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This study compares the way IVET and CVET sub-systems interact to support the learning of adults, and thus facilitate lifelong and life-wide learning. By comparing the interaction between IVET and CVET sub-systems in the countries covered, the study analyses the extent to which IVET systems are opening up to adults, and questions whether national and regional policies and practices support or prevent a closer link between CVET and IVET. The study builds on concrete national case-studies, allowing for an in-depth, qualitative comparison and analysis of practices and policies. This allows for a better understanding of obstacles and opportunities in this complex area, directly supporting the stakeholders and policy-makers responsible for taking lifelong and life-wide learning in Europe forward. [The research was carried out by a consortium led by 3s Unternehmungsberatung GmbH (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supported the project as sub-contractor. For "The Future of Vocational Education and Training in Europe. Volume 3. The Influence of Assessments on Vocational Learning. Cedefop Research Paper. No. 90," see ED626202.]

This report presents a holistic approach to understanding and comparing vocational education and training (VET) systems. The approach has been developed jointly by a group of interdisciplinary VET researchers over a 5-year period as part of Cedefop's research on the future of VET and has been reviewed several times. The framework introduces 50 dimensions for analysing VET systems, as well as parts of them, structured according to three overlapping main perspectives: epistemological and pedagogical, education system, and socioeconomic or labour market. The framework is particularly suited to 'clearing the ground' for policy work and provides a model for how research can support policy. This model can be flexibly adapted and applied in any comparative research or international policy learning activity related to VET. [The research was carried out by a consortium led by 3s Unternehmungsberatung (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supports the project as sub-contractor. For "The Changing Nature and Role of Vocational Education and Training in Europe. Volume 1: Conceptions of Vocational Education and Training--An Analytical Framework. Cedefop Research Paper. No 63," see ED586251.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Austria. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study "Entrepreneurship competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and a final report. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative information on various areas of digitalisation policy, from regulation and governance to financial and human resources. The survey results provide insight into the role of public authorities in guiding, coordinating and resourcing the digital transformation of higher education institutions. The analysis and comparative tables in this working paper provide insights that can support the development of strategic digitalisation policies.

Higher education institutions (HEIs) are more critical than ever to help societies respond to the complex challenges of our times. Recognising that these challenges require HEIs to adopt holistic innovations in teaching, research and collaboration activities, the European Commission (EC) and the OECD have developed the HEInnovate guiding framework. HEInnovate promotes innovation and entrepreneurship in higher education and provides guidance to policy makers and HEIs that want to generate additional societal and economic value. This policy brief distils the main findings and recommendations of 13 HEInnovate Country Reviews that have examined higher education system and institution, identifying factors affecting the delivery of the entrepreneurial and innovation agenda in higher education. Looked at in the round, the country reviews provide HE leaders with peer-learning and best practices, policy makers with tested policy solutions and the European Union and the OECD with a deeper understanding of the state of innovation and entrepreneurship in higher education.

A country report for Austria is presented from publisher Country Watch, with topics including Gross Domestic Product, economic recovery from Covid-19 crisis, and political stability.

A country report for Austria is presented from publisher MarketLine, with topics including Gross Domestic Product , economic recovery from Covid-19, and political stability.

A country report for Austria is presented from publisher MarketLine, with topics including Gross Domestic Product, economic recovery from Covid-19 crisis, and political stability.

A country report for Austria is presented from publisher CountryWatch Inc., with topics including political structure; environmental policy and foreign relations.

In 2020 and 2021, schooling, like many other aspects of life, has been heavily affected by the ongoing coronavirus pandemic. During periods of school closure, education systems and schools have often been quick to organise remote support for home-based learning. But several observers have questioned the effectiveness of these schooling surrogates, either in general or for particular types of students. Initial data from national assessments confirm that the results of many students who experienced school closures (particularly those from disadvantaged backgrounds) lag behind those of similar students in previous school years. Learning losses and gains are often compared to the typical learning progression observed in normal times over a year of schooling. This paper shows how international data can be used to investigate learning losses and gains over a school year.