This document discusses higher education as a national asset for the UK in a global world. It notes key economic challenges like recovering from recession and improving growth. Globally, more 25-34 year olds will have tertiary degrees by 2020, especially in China and India. International students are increasingly mobile with Asia being a major source and destinations including the UK and US. Higher education provides private and public benefits and lower unemployment rates. The UK needs to increase the proportion of students attaining tertiary education to match OECD levels to support future prosperity.
Presentation of Vocational Education and Training in Catalonia at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
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In a time when young people are being described by some commentators as the ‘lost generation’, this international survey of 20-29 year olds sheds light on the views and attitudes of young people on the important questions that world leaders face today.
The broad political landscape is defined, for many, by the economic crisis and how their governments have responded. There are strong calls for the financial sector to operate in a more ethical and responsible way which may include further regulation of the sector. Although, trust in their government’s ability to deliver is weak, particularly so in Europe. The theme of behaving in an ethical and responsible way is not only limited to the financial sector, but it is also expected of global corporations and governments.
Beyond economics, poverty and corruption run through the piece as topics that are of the utmost importance to many of the world’s young. It is these factors that are perceived to be the root of inequality in many areas of civil society such as education, health, and democracy. However, there exists a sense of ineffectuality amongst many of Europe and the West’s young people as indicated by their low levels of political and civil engagement both online and ‘offline’.
Indeed, hope and optimism amongst Europeans is a lot lower than their counterparts elsewhere in the world. India and China in particular stand out as the countries that are most positive about their futures. The level of depression between the west and the rest is startling, and the political and economic context 20-29 years olds are living in is summed up by the perception that their lives will not be better than their parents’.
OECD Skills Strategy - Building the right skills and turning them into better...EduSkills OECD
Of course, everyone knows being skilled is an advantage: Skilled workers are more productive and therefore tend to earn more and have better employment prospects. Greater productivity, in turn, is the foundation for growth. Failure to ensure a good skills match has both short- term consequences (you see skills shortages) and becomes a longer-term drag on growth and equality of opportunities.
The trouble is that there is no automaticity in these relationships: skills do not automatically translate into higher incomes and higher productivity. Success with converting skills into jobs and growth depends on:
whether we have a good understanding of what those skills are that drive strong, sustainable and balanced economic outcomes;
whether the right mix of skills is being taught and learned in effective, equitable and efficient ways;
whether economies fully utilize their skill potential;
and whether governments can build strong coalitions with social partners to find sustainable approaches to who should pay for what, when and how.
find sustainable approaches to who should pay for what, when and where
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Maps of World Media Kit 2013 provides the highlights about the advertising opportunities available with Maps of World along with the other key information.
In a time when young people are being described by some commentators as the ‘lost generation’, this international survey of 20-29 year olds sheds light on the views and attitudes of young people on the important questions that world leaders face today.
The broad political landscape is defined, for many, by the economic crisis and how their governments have responded. There are strong calls for the financial sector to operate in a more ethical and responsible way which may include further regulation of the sector. Although, trust in their government’s ability to deliver is weak, particularly so in Europe. The theme of behaving in an ethical and responsible way is not only limited to the financial sector, but it is also expected of global corporations and governments.
Beyond economics, poverty and corruption run through the piece as topics that are of the utmost importance to many of the world’s young. It is these factors that are perceived to be the root of inequality in many areas of civil society such as education, health, and democracy. However, there exists a sense of ineffectuality amongst many of Europe and the West’s young people as indicated by their low levels of political and civil engagement both online and ‘offline’.
Indeed, hope and optimism amongst Europeans is a lot lower than their counterparts elsewhere in the world. India and China in particular stand out as the countries that are most positive about their futures. The level of depression between the west and the rest is startling, and the political and economic context 20-29 years olds are living in is summed up by the perception that their lives will not be better than their parents’.
OECD Skills Strategy - Building the right skills and turning them into better...EduSkills OECD
Of course, everyone knows being skilled is an advantage: Skilled workers are more productive and therefore tend to earn more and have better employment prospects. Greater productivity, in turn, is the foundation for growth. Failure to ensure a good skills match has both short- term consequences (you see skills shortages) and becomes a longer-term drag on growth and equality of opportunities.
The trouble is that there is no automaticity in these relationships: skills do not automatically translate into higher incomes and higher productivity. Success with converting skills into jobs and growth depends on:
whether we have a good understanding of what those skills are that drive strong, sustainable and balanced economic outcomes;
whether the right mix of skills is being taught and learned in effective, equitable and efficient ways;
whether economies fully utilize their skill potential;
and whether governments can build strong coalitions with social partners to find sustainable approaches to who should pay for what, when and how.
find sustainable approaches to who should pay for what, when and where
Sustainable Brand Perception vs. Performance: Reducing the Gap - Katie CoxSustainable Brands
Increasingly, evidence demonstrates that global stakeholders across the board are expecting business to deliver greater value beyond just a slicker product or bigger profits. This panel provides three types of filters for decision-making as to how to prioritize your sustainable innovation initiatives such that you might recognize most uplift in stakeholder support.
Maps of World Media Kit 2013 provides the highlights about the advertising opportunities available with Maps of World along with the other key information.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Higher education: a national asset in a global world
1. Higher Education: a national asset in a global world
Deborah Roseveare
Head of Skills Beyond School Division
Directorate for Education and Skills
OECD
27 February 2013
2. 1. A global world
2. Higher education in a global world as a national asset for the UK
3. Higher education as a national asset for UK prosperity in a global
world
3. 1. A global world
2. Higher education in a global world as a national asset for the UK
3. Higher education as a national asset for UK prosperity in a global
world
4. Economic backdrop in a global world: current challenges
“Recovering from the recession, improving longer-term growth potential and
reducing inequality are key challenges for the UK economy. “
OECD Economic Surveys, United Kingdom, 2013
5. Economic backdrop in a global world: long-term prospects
2050
United States
Japan
Other G7
Other OECD
China
India
Other non-OECD
Source: OECD Economic Outlook 91, 2012
7. 1. A global world
2. Higher education in a global world as a national asset for the UK
3. Higher education as a national asset for UK prosperity in a global
world
8. Share of 25-34 year-olds with a tertiary degree
OECD and G20 countries, 2010
Other, 12 % United States, 14 %
Turkey, 2 %
Brazil, 3 %
Canada, 2 %
Spain, 2 %
129 million
Indonesia, 4 % 25-34 year- China, 18 %
olds with
United Kingdom, 3 % tertiary
education
Germany, 2 %
France, 3 %
Mexico, 3 %
Russian Federation, 11 %
Korea, 4 %
India, 11 %
Japan, 7 %
Source: OECD Projections
9. Share of 25-34 year-olds with a tertiary degree
OECD and G20 countries, 2020
Other, 12 % United States, 11 %
Turkey, 2 %
Brazil, 3 %
Canada, 2 %
Spain, 1 %
204 million
Indonesia, 6 % 25-34 year-
China, 29 %
olds with
tertiary
United Kingdom, 4 %
education
Germany, 2 %
France, 2 %
Mexico, 3 %
Korea, 3 %
Russian Federation, 7 %
India, 12 %
Japan, 4 %
Source: OECD Projections
10. 25-34 year olds with tertiary education in 2020
millions
160
China
140
120
India
100 United States
80 Russian Federation
60
Indonesia
40
Japan
20
United Kingdom
-
2000 2010 2020
Source: OECD projections
11. International students by destination
3,500
3,000
2,500
2,000
2000
1,500
2010
1,000
500
0
United Kingdom United States Total OECD Total non-OECD
destinations destinations
Source: OECD Education at a Glance
12. Origin of international students
United Kingdom destination All destinations
Asia Asia
Europe Europe
Africa Africa
North America North America
Latin America and Latin America and
the Caribbean the Caribbean
Oceania Oceania
Source: OECD Education at a Glance
13. International students as a share of all students in countrya
Tertiary-type A programmes Advanced research programmes
25 60
50
20
40
15
30
10
20
5
10
0 0
Australia United Austria Switzerland France New Switzerland France United New Australia United
Kingdom Zealand Kingdom Zealand States
a. Foreign students for France
Source: OECD Education at a Glance
14. 1. A global world
2. Higher education in a global world as a national asset for the UK
3. Higher education as a national asset for UK prosperity in a global
world
15. Net private and public benefits to higher education, 2008
Men Women
USD USD
private public private public
000s 000s
180 180
160 160
140 140
120 120
100 100
80 80
60 60
40 40
20 20
0 0
United Kingdom OECD average United Kingdom OECD average
converted using PPPs for GDP
Source: OECD Education at a Glance
16. Unemployment rates, 25-34 year olds
Below upper secondary
United Kingdom Upper secondary and post-secondary non-tertiary
Tertiary education
20
18
16
14
12
10
8
6
4
2
0
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Source: OECD Education at a Glance
18. Share of 25-34 years with tertiary education
Tertiary-type B education Tertiary-type A and advanced research programmes
70
60
United Kingdom
OECD average
50
40
30
20
10
0
Source: OECD Education at a Glance
19. Educational attainment of 25-34 year-old non-student population
(2009)
United Kingdom OECD
Low Medium High Low Medium High
70% 70%
60% 60%
50% 50%
40% 40%
30% 30%
20% 20%
10% 10%
0% 0%
Low Medium High Low Medium High
Parents'educational attainment Parents'educational attainment
Source: OECD Education at a Glance
20. Educational mobility of 25-34 year-old non-students (2009)
Upward mobility Downward mobility
70%
60%
50% United Kingdom
OECD average
40%
30%
20%
10%
0%
Upward/downward mobility means attaining an education level higher/lower than parents
Source: OECD Education at a Glance
21. Educational background of tertiary students
(2009)
United Kingdom OECD
Proportion of 20-34 year old students in higher education by parents' Proportion of 20-34 year old students in higher education by parents'
educational attainment educational attainment
Parents' educational attainment in the total parent population (students Parents' educational attainment in the total parent population (students and
and non-students) non-students)
60% 60%
50% 50%
40% 40%
30% 30%
20% 20%
10% 10%
0% 0%
Low Medium High Low Medium High
Parents’ educational attainment Parents’ educational attainment
Source: OECD Education at a Glance
22. Thank you!
To learn more about the OECD Higher Education Programme
please visit our website: www.oecd.org/edu/imhe
If you would like to join the OECD Higher Education Programme1
please contact us at imhe@oecd.org
1. Membership of the programme is open to higher education institutions, government departments, agencies
and certain non-profit organisations