This joint OECD and World Bank review gives a brief overview of post-secondary education in Chile and describes its development over the past twenty years. It presents an analysis of the system and identifies key directions for policy reform.

Reviews of National Policies for Education offer customised, in-depth analysis and advice to assist policy makers in developing and implementing education policy. Individual reviews can focus on a specific policy area, a particular level of education or a country’s entire education system.

This report analyses the performance of the relatively young higher education quality assurance system (SINAC-ES)in Chile.

This report reviews Chile’s scholarship abroad scheme and provides an overview of best practices for scholarship programmes at the international level. In addition it analyses the design and institutional framework of the Chilean programme and recommends ways to maintain and improve the scheme.

This report explains the reasons for the dramatically low performance of Kyrgyz students in the 2006 PISA survey -despite significant resources and efforts invested in education by schools, parents and government - and makes recommendations to Kyrgyz authorities for policy improvement.

To inform the current policy debate in Chile and present an economic assessment with concrete recommendations and policy options, this report provides a detailed analysis of the overall Chilean economic situation.

This review assesses the main challenges facing the vocational education and training system in Chile and presents a package of policy recommendations.

This joint OECD and World Bank review explores a range of helpful policy measures and institutional reforms to mobilise higher education for the development of the Bío Bío Region of Chile.

This report examines the economic and socio-economic trends in Chile’s urban areas; it analyses four policy areas with significant implications for national urban programming, and it examines possible approaches for revitalising the urban governance.

There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency.