome these barriers and makes policy recommendations for further action by the government and other social partners. It examines the balances between income support and work incentives, methods for encouraging employers to hire and retain older workers, and policies for ensuring the employability of older workers. The chapters are: The challenge ahead; Older workers in the Dutch labour market; Income support and work incentives: striking the right balance; Encouraging employers to hire and retain older workers; Ensuring the employability of older workers; Ensuring that policies are comprehensive and coherent. Show less

With the labour market becoming increasingly selective, relevant work skills are becoming increasingly necessary to combat high youth unemployment in OECD countries. This requires co-ordinated policies linking education to the requirements of the labour market and the provision of appropriate training courses. This report focuses on the Netherlands, and assesses the efficacy of existing measures which aim to improve the school to work transition, as well as providing policy recommendations for further action. Show less

In 2001, the OECD launched a review of policies to improve labour market prospects for older workers. The aim of this review is to examine both supply-side and demand-side aspects of this topic. Older workers have been defined as those aged 50 years and over. The review argues that many policy measures and workplace practices create significant barriers to older workers continuing to work and that current reforms will not be sufficient to encourage later retirement and to lessen the risk of future labour shortages. Statistical evidence suggests that in Canada, the proportion of persons aged 65 and over to the working-age population will double to 45% by 2050. It is argued that unless policy changes are made, this population ageing could lead to higher public expenditures, labour force shortages, and slower economic growth. This report surveys the main barriers to employment for older workers, assesses the adequacy and effectiveness of existing measures to overcome these barriers and presents a set of policy recommendations for further action by the public authorities and social partners. It examines the balances between income support and work incentives, methods for encouraging employers to hire and retain workers, and policies for ensuring the employability of older workers. This report is published in English with a French translation of the executive summary and recommendations. The chapters are: The challenge ahead; The labour market situation of older workers; Income support and work incentives for older people; Encouraging employers to hire and retain older workers; Strengthening older workers’ employability; Ensuring policies are comprehensive and coherent. Show less

The governance of skills systems has always raised a number of challenges for governments. Being at the intersection of education, labour market, industrial and other policy domains, managing skills policies is inherently complex. Addressing these challenges is more than ever crucial as globalisation, technological progress and demographic change are putting daunting pressures on skills systems to ensure that all members of society are equipped with the skills necessary to thrive in a rapidly changing world. This report provides advice on how to make the governance of skills systems effective. Building on the OECD Skills Strategy 2019 [available in VOCEDplus at TD/TNC 136.771], which identified four main challenges of skills systems governance, the report presents examples of how six different countries (Estonia, Germany, Korea, Norway, Portugal and the United States) have responded to one or several of these challenges. It also outlines concrete policy recommendations together with a self-assessment tool which provides guidance to policy makers and stakeholders for designing better skills systems that deliver better skills outcomes.

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This report is part of a series that aims to offer policy advice to governments and other higher education stakeholders who would like to learn how well their systems are performing in comparison to others. The series will provide insights on how higher education systems are performing overall and in specific areas; why some systems are performing better than others; and what countries can learn from the experience of others.

The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway's robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching.

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This report is part of a series that aims to offer policy advice to governments and other higher education stakeholders who would like to learn how well their systems are performing in comparison to others. The series will provide insights on how higher education systems are performing overall and in specific areas; why some systems are performing better than others; and what countries can learn from the experience of others.

Half a million higher education graduates enter the labour market every year in Mexico. While their labour market outcomes are considerably better on average than those of upper secondary education graduates, some higher education graduates face periods of inactivity and unemployment. Many graduates who find work end up being over-qualified or working in the informal sector. This report finds that the Mexican higher education system needs to be better aligned with the labour market to help students develop the skills employers seek. Students need better support to succeed in their higher education studies and develop labour market relevant skills, which will help facilitate their achievement of good outcomes in the workforce. This calls for a comprehensive whole-of-government approach and the involvement of all higher education stakeholders. The report proposes a set of policy recommendations to address these issues and help Mexican higher education graduates achieve better outcomes in the labour market.

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The main purpose of the OECD's 'Thematic review of tertiary education' is to provide policy makers with information and analysis to assist them in formulating and implementing policies to achieve national social and economic objectives through tertiary education. Its key objectives are to: synthesise research-based evidence on the impact of tertiary education policies and disseminate this knowledge among participating countries; identify innovative and successful policy initiatives and practices; facilitate exchanges of lessons and experiences among countries; and identify future policy options. The review, which involved 24 countries (Australia, Belgium - Flemish Community, Chile, China, Croatia, Czech Republic, Estonia, Finland, France, Greece, Iceland, Japan, Mexico, Korea, the Netherlands, New Zealand, Norway, Poland, Portugal, Russian Federation, Spain, Sweden, Switzerland, and the United Kingdom), 'examines how the organisation, management and delivery of tertiary education can help countries achieve their economic and social objectives'. As part of the review, each of the participating countries was asked to prepare a country background report. Fourteen of the participating countries also chose to participate in a country review in which the country background report is analysed by a team of reviewers. The reviewers then undertake an intensive case study visit of the country and prepare a 'country note' reflecting on specific issues and policies relating to the tertiary education policy of the country concerned from an international perspective. This document is the country note for Croatia. It includes: an overview of Croatia's tertiary education system; an account of trends and developments in tertiary education in Croatia; an analysis of the strengths and challenges in tertiary education in Croatia; and recommendations for future policy development.

Documents from this thematic review are indexed from TD/TNC 89.551 to TD/TNC 89.585. Show less

‘Learning for jobs’ is an OECD study of vocational education and training (VET) designed to help countries make their VET systems more responsive to labour market needs. Ireland has a wide range of VET provision targeted at different client groups. The national qualifications framework is comprehensive and includes a strong commitment to the avoidance of dead-ends and pathways of progression. At the same time, the economic crisis is making intense demands on the Irish VET system, particularly on the apprenticeship system, which focuses on a narrow set of occupations. Weak literacy and numeracy are serious problems for many learners, and many of those looking after VET students, in particular those in companies, lack pedagogical training. The OECD review assesses the main challenges faced by the VET system and presents an interconnected package of policy recommendations. For each recommendation, the report describes the challenge, the recommendation itself, supporting arguments, and issues of implementation.

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Skills are the key to shaping a better future. Skills are central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advance and demographic change are reshaping work and society, generating a growing demand for higher levels of skills, as well as new sets of skills. OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries' skills challenges and opportunities, and build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country's specific skills needs. The foundation of this approach is the OECD Skills Strategy framework, which allows for an exploration of what countries can do better to (1) develop relevant skills over the life course; (2) use skills effectively in work and in society; and (3) strengthen the governance of the skills system. This report for Latvia identifies opportunities and makes recommendations to strengthen the skills outcomes of students, foster a culture of lifelong learning, reduce skills imbalances in the labour market, and strengthen the governance of the skills system.

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