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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, the 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 the Republic of Croatia. Its contents are: Introduction; Overall description of the tertiary education system; The tertiary education system and the labor market; The regional role of tertiary education; The role of tertiary education in research and innovation; Achieving equality in and through tertiary education; Resourcing the tertiary education system; Planning, governing and regulating the system; Assuring and improving the quality of tertiary education; Internationalization and globalization of the tertiary education system; Conclusion.

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

This book is the sixth volume in a series resulting from the international networking of the research group VETYL (Vocational Education and Training/Yrkeskunnande och Larande) at the Department of Education, Stockholm University in Sweden. The book serves as an umbrella for the presentation of research that focuses on a variety of policy issues and dimensions of the partnership between education and the world of work. The selected and reviewed texts in this volume were intended for the 8th Stockholm International Conference of Research in Vocational Education and Training planned for May 2020, which did not take place due to the [Coronavirus Disease 2019] COVID-19 restrictions. The contributions deal with transitions in vocational education and training systems and depict the diversity of research in the field.

Edited excerpts from publication.

The contents are as follows: Section one, 'VET policies: national and regional perspectives', contains the chapters: The VET system in Lombardy (Italy): a first pedagogical outlook between history and future / Francesco Magni; Shifting currents: the influence of Brexit on VET policy discourse in four countries (Denmark, England, Finland and Scotland) as portrayed through the European semester cycle / Jane Pither; The shift to technical elite formation and residuality: a European perspective / Bill Esmond; Integration of refugees through access to their previous vocation: a literature review / Eva Eliasson, Ali Osman and Marianne Teras; Regional collaboration for integration and competence: the case of Swedish for immigrants with previous professional training (Sfx) / Petros Gougoulakis and Katarina Lagercrantz All; The potential value of social representations for comparative [technical vocational education and training] TVET research: a Mexican case study / Ute Clement, Paola Garcia Fuentes and Claudia Hunink; A VET leadership model / Ramlee Mustapha and Irdayanti Mat Nashir.

Section two, 'Collaboration and partnership with the world of work', contains the chapters: Different structures, different results?: continental and Nordic education structures compared / Lorenz Lassnigg; Integration and appropriation of professional content: current challenges of Cuban vocational technical education / Juan Alberto Mena Lorenzo, Jorge Luis Mena Lorenzo, Vilma Maria Perez Vinas and Pedro Luis Yturria Montenegro; Difficulties, challenges and problems in the ongoing process of dual VET implementation in Spain: a systematic review of the scientific literature / Luis Martinez-Izquierdo, Monica Torres and Miguel A. Pereyra; The importance of industrial collaborations in developing future Malaysian vocational training institutions / Haryanti Mohd Affandi, Mohd Firdaus Mustaffa Kamal, Nurul Eizzaty Sohimi, Norazlinda Mohamad, Roshahliza Mohd Ramli, Razali Hassan and Lazaro Moreno Herrera; Vocational education and training, the contested partner in innovation projects / Magdolna Benke. 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 Estonia. It includes: an overview of Estonia's tertiary education system; an account of trends and developments in tertiary education in Estonia; an analysis of the strengths and challenges in tertiary education in Estonia; 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

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 New Zealand. Its contents are: Executive summary; The national context of tertiary education; Overall description of the tertiary education system; The tertiary education system and the labour market; The regional role of tertiary education; The role of tertiary education in research and innovation; Achieving equity in and through tertiary education; Resourcing the tertiary education system; The tertiary education workforce in New Zealand; Assuring and improving the quality of tertiary education; Internationalisation of tertiary education; Conclusion.

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

International research on adult education systems reaches certain limitations when explaining differences between and within countries. Often, research within the multilevel system of adult education examines issues located at the macro-level, meaning policy and legal frameworks, and at the micro-level, dealing with impacts on learners. This article focuses on the meso-level of adult education in two sample countries, referring to providers and their educational offers of publicly financed basic and community education. Guided by the theoretical approaches of educational governance and neo-institutionalism, we identify governance regimes and organizational fields and analyze the impacts of legal and financial regulation on providers and their provision. Based on document review and expert interviews, relations at the national and regional levels are analyzed. We find a decentralized system supporting the regional provision of basic adult education in Spain and a mixture of national and regional regulations leading to regional provision based on learners' needs in England.

Published abstract reprinted by permission of the copyright owner. Show less

The Central Asia Regional Economic Cooperation (CAREC) Program is a partnership of 11 member countries and development partners working together to promote development through cooperation, leading to accelerated economic growth and poverty reduction. CAREC countries include: Afghanistan, Azerbaijan, the People's Republic of China, Georgia, Kazakhstan, the Kyrgyz Republic, Mongolia, Pakistan, Tajikistan, Turkmenistan, and Uzbekistan. The global employment and skills landscape is changing fast in the fourth industrial revolution. Investing in human development is essential to meet the needs of rapidly evolving competitive labor markets and achieve sustainable economic growth. Recognizing this, the CAREC Program's strategy features human development as one of its five operational priorities and specifies education as a key area of focus.

This report examines how CAREC member countries can collaborate for education and skills development in the region toward 2030. It identifies important opportunities to harmonize education and skill standards, enhance student and worker mobility, strengthen labor market information and movement, and facilitate knowledge exchange.

Edited excerpts from publication. Show less

Levelling up without levelling down, and levelling up within the nations, regions and localities of the UK as well as between them is the core mission of 'Levelling up the United Kingdom', the Government white paper published in February 2022 [available in VOCEDplus at TD/TNC 148.196]. The white paper covers the devolved nations of the United Kingdom (Scotland, Wales and Northern Ireland) as well as England and identifies six factors critical to driving forward levelling up: (1) physical capital (infrastructure, machines and housing); (2) intangible capital (innovation, ideas and patents); (3) financial capital (resources supporting the financing of companies); (4) social capital (the strength of communities, relationships and trust); (5) institutional capital (local leadership, capacity and capability); and (6) human capital (the skills, health and experience of the workforce). Crucially, as the white paper makes clear, it is the interaction between these factors which both explain why certain places in the UK have persistently low outcomes than others and how they can level up. In the area of English post-18 education and skills, the white paper proposes three new policies: the creation by the Department for Education (DfE) of a Unit for Future Skills working with the DBEIS (Department for Business, Energy and Industrial Strategy) and Department for Work and Pensions (DWP); the development of Pathfinder areas to bring together greater alignment between employment and skills interventions, and a mission to increase the number of people successfully completing high-quality skills training by 200,000 annually as part of a commitment to lifelong training for all adults.

This paper contains 18 brief articles on aspects of levelling up and post-16 education and skills in England. The paper concludes with an assessment by the Campaign for Learning on the Levelling Up white paper and post-16 education and skills policy, and a series of recommendations to take the agenda forward. The contents are as follows: Introduction / Julia Wright and Mark Corney. Part one, 'National and place-based strategies', contains the following articles: Levelling up and the Department for Education / Andy Westwood; Levelling up and post-16 education and skills / Sam Freedman; Levelling up the West Midlands by 2030 / Fiona Aldridge; Levelling up London by 2030 / Mark Hilton. Part two, 'Levelling up and young people', contains: Levelling up and education: lots of stuff but little substance / Geoff Barton; Levelling up 16-19 education / Sam Tuckett; Levelling up participation by 16-18 year olds / Becci Newton; Levelling up and 18-24 year olds in England / Kathleen Henehan. Part three, 'Levelling up and lifelong training', contains: Placing vocational education at the heart of levelling up / Olly Newton; Higher technical education, higher and degree apprenticeships and levelling up / Mandy Crawford-Lee; The role of employer training in levelling up / Ewart Keep. Part four, 'Levelling up and lifelong learning', contains: Levelling up in England through lifelong learning / Stephen Evans; Levelling up as a nation of lifelong learning / Susan Pember; The future of adult learning is in the hands of local leaders / Simon Parkinson. Part five, 'Levelling up and post-16 providers', contains: Well-funded colleges to serve every community / David Hughes; A 'higher education institution' in every community / Nick Hillman; Levelling up and widening participation into higher education / Chris Hale; Levelling up is as much about people as places / Jane Hickie. Conclusion: Campaign for Learning assessment.

Edited excerpts from publication. Show less

The State Training Board, in accordance with the Vocational Education and Training Act 1996, prepares for the Minister of Education and Training a State Training Profile (’the Profile’). The Profile provides a planning framework for the Western Australian Vocational Education and Training (VET) system to respond to the current and future skills requirements faced by industry and business in an economy that is undergoing an unprecedented boom. The Profile provides a detailed analysis of training need versus effort by industry areas and outlines the developments and issues for each of these industry areas over the short to medium term. The Profile sets out training priorities and targets as identified by the State Training Board which are used to inform the planning and purchasing of publicly funded training in Western Australia. Included in the Profile are the workforce development and training needs of the nine non-metropolitan regions in Western Australia. Each regional profile includes details of the publicly funded delivery planned for each of the regional communities. 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, the 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 the Russian Federation. Its contents are: Introduction: the national context of tertiary education; Overall description of the tertiary education system; The tertiary education system and the labour market; The regional role of tertiary education; The role of tertiary education in research and innovation in Russia; Achieving equity in and through tertiary education; Resourcing the tertiary education system; Planning and regulating of the tertiary education system; Assuring and improving the quality of tertiary education; Internationalization of tertiary education; Conclusion.

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

This paper purpose is exploring a possible answer to the question: How is the link between technical and vocational education and training and productive demands according to territorial location configured? The theoretical approach is built on the recognition of multiple social and educational demands; education and vocational training diversification and differentiation; the territory considered from economic and educational regionalization processes held in regions, provinces, and local spaces of the country; education planning strategies and education and vocational training mechanisms and regulation bodies. The study also carried out a series of selected cases throughout the country considering different regions, provinces, and localities. The cases analysis made it possible to account for the diversity of actors and instances that directly and indirectly intervene in the relationship between sectors and demands from the world of production and technical and vocational education institutions in different provinces.

The relationships and links collected, respond to different objectives and present different scopes in terms of the demands they respond to, the sectors and productive branches and territorial areas in which they are developed. These works allow us to review links between education and vocational training in Latin American countries or in those nations with lower development levels. The purpose could be to make a contrast with the reality of European countries and the existing responses in different countries. This comparative perspective can be complemented with a review of responses and attention types derived from the economic and productive heterogeneity, size and types of companies. For example, the scope of these experiences in small and medium-sized companies, cooperatives and other types of organizations; as well as to verify the functioning among excluded population from production and employment in Europe.

Published abstract. Show less