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This paper concentrates on the role of foreign students' tuition fees in funding tertiary institutions and on the international mobility of students. The number of students enrolled in tertiary education outside their country of citizenship has been steadily increasing over the last 15 years. Some countries attract foreign students on a revenue-generating or at least a cost-recovery basis, while others do not differentiate between the tuition fees paid by national and foreign students. The evidence from recent tuition-fee reforms suggests that tuition fees influence the choice of destination countries among international new entrants. However, higher tuition fees do not necessarily discourage international students, and can contribute substantially to the funding of tertiary education.

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This annual publication provides data on the state of education around the world. These indicators can be used to assist governments in building more effective and equitable education systems. The 2017 edition presents a new focus on fields of study, investigating both trends in enrolment at upper secondary and tertiary level, student mobility, and labour market outcomes of the qualifications obtained in these fields. The publication also introduces for the first time a full chapter dedicated to the Sustainable Development Goals, providing an assessment of where OECD and partner countries stand on their way to meeting the SDG targets. Finally, two new indicators are developed and analysed in the context of participation and progress in education: an indicator on the completion rate of upper secondary students and an indicator on admission processes to higher education. The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa). The contents 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.

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College students across the country are highly mobile. More than 37 per cent of students at U.S. colleges and universities transfer at least once during their postsecondary career. Almost half who transfer do so two or more times. The vast majority of transfers stay in the same state. Washington's students follow nationwide trends in transfer and mobility. Thirty-four per cent of Washington students transfer at least once, and 39 per cent of those who transfer do so more than once. Seventy-three per cent of transfer students stay in the state. Washington designed its first transfer degree, the Direct Transfer Agreement (DTA) associate degree, 45 years ago. Since then, Washington's transfer policy partners have continued to develop transfer degrees and policies that support the state's attainment goals.

This report highlights the following: Students who transfer from a Washington public community or technical college (CTC) are more likely to finish a bachelor's degree than students from other states; Approximately one-third of undergraduate students enrolled at Washington baccalaureate institutions are transfer students; The percentage of Washington CTC students who intend to transfer to a baccalaureate institution remains steady at 35 per cent; The number of total transfer degrees awarded in Washington increased by 11 per cent since the 2013-14 academic year; the degree with the largest per cent increase was the Associate of Science - Transfer (AS-T) degree; The state developed three new transfer pathways for students majoring in nursing, computer science, and music.

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Member States have committed themselves to promoting the learning mobility of young people following the 2011 Communication on an agenda for the modernisation of Europe's higher education system (COM(2011) 567). The Council conclusions on a benchmark for learning mobility (2011/C 372/08) specified that by 2020 'an EU average of at least 20 per cent of higher education graduates should have had a period of higher education-related study or training abroad'. In this report, two types of mobility are distinguished, namely degree mobility and credit mobility, both of which are included in the benchmark. This report focuses on student mobility in the EU between 2011 and 2014, through the description of the main destinations of mobile students, as well as on inward mobility across and within countries (measured as the share of mobile students on total student population), with a particular focus on institutions and regions. It also analyses the main factors associated with degree and credit mobility, taking into account different tertiary education levels (i.e. undergraduate, master and PhD level), through the comparison between institutional factors (teaching and research activities of universities as well as their reputation) and regional attractiveness (level of urbanisation, employment opportunities and regional education systems).

There are five main conclusions from this report. First, in relation to the most attractive destinations, degree mobility appears to be very concentrated in a few countries, while credit mobility tends to be more equally distributed across Member States. Second, degree mobility is higher than credit mobility across and within countries. Third, institutional characteristics tend to be associated with student mobility more than regional ones. Fourth, among institutional characteristics, better quality universities and those with a higher reputation are associated with a higher share of mobile students, while research orientation and excellence are more relevant for degree mobile PhD students. Fifth, among regional characteristics, the level of urbanisation of the region is an important factor in shaping students' mobility: high-density regions have higher degree mobility rates, but a lower share of credit mobile students.

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How established is the horizontal permeability between modes of vocational education and training (VET) in Switzerland? Formally encouraged by the Swiss law on VET, horizontal permeability refers to transitions across VET modes, i.e. between dual and school-based VET. This paper first discusses why horizontal permeability is indeed relevant and then empirically examines the horizontal permeability of the Swiss VET system for a given occupation - commercial VET. The latter is the largest VET domain in Switzerland and, importantly, a domain in which school-based VET is well established. The empirical analysis uses panel data following a cohort for over 10 years in the Canton of Geneva. Results show that going from school-based to dual VET within commercial VET increases chances to earn a qualification, however students changing modes lose half a year in the process. These findings suggest that, at least in commercial VET, horizontal permeability is only partial.

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Objective: Problems with credit mobility, or the transfer of credits from a sending to a receiving institution, may be one reason why community college transfer students have low rates of bachelor's degree completion. This study investigates different policy approaches to credit mobility and how college staff and students experience transfer at the campus level. Method: The study utilizes data from policy documents and legislative statutes, phone interviews with higher education system officials, and college staff across 10 states, and interview data with students and staff collected during site visits to 2- and 4-year colleges in Tennessee, Texas, and Washington.

Results: We categorized credit mobility policies across a continuum, from system-wide transfer initiatives to local-level institution-to-institution approaches. We refer to these different policy systems as 2 + 2, credit equivalency, and institution-driven. Across the systems, policies may not be working as intended because many transfer students do not select a major and destination institution early enough in their community college career to avoid credit loss. Moreover, institutions may lack capacity to provide personalized support to students interested in transfer early in their career. Contributions: We provide a new framework to understand different policy approaches to ensuring transfer students' credits transfer and apply to their major, and offer research, policy, and practice considerations to improve credit mobility across different policy systems.

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Special issue: 'Transfer matters', guest edited by Mark M. D'Amico and Matt S. Giani. Show less

The Netherlands is a country with an open economy that relies on foreign trade and is hospitable to refugees and immigrants from all over the world. It is the second highest export country in the [European Union] EU; one-third of Dutch employment depends on export; of a total population of 16.8 million, 3.5 million inhabitants have at least one parent born outside the Netherlands. It is often said that every Dutch citizen has connections to 'internationalization' in his or her lineage. Because of this tradition and being a member of the European Union, the Netherlands fully supports and benefits from the internal EU market, in which European citizens are free to live, work, study, and do business. The [vocational education and training] VET sector in the Netherlands embraces the tools EU is facilitating to support an open market for learners and workers; however, internationalization is not limited to the EU alone. Focusing on internationalization in senior secondary vocational education in the Netherlands and presenting recent Dutch data set against EU benchmarks, this research found that internationalization in this sector involves both so-called internationalization at home and transnational mobility. This chapter also considers the influences of EU's internationalization practices on the Dutch senior secondary vocational education sector with regard to students' development of intercultural competency, foreign language learning, virtual mobility, outbound and inbound mobility, and the promotion of study visits and student exchange.

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This research study examines regional student participation and migration, using novel data sources and analytic techniques. It seeks to progress knowledge of regional student participation and mobility through quantitative analysis of: factors associated with regional student progression through school and into higher education, using data generated by the Longitudinal Survey of Australian Youth (LSAY); and factors associated with the migration of students with a commencing regional home address to major cities and other regional areas using customised data obtained from the Department of Education and Training.

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This volume has highlighted the complexities of offering vocational education and training (VET) across national borders, the nature and forms of internationalization of VET in different contexts and the impacts of mobility on educational work in the distinctive context of VET. In this chapter, [the authors] summarize the key issues as addressed by the authors in this volume and [the authors] note areas for further study and research. Emerging issues include the lack of comparable, system-wide and timely data on VET systems and students; the limited research on VET systems and the apparent lower status of VET for researchers and indeed for families seeking educational opportunities; the conjunction of withdrawal of funding for higher education in developed countries with the need for rapid training of technical and vocational workers in developing nations. Finally, authors in this volume consider the hegemonic aspects of English as the preferred language of training across many countries. The chapter also highlights the need for further research on the practices, trends, tensions and innovation in international VET and on the motivations of the students who undertake it and the teachers who provide the training.

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This analysis takes as its focus the Erasmus experience and seeks to obtain information about how it contributes to human development in accordance with the capabilities approach of Amartya Sen and Marta Nussbaum. By way of a qualitative research proposal, and with the support of NVIVO 10 software, evidence is found of the 'capacitating potential' of the aforementioned European Union mobility programme. This evidence is detailed through qualitative data - in this case regarding 'adaptive capabilities', representing one of six areas of study pursued in this investigation.

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