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In 1965, only 43 per cent of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. As a result of the rapid expansion in education over the last five decades, the large majority of adults in OECD countries have now attained at least upper secondary education. This educational expansion started in different periods and countries have followed different trajectories: some have chosen to expand secondary education first and then tertiary education, while others have chosen to expand all levels simultaneously. In other countries educational expansion has slowed or remained stable in recent decades. Tertiary education has also experienced considerable expansion with many countries now witnessing the majority of their young adults reaching this level of qualification. Countries have seen a major increase in the educational attainment level of their populations.

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The present report on Sweden is part of a series on 'investing in youth' which builds on the expertise of the OECD on youth employment, social support and skills. This series covers both OECD countries and countries in the process of accession to the OECD, as well as some emerging economies. This report provides a detailed diagnosis of youth policies in the area of education, training, social and employment policies. Its main focus is on disadvantaged youth including those at risk of disengaging.

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The contents are as follows: Labour market and educational outcomes of youth in Sweden; Characteristics of youth not in employment, education or training (NEETs) in Sweden; Benefits receipt and youth poverty in Sweden; Raising school completion rates and providing high-quality professional training in Sweden; Guaranteeing employment or training options for NEETs in Sweden. Show less

In 1996, the OECD's Education Committee launched the 14-country 'Thematic review of the transition from initial education to working life'. Within a lifelong learning framework the review had two key goals: to describe how young people's transition to work changed during the 1990s; and to describe the education, labour and social policies, and the interaction between these, that lead to successful youth transitions. This country note provides an overview of the Australian educational system, and the policies that have developed in response to concerns about youth unemployment, social alienation among the young and long-term economic prosperity. The report is divided into four main sections: an outline of several of the key contextual factors shaping young people’s transition; major principles that characterise the reform efforts that have been underway since the mid-1980s in Australia; issues that struck the review team as requiring continuing attention from policy makers and practitioners; and concluding remarks.

The background report for Australia is indexed at TD/TNC 50.91; the final report of the OECD review is indexed at TD/TNC 62.156. Show less

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

Tertiary education policy is increasingly important on national agendas. The widespread recognition that tertiary education is a major driver of economic competitiveness in an increasingly knowledge-driven global economy has made high-quality tertiary education more important than ever. The imperative for countries is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society. This two-volume publication provides a thorough international investigation of tertiary education policy across its many facets - governance, funding, quality assurance, equity, research and innovation, academic career, links to the labour market and internationalisation. The report presents: an analysis of the trends and developments in tertiary education; a synthesis of research-based evidence on the impact of tertiary education policies; innovative and successful policies and practices that countries have implemented; and tertiary education policy options. The report draws on the results of a major OECD review of tertiary education policy - the OECD Thematic Review of Tertiary Education - conducted over the 2004-08 period in collaboration with 24 countries around the world. Country papers from the review are indexed from TD/TNC 89.551 to TD/TNC 89.585.

Volume one is entitled ‘Special features: governance, funding, quality’ and contains the following chapters: Introduction; Setting the stage: impacts, trends and challenges of tertiary education; Setting the right course: steering tertiary education; Matching funding strategies with national priorities; Assuring and improving quality. Volume two is entitled ‘Special features: equity, innovation, labour market, internationalisation’ and contains the following chapters: Achieving equity; Enhancing the role of tertiary education in research and innovation; The academic career: adapting to change; Strengthening ties with the labour market; Internationalisation: shaping strategies in the national context; What next?: the challenges of policy implementation; Appendices: How the review was conducted; Structure of tertiary education systems in selected countries; Improving the knowledge base; Summary of policy directions.

A three-volume synthesis report was prepared for release and discussion at Tertiary Education for the Knowledge Society, an international conference to present the results of the OECD Thematic Review of Tertiary Education in Lisbon on 3-4 April 2008. This report is indexed at TD/TNC 89.577. Show less

In 1996, the OECD's Education Committee launched the 14-country 'Thematic review of the transition from initial education to working life'. Within a lifelong learning framework the review had two key goals: to describe how young people's transition to work changed during the 1990s; and to describe the education, labour and social policies, and the interaction between these, that lead to successful youth transitions. This background report looks at transitions in the Czech Republic, set within the context of the economic, social and political transformation that has occurred since the fall of the Socialist regime in 1989. The report is divided into sections as follows: (1) Contextual and institutional factors; (2) Clarification of perceptions; (3) Concerns about transition processes and outcomes; (4) Changes of expectations and objectives; and (5) Policy for the transition process.

The country note for the Czech Republic is indexed at TD/TNC 77.195; the final report of the OECD review is indexed at TD/TNC 62.156. 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

In 1996, the OECD's Education Committee launched the 14-country 'Thematic review of the transition from initial education to working life'. Within a lifelong learning framework, the review had two key goals: to describe how young people's transition to work changed during the 1990s; and to describe the education, labour and social policies, and the interaction between these, that lead to successful youth transitions. Participating countries prepared a background report describing the general context of youth transitions and noting key policy concerns. The review team that visited each country prepared a country note to summarise its observations and suggestions. This background report for Norway contains: institutional and contextual background to the transition of young people into working life; an explanation of the transitions from lower and upper secondary education and from higher education to working life; concerns about and policy responses to transitions; the changing expectations and objectives of the various participants in transition policy formation; and the monitoring and research being undertaken in the area of transitions.

The country note for Norway is indexed at TD/TNC 77.102. The final report of the OECD review is indexed at TD/TNC 62.156. 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