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The Polish government, acknowledging the importance of its human capital to Poland's transition to a market economy and accession to the Organisation for Economic Co-operation and Development (OECD), requested an OECD review of its education sector. The review, undertaken in 1995, covered all areas of the Polish system of education and training, including the quality and effectiveness of education, the teaching profession and teacher education, higher education and the financing of education. The report consists of two parts: a summary of the background report prepared by the Polish authorities and educational researchers from the Ministry of National Education and the examiner's report compiled by education experts from outside Poland. A number of recommendations are made in relation to curriculum development, evaluation of the performance of the system, the professional status of teachers, and the reorganisation of higher education. The report concludes with proposals for the development of a human resource development policy in Poland. Show less

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. This document is the country background report for Japan. Its contents are: Circumstances surrounding tertiary education; Outline of the tertiary education system; The tertiary education system and the labour market; Roles of tertiary education in regions; The role of tertiary education in research and innovation; Achieving equity in and through tertiary education; Resources for tertiary education; Planning operation and control of overall tertiary education system; Assuring and improving the quality of tertiary education; Internationalisation and globalisation of tertiary education; Conclusion.

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

The 2006 edition of ‘Education at a glance’ provides a current and comparable set of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators look at who participates in education, what is spent on it, how education systems operate and the results achieved. Indicators comprise a wide range of outcomes, from comparisons of student’s performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. New material in this edition includes: further analysis of results of the 2003 survey of the OECD’s Programme for International Student Assessment (PISA), including student access to, and use of, ICT; analysis of the lowest performing students; the effects of family background on students’ performance and the way classes are organised in schools; trend data on tertiary qualifications, including projections for the year 2014; trend data on survival rates in tertiary education; the impact of demographic trends on education systems, as well as projections on expenditure for the year 2015; trend data on expected years of education; instruction time per subject for 9-to-14-year-olds; a picture of student mobility and the significance of internationalisation of higher education. The ExcelR spreadsheets used to create the tables and charts are available via the StatLinks printed in the book. The chapters are as follows: The output of educational institutions and the impact of learning; Financial and human resources invested in education; Access to education, participation and progression; The learning environment and organisation of schools. Included as appendices are: Characteristics of educational systems; Reference statistics; Sources, methods and technical notes. Show less

The Australian education system fares well in international comparison with regards to [Programme for International Student Assessment] PISA test scores and the higher education system attracts an increasing number of foreign students. Vocational education and training (VET) is an important part of the post-secondary education system, equipping individuals with the skills to enter or re-enter the labour force and offering a pathway to further education. However, a number of challenges need to be addressed. Reducing complexity and fragmentation and tackling issues of under-supply and under-representation of children from disadvantaged groups in the early childhood education and care system is of major importance, given the beneficial impact of early education on outcomes later in life. A key challenge for the school sector is to reduce the achievement gaps of the lowest performing students, while improving overall literacy and numeracy outcomes. Greater autonomy at the school level and improvements in teaching quality would help in this regard. Enhancing the capacity of the VET system to address skill shortages is another key priority. The low rate of completion of training courses is an additional policy issue facing the sector. Finally, moving towards a less rigid policy framework for higher education would enhance flexibility and diversity, making the system more responsive to labour market needs and globalisation challenges. The promotion of a high quality education system that responds swiftly to changing skill needs is a top priority of the new government. The ‘Education revolution’, backed by the Council of Australian Governments (COAG), pursues reforms across all sectors of the education system, an important objective being the closing of the gap for the Indigenous population.

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Skills are critical to economic growth and social well-being. Although initial vocational training at upper secondary level provides useful skills, in many jobs where demand is fast-growing - ranging from healthcare technicians to junior managers - such basic vocational training is no longer enough. Indeed, higher level professional, managerial and technical skills are increasingly required. Based on a series of 20 country studies, this synthesis report looks at how OECD countries are responding to this growing demand for skills, and the further steps they need to succeed. The report underlines many challenges: while some countries have thriving post-secondary vocational sectors, others have found it difficult to find a place for shorter (one-or two-year) programmes in competition with better known academic qualifications. The engagement of the social partners - employers and trade unions - is as vital as it is sometimes elusive. Vocational training qualifications are sometimes outdated or lack currency in the labour market. This study identifies good practices and puts the spotlight on those countries that are making progress.

Edited excerpt from publication. Show less

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

Education at a Glance is the OECD’s annual round-up of data and analysis on education, providing a rich, comparable and up-to-date array of indicators on education systems in the OECD’s 30 member countries and in a number of partner economies. The 2008 edition of ‘Education at a glance: OECD indicators’ looks at who participates in education, what is spent on it and how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. New material in this edition includes: entry rates in tertiary education by field of study; data on the skills of 15-year-olds in science; an analysis of the socio-economic background of 15-year-olds and the role of their parents; data on the extent to which the socioeconomic status of parents affects students’ participation in higher education; data on the returns to education; data on the governance of higher education institutions; an analysis of efficiency in the use of resources; data on evaluations and assessments within education systems; and a comparison of the levels of decision-making in education across countries.

Excerpt from published abstract.

‘Highlights from Education at a Glance 2008’ is indexed at TD/TNC 95.605. Show less

The Organisation for Economic Co-operation and Development (OECD) Education Committee launched a thematic review of the transition from initial education to working life in 1996. The review investigated how the transition from initial education to working life for young people had changed during the 1990s and which social, education, and employment policies and programs were most effective in terms of transition outcomes for young people. The review involved 14 OECD Member countries, representing a diverse sample in terms of institutional arrangements in support of transition, level of economic development, and culture. This revised edition of the thematic review describes the key trends and conclusions to emerge from the thematic review. Chapter 1 introduces the review and its methodology; Chapter 2 examines transition outcomes; Chapter 3 focuses on the transition process; Chapter 4 identifies some of the key features of effective transition systems; Chapter 5 discusses how the transition phase can promote lifelong learning and presents two complementary approaches: one focuses on educational institutions and structures, and the other concentrates on learner-centred approaches; and Chapter 6 presents some key policy challenges for the future.

The preliminary edition of the thematic review is indexed at TD/TNC 62.156. Show less

This paper discusses the returns to education and provides an overview of the structure of the education system in Poland. It then examines its organisation and performance, focusing on each level of education and training in turn. The paper highlights the key developments in the Polish educational system since 1990: its response to the rapid decline in school enrolments now moving through the system, following a sharp fall in birth rates; the introduction of a decentralised organisational structure of management into primary and secondary education in the late 1990s; and a four-fold increase in tertiary education enrolments over the past 15 years, much of which is in hundreds of new private-sector institutions and so raising questions of quality control and finance. Participation in adult training is found to be low and appears to be concentrated among already relatively highly-educated groups, thus not having much impact on improving the human capital of older and less skilled groups. The authors suggest that the private returns to education have probably increased over the past 15 years. In 1993, 76 per cent of respondents to an opinion poll felt that education was worthwhile and in 2004 this number had grown to 93 per cent. During the same period, the returns to education also appear to have increased, at least on measuring the differentials between the earnings and employment rates of people with different levels of education and in different professions. The paper concludes with recommendations covering general factors such as resource allocation, organisation and quality control. Show less

Twenty-two countries have helped to build up the OECD's knowledge base on recognition of non-formal and informal learning outcomes. This paper seeks to concentrate on the essentials of the various documents produced, including the 22 background reports drafted by the countries concerned. It is thus the internal perspective of countries which is considered here. This paper describes national circumstances as viewed by the countries themselves while also casting light on their practices. It is based largely on the country background reports and sets out the policy responses developed by each country. It thus focuses on the practices of countries and regions and, as far as possible, includes quantitative data or refers to pilot projects. The idea is to see how countries and regions relate recognition to ongoing challenges, whether of a societal nature or connected with the labour market. Indeed, in preparing their own policy responses many countries are looking beyond their borders and on occasions far afield, as in the case of Australia which is following the Bologna/Sorbonne Process, and striving for international excellence. In the European Union, for example, the many existent or emerging systems are already having a broad impact on the preferences of its member states and other countries. Herein lies the importance of a paper on national practices and the contexts in which they have been introduced. The examples provided draw on different country practices without claiming to be exhaustive. The paper consists of two sections. The first reviews contextual factors, at least in so far as they may influence in one way or another systems for the recognition of non-formal and informal learning outcomes, especially in terms of their potential role as catalysts or inhibiting factors in recognition procedures. It then offers a description of how systems are organised, with their legal frameworks, procedures, technical arrangements and possible pilot programmes. The sections are structured by topic. Depending on circumstances, the paper includes entries by country or by topic where viewpoints are similar.

Excerpt from publication reprinted by permission of the copyright owner. Show less