This report assesses Lithuania’s policies and practices against best practice in education from across the OECD and other countries in the region. It analyses its education system’s major strengths and the challenges it faces, from early childhood education and care to tertiary education.

A team of examiners from the Organisation for Economic Cooperation and Development (OECD) reviews Portugal's education system in a three-part report. Part One begins with the consequences of the 1974 revolution, Portugal's economic problems, its impending attachment to the European Economic Community, and rising public expectations about education. It continues with criticism of the Ministry of Education, which is overstaffed and has duplicate functions. The examiners propose reduction of branches and suggest the establishment of a national education advisory council and closer relations with other government agencies. A high priority for the compulsory school-level education (four primary and two preparatory grades) is improvement of standards in rural areas. Accepting the future extension of compulsory schooling from 6 to 9 years, the examiners counsel step-by-step reform of the school structure and curriculum. Education of 16-to-19 year olds is a problematic issue since upper-secondary schools are not providing adequate vocational courses. The examiners feel a solution is for Portugal to adopt a comprehensive education and training policy for that age group implemented jointly by the Ministries of Education and Labor. Part Two of the report includes a record of the review meeting between the OECD examiners and the Minister of Education and his delegates and addresses five areas of concern. The third part is a summary of the Ministry of Education's Backgroud Report of the education system in Portugal. (MD)

This book first gives a brief overview of regional issues and a history of education in Lithuania and describes the development of education in the country since the political changes. It then presents an analysis of the entire education system and identifies key directions for reforms.

After a decade of severe fiscal crisis also impacting education, Greece is looking ahead. Now is the time to invest effectively in education and define a forward-looking path for Greece.

This report provides guidance on how Indonesia can consolidate gains in access to basic education and develop an education system that will support an economy in transition towards high-income status.

OECD's 2001 review of Latvia's education policies and programmes.

Gives a brief overview of regional issues and the history of education in the Dominican Republic and describes the development of education in the country over the past 15 years, concluding with a series of recommendations.

This report assesses Costa Rica’s policies and practices against best practice in education from across the OECD and other reference countries in the Latin American region.

OECD's 2001 review of Estonia's education system.

Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014.