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This country review report for Chile provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Chile, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Chilean education authorities; ii) to help other countries understand the Chilean approach to the use of school resources; and iii) to provide input for the comparative analysis of the OECD School Resources Review. The analysis in the report focusses on the following areas: i) the funding of school education (including planning, distribution, incentives and monitoring); ii) equity resourcing policies targeted at specific groups of students; iii) school organisation and the operation of schools; and iv) the teaching profession.
This country review report offers an independent analysis of major issues facing the use of school resources in Colombia from an international perspective. It provides a description of national policies, an analysis of strengths and challenges, and a proposal of possible future approaches. The analysis focuses on the funding of school education, the provision of school education and the development of the teaching profession. Rural education represents a transversal theme of the report within the context of Colombia's peace agreement and objectives to close rural-urban gaps in social and economic development.
Issues covered include the level of spending, sources of funding and funding mechanisms; the organisation of the school network, including the funding of private provision; school governance, leadership and community participation; the organisation of teaching and learning, including learning standards, educational materials, student assessment, and instruction time; teacher learning in pre-service and in-service education; and teacher recruitment and career progression.
The report covers all levels of compulsory education as well as transitions from early childhood education and care to school education and from school education to the labour market and tertiary education.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders, education administrators; physical resources, such as location, buildings and equipment, and other resources such as learning time.
This series will offer timely policy advice to both governments and the education community. It will include both country reports and thematic studies.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
This country review offers an independent analysis of major issues facing the use of school resources in Portugal from an international perspective. It provides a description of national policies, an analysis of strengths and challenges and options for possible future approaches. The analysis focuses on the process of decentralisation of school governance, the integration of local, national and international funding streams in educational financing, and the development of the teaching profession. The report covers primary and secondary school education.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion.
In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. China is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes:
- an overview of China's tertiary education system;
- an account of trends and developments in tertiary education in China;
- an analysis of the strengths and challenges in tertiary education in China; and
- recommendations for future policy development.
This review of tertiary education in China forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion.
In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Croatia is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report 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.
This review of tertiary education in Croatia forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of the Czech Republic's tertiary education system, including an account of recent trends and developments, an analysis of strengths and challenges, and recommendations for future policy development with a view to helping understand how the organisation, management and delivery of tertiary education can help achieve economic and social goals.
In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion.
In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Estonia is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report 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.
This review of tertiary education in Estonia forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of Finland's tertiary education system including an account of recent trends and developments, an analysis of the strengths and challenges, and recommendations for future policy development.
In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion.
In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Iceland is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes:
- an overview of Iceland's tertiary education system;
- an account of trends and developments in tertiary education in Iceland;
- an analysis of the strengths and challenges in tertiary education in Iceland; and
- recommendations for future policy development.
This review of tertiary education in Iceland forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion.
In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Japan is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes:
- an overview of Japan's tertiary education system;
- an account of trends and developments in tertiary education in Japan;
- an analysis of the strengths and challenges in tertiary education in Japan; and
- recommendations for future policy development.
This review of tertiary education in Japan forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.
With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. This book provides an overview of Korea's tertiary education system, including an account of recent trends and developments, an analysis of strengths and challenges, and recommendations for future policy development.
In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion.
In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Mexico is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes:
- an overview of Mexico's tertiary education system;
- an account of trends and developments in tertiary education in Mexico;
- an analysis of the strengths and challenges in tertiary education in Mexico; and
- recommendations for future policy development.
This review of tertiary education in Mexico forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.