Completing the Foundation for Lifelong Learning

Changing economic and social conditions are giving education a central role in the success of individuals and nations. As the final stage of formal education for the majority of students in OECD countries, upper secondary education is a crucial link. How successful are upper secondary schools in meeting the demands of modern societies? What are the main obstacles that they perceive in preparing young adults for life and a longer and increasingly complex transition from education to employment?

This report provides, for the first time, internationally comparable data from schools on these issues. It sheds light on how upper secondary schools are managed and financed, on their approaches to and difficulties in securing qualified teachers, and their efforts to support the professional development of teachers. It also compares student admission policies and how upper secondary schools support students in their transition to the working world. The extent to which schools are successful in integrating information and communication technologies into the instructional process is also examined.

The report is based on OECD’s International Survey of Upper Secondary Schools that was conducted in 2001 in Belgium (Fl), Denmark, Finland, France, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland.

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