Table Of ContentR
e
v
Reviews of National Policies for Education ie
w
s
Dominican Republic
o
f Reviews of National Policies
N
Reforms of education, training and human resource development are integral parts a
t for Education
of a market economy. The Dominican Republic has made progress in all these io
n
areas since reform began in the 1990s. The challenge for the State Secretariat for a
Education (SEE), the State Secretariat for Higher Education, Science and Technology l P Dominican Republic
o
(SEECyT) and the National Institute for Technical-Vocational Training (INFOTEP) lic
has been to promote and support changes that meet the needs of both the new ie
s
economy and society and the interests of all young people and adults, in the face of
f
o
a shortage of financial and human resources. r
E
This book gives a brief overview of regional issues and the history of education in d
u
the Dominican Republic and describes the development of education in the country c
a
over the past 15 years. It presents an analysis of the education system, identifying tio
key directions for the reinforcement of the reforms in light of the challenges n
encountered by officials, communities, enterprises, educators, parents and students
under very dynamic conditions. It concludes with a set of key recommendations
concerning the structure of the system and its labour market relevance; access and
equity; financing; governance and management; internationalisation; and research,
development and innovation. This review will be very useful for both Dominican
professionals and their international counterparts.
This review is part of the OECD’s ongoing co-operation with non-member
economies around the world.
D
o
m
in
ic
a
n
The full text of this book is available on line via this link: R
www.sourceoecd.org/education/9789264040816 ep
u
Those with access to all OECD books on line should use this link: b
www.sourceoecd.org/9789264040816 lic
SourceOECD is the OECD’s online library of books, periodicals and statistical databases. For
more information about this award-winning service and free trials ask your librarian, or write to us
at [email protected].
ISBN 978-92-64-04081-6 -:HSTCQE=UYU]V[:
91 2008 04 1 P
�����������������������
16x23Fx-Titre-titresérieOECDReviewssansEgalDispon.fm Page1 Tuesday,February5,2008 12:23PM
Reviews of National Policies for Education
Dominican Republic
16x23Fx-Titre-titresérieOECDReviewssansEgalDispon.fm Page2 Tuesday,February5,2008 12:22PM
ORGANISATION FOR ECONOMIC CO-OPERATION
AND DEVELOPMENT
The OECD is a unique forum where the governments of 30 democracies work
together to address the economic, social and environmental challenges of globalisation.
The OECD is also at the forefront of efforts to understand and to help governments
respond to new developments and concerns, such as corporate governance, the
information economy and the challenges of an ageing population. The Organisation
provides a setting where governments can compare policy experiences, seek answers to
common problems, identify good practice and work to co-ordinate domestic and
international policies.
The OECD member countries are: Australia, Austria, Belgium, Canada, the
Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland,
Ireland, Italy, Japan, Korea, Luxembourg, Mexico, the Netherlands, New Zealand,
Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland, Turkey,
the United Kingdom and the United States. The Commission of the European
Communities takes part in the work of the OECD.
OECD Publishing disseminates widely the results of the Organisation’s statistics
gathering and research on economic, social and environmental issues, as well as the
conventions, guidelines and standards agreed by its members.
This work is published on the responsibility of the Secretary-General of
the OECD. The opinions expressed and arguments employed herein do not
necessarily reflect the official views of the Organisation or of the governments
of its member countries.
Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda.
© OECD 2008
No reproduction, copy, transmission or translation of this publication may be made without written permission.
Applications should be sent to OECD Publishing [email protected] or by fax 33145249930. Permission to photocopy a
portion of this work should be addressed to the Centre français d’exploitation du droit de copie (CFC), 20, rue des
Grands-Augustins, 75006 Paris, France, fax 33146346719, [email protected] or (for US only) to Copyright Clearance
Center (CCC), 222 Rosewood Drive, Danvers, MA 01923, USA, fax 19786468600, [email protected].
(cid:2)
FOREWORD –
(cid:2)(cid:3)(cid:4)(cid:5)(cid:6)(cid:3)(cid:4)(cid:7)(cid:8)
Education reform is a priority of the Dominican Republic in response to
the forces of globalisation and the demands of the knowledge society. With
the decline of traditional economic sectors such as sugar and mining, the rise
of tourism, entry into the World Trade Organisation (1995) and the Central
American Free Trade Agreement (CAFTA), there is the recognition that
education is crucial to the sustainable development of the country. Over the
past 15 years, significant progress has been made in reforms of both
compulsory and tertiary education in the Dominican Republic. This joint
OECD report provides an overview of the impressive forward thinking and
application of education reform in the country and offers advice on issues of
access, equity, quality, and decentralisation of management and financing
responsibilities.
Against the background report prepared by the Dominican authorities
and information supplied in meetings in the course of site visits the
examiners’ report gives an analysis of the education sector within the
economic, social and political context of the Dominican Republic. The final
chapter brings together in the form of a synthesis specific recommendations
and sets out how policies could be addressed system-wide, linked to priority
issues of access and equity, governance, school leadership, student
evaluation, and efficient use of resources.
This review of education policy was undertaken within the framework
of the programme of work of the OECD Directorate for Education’s Global
Relations Strategy. The financing for the review was provided by the
Government of the Dominican Republic.
Members of the review team were: Aims McGuinness (United States),
Rapporteur, NCHEMS National Centre for Higher Education Management
Systems; John Coolahan (Ireland), former professor, National University of
Ireland; Alain Michel (France) Inspector General, Ministry of National
Education, former member of the OECD Education Policy Committee and
CERI Governing Board; Ana-María Quiroz-Martin (Chile), Ministry of
Education, observer, OECD Education Policy Committee; Simon
Schwartzman (Brazil), former President of the Brazilian Statistical and
REVIEWS OF NATIONAL POLICIES FOR EDUCATION: DOMINICAN REPUBLIC – ISBN- 978-92-64-04081-6 © OECD 2008
(cid:3)
– FOREWORD
Geographical Institute; and Ian Whitman (OECD Secretariat). The team was
assisted by Gladys Matthews (United States), Emily Groves and Ginette
Meriot (OECD Secretariat).
Barbara Ischinger
Director for Education
.
REVIEWS OF NATIONAL POLICIES FOR EDUCATION: DOMINICAN REPUBLIC – ISBN- 978-92-64-04081-6 © OECD 2008
(cid:4)
TABLE OF CONTENTS –
(cid:9)(cid:10)(cid:11)(cid:12)(cid:13)(cid:8)(cid:14)(cid:2)(cid:8)(cid:15)(cid:14)(cid:16)(cid:9)(cid:13)(cid:16)(cid:9)(cid:17)(cid:8)
(cid:5)(cid:6)(cid:7)(cid:8)(cid:9)(cid:10)(cid:11)(cid:12)(cid:13)(cid:9)(cid:14)(cid:15)(cid:16)(cid:17)(cid:18)(cid:19)(cid:20)(cid:21)(cid:22)(cid:23)(cid:9)(cid:7)(cid:24)(cid:25)(cid:20)(cid:19)(cid:26)(cid:9)(cid:9)(cid:25)(cid:19)(cid:24)(cid:25)(cid:15)(cid:19)(cid:24)(cid:23)(cid:9)(cid:27)(cid:28)(cid:9)(cid:26)(cid:29)(cid:24)(cid:9)(cid:30)(cid:20)(cid:31) (cid:22) (cid:16)(cid:15)(cid:22)(cid:9)(cid:6)(cid:21)(cid:26)(cid:29)(cid:20)(cid:19) (cid:26) (cid:24)!(cid:9)"(cid:2)
#(cid:22)(cid:26)(cid:19)(cid:20)(cid:23)(cid:21)(cid:16)(cid:26) (cid:20)(cid:22)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%%(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)%$(cid:9)’ !(cid:26)(cid:20)(cid:19) (cid:16)(cid:15)()(cid:9)*(cid:20)(cid:16) (cid:20)+(cid:30)(cid:24)(cid:31)(cid:20)(cid:18)(cid:19)(cid:15)(cid:25)(cid:29) (cid:16)(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)(cid:12)(cid:16)(cid:20)(cid:22)(cid:20)(cid:31) (cid:16)(cid:9)(cid:14)(cid:15)(cid:16)(cid:17)(cid:18)(cid:19)(cid:20)(cid:21)(cid:22)(cid:23)(cid:9)$$$$$$(cid:9)%(cid:2)(cid:2)
First Independence period ............................................................................... 13(cid:2)
Creation of the education system .................................................................... 14(cid:2)
Education legislation ....................................................................................... 16(cid:2)
The socio-demographic background ............................................................... 17(cid:2)
The population and the job market ................................................................. 19(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9),$(cid:9)(cid:10)(cid:19)(cid:18)(cid:15)(cid:22) !(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)(cid:20)-(cid:9)(cid:12)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9),.(cid:2)
The Education system ..................................................................................... 28(cid:2)
The State Secretariat for Education (SEE) ...................................................... 28(cid:2)
The State Secretariat for Higher Education, Science and Technology ........... 31(cid:2)
The National Institute of Professional and Technical Training ...................... 34(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)(cid:2)$(cid:9)(cid:6)(cid:23)/(cid:15)(cid:22)(cid:16)(cid:24)!(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)(cid:30)(cid:19)(cid:15)0(cid:27)(cid:15)(cid:16)(cid:17)!(cid:9) (cid:22)(cid:9)(cid:26)(cid:29)(cid:24)(cid:9)(cid:30)(cid:20)(cid:31) (cid:22) (cid:16)(cid:15)(cid:22)(cid:9)(cid:9)
(cid:12)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)*(cid:28)!(cid:26)(cid:24)(cid:31)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)(cid:2).(cid:2)
Advances and Drawbacks in the Education System under
the Supervision of the State Secretariat for Education (SEE) ......................... 37(cid:2)
Teaching staff and human resources ............................................................... 41(cid:2)
Advances and drawbacks in higher education ................................................ 55(cid:2)
Advances and drawbacks in Vocational Education ........................................ 78(cid:2)
Education budget and financing ...................................................................... 81(cid:2)
Percentage of the GDP designated for Education ........................................... 83(cid:2)
Comparison with other countries of the region and Central America. ............ 86(cid:2)
Budgetary execution by level .......................................................................... 88(cid:2)
General investment by education levels .......................................................... 89(cid:2)
Investment in Higher Education ..................................................................... 90(cid:2)
External resources, debt service and investment in education ........................ 90(cid:2)
REVIEWS OF NATIONAL POLICIES FOR EDUCATION: DOMINICAN REPUBLIC – ISBN- 978-92-64-04081-6 © OECD 2008
1
– TABLE OF CONTENTS
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)(cid:3)$(cid:9)(cid:12)(cid:16)(cid:20)(cid:22)(cid:20)(cid:31) (cid:16)(cid:9)#(cid:31)(cid:25)(cid:15)(cid:16)(cid:26)(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)(cid:12)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)(cid:7)(cid:24)-(cid:20)(cid:19)(cid:31)!(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)"%(cid:2)
Economic development and education reforms .............................................. 91(cid:2)
Education reform and teacher training ............................................................ 94(cid:2)
Presidential Forum on Education Excellence ................................................. 96(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)(cid:4)$(cid:9)(cid:5)(cid:19)(cid:20)(cid:18)(cid:19)(cid:24)!!(cid:9)(cid:8)(cid:20)0(cid:15)(cid:19)(cid:23)(cid:9)2(cid:24)(cid:22)(cid:23)(cid:24)(cid:19)(cid:9)(cid:12)3(cid:21)(cid:15)( (cid:26)(cid:28)(cid:9) (cid:22)(cid:9)(cid:26)(cid:29)(cid:24)(cid:9)(cid:9)
(cid:30)(cid:20)(cid:31) (cid:22) (cid:16)(cid:15)(cid:22)(cid:9)(cid:12)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)*(cid:28)!(cid:26)(cid:24)(cid:31)$(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)""(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)1$(cid:9)&(cid:20)(cid:22)(cid:16)((cid:21)! (cid:20)(cid:22)!(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)&(cid:29)(cid:15)(((cid:24)(cid:22)(cid:18)(cid:24)!(cid:9) (cid:22)(cid:9)(cid:9)
(cid:26)(cid:29)(cid:24)(cid:9)(cid:30)(cid:24)/(cid:24)((cid:20)(cid:25)(cid:31)(cid:24)(cid:22)(cid:26)(cid:9)(cid:20)-(cid:9)(cid:30)(cid:20)(cid:31) (cid:22) (cid:16)(cid:15)(cid:22)(cid:9)(cid:12)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%4(cid:2)(cid:2)
(cid:8)(cid:15)!(cid:17)(cid:9)(cid:18)(cid:19)(cid:20)(cid:21)(cid:25)(cid:9)(cid:19)(cid:24)!(cid:25)(cid:20)(cid:22)! (cid:27)((cid:24)(cid:9)-(cid:20)(cid:19)(cid:9)(cid:26)(cid:29)(cid:24)(cid:9)(cid:25)(cid:19)(cid:24)(cid:25)(cid:15)(cid:19)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)(cid:20)-(cid:9)(cid:26)(cid:29)(cid:24)(cid:9)(cid:19)(cid:24)(cid:25)(cid:20)(cid:19)(cid:26)(cid:9)(cid:20)(cid:22)(cid:9)(cid:9)
(cid:26)(cid:29)(cid:24)(cid:9)(cid:24)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)!(cid:28)!(cid:26)(cid:24)(cid:31)(cid:9)(cid:20)-(cid:9)(cid:26)(cid:29)(cid:24)(cid:9)(cid:30)(cid:20)(cid:31) (cid:22) (cid:16)(cid:15)(cid:22)(cid:9)(cid:7)(cid:24)(cid:25)(cid:21)(cid:27)( (cid:16)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%%"(cid:2)
(cid:5)(cid:6)(cid:7)(cid:8)(cid:9)(cid:8)5(cid:10)(cid:9)(cid:12)6(cid:15)(cid:31) (cid:22)(cid:24)(cid:19)!7(cid:9)(cid:7)(cid:24)(cid:25)(cid:20)(cid:19)(cid:26)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%,%(cid:2)
(cid:5)(cid:19)(cid:24)-(cid:15)(cid:16)(cid:24)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%,(cid:2)(cid:2)
Progress of education reform ........................................................................ 123(cid:2)
SEESSCyT policies ...................................................................................... 126(cid:2)
Structure of the Examiners’ Report............................................................... 127(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)%$(cid:9)&(cid:20)(cid:22)(cid:26)(cid:24)6(cid:26)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%,"(cid:2)
Population ..................................................................................................... 129(cid:2)
Economy ....................................................................................................... 132(cid:2)
Public expenditures for education ................................................................. 133(cid:2)
Education and income distribution ............................................................... 138(cid:2)
Structure of the education system ................................................................. 139(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9),$(cid:9)(cid:6)(cid:16)(cid:16)(cid:24)!!)(cid:9)(cid:12)3(cid:21) (cid:26)(cid:28))(cid:9)*(cid:26)(cid:21)(cid:23)(cid:24)(cid:22)(cid:26)(cid:9)8((cid:20)0(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)(cid:12)-- (cid:16) (cid:24)(cid:22)(cid:16)(cid:28)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%(cid:3)(cid:4)(cid:2)
Access and equity ......................................................................................... 145(cid:2)
Student flow and efficiency .......................................................................... 151(cid:2)
Recommendations ......................................................................................... 154(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)(cid:2)$(cid:9)9(cid:21)(cid:15)( (cid:26)(cid:28)(cid:13)(cid:9)(cid:8)(cid:29)(cid:24)(cid:9)&(cid:20)(cid:22)(cid:26)(cid:19)(cid:15)!(cid:26)(cid:9)(cid:27)(cid:24)(cid:26)0(cid:24)(cid:24)(cid:22)(cid:9)#(cid:22)(cid:26)(cid:24)(cid:22)(cid:26) (cid:20)(cid:22)(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)(cid:7)(cid:24)(cid:15)( (cid:26)(cid:28)(cid:9)$$$$$$$$$$$$$(cid:9)%(cid:4).(cid:2)
Intended curriculum ...................................................................................... 157(cid:2)
Evidence of student learning ......................................................................... 160(cid:2)
The realities in schools: the “delivered” curriculum ..................................... 169(cid:2)
Recommendations ......................................................................................... 176(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)(cid:3)$(cid:9)(cid:5)(cid:19)(cid:24)(cid:25)(cid:15)(cid:19)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)(cid:20)-(cid:9):(cid:20)(cid:21)(cid:26)(cid:29)(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)(cid:6)(cid:23)(cid:21)((cid:26)!(cid:9)-(cid:20)(cid:19)(cid:9)(cid:26)(cid:29)(cid:24)(cid:9);(cid:15)(cid:27)(cid:20)(cid:21)(cid:19)(cid:9)<(cid:15)(cid:19)(cid:17)(cid:24)(cid:26)(cid:9)(cid:9)
(cid:15)(cid:22)(cid:23)(cid:9)-(cid:21)(cid:19)(cid:26)(cid:29)(cid:24)(cid:19)(cid:9)(cid:12)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%=%(cid:2)
Middle-level (secondary) education .............................................................. 183(cid:2)
Informal training ........................................................................................... 189(cid:2)
REVIEWS OF NATIONAL POLICIES FOR EDUCATION: DOMINICAN REPUBLIC – ISBN- 978-92-64-04081-6 © OECD 2008
.
TABLE OF CONTENTS –
Adult education ............................................................................................. 191(cid:2)
Recommendations ......................................................................................... 194(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)(cid:4)$(cid:9)(cid:8)(cid:24)(cid:15)(cid:16)(cid:29)(cid:24)(cid:19)(cid:9)(cid:12)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)(cid:26)(cid:29)(cid:24)(cid:9)(cid:8)(cid:24)(cid:15)(cid:16)(cid:29) (cid:22)(cid:18)(cid:9)&(cid:15)(cid:19)(cid:24)(cid:24)(cid:19)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9)%""(cid:2)
The image of the teaching profession ........................................................... 200(cid:2)
Initial teacher education ................................................................................ 201(cid:2)
Induction and in-service teacher education ................................................... 205(cid:2)
Teacher employment issues .......................................................................... 207(cid:2)
Administration and research ......................................................................... 210(cid:2)
Recommendations ......................................................................................... 211(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)1$(cid:9);(cid:24)(cid:15)(cid:23)(cid:24)(cid:19)!(cid:29) (cid:25))(cid:9)2(cid:20)/(cid:24)(cid:19)(cid:22)(cid:15)(cid:22)(cid:16)(cid:24)(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)<(cid:20)(cid:22) (cid:26)(cid:20)(cid:19) (cid:22)(cid:18)(cid:9)(cid:20)-(cid:9)(cid:5)(cid:24)(cid:19)-(cid:20)(cid:19)(cid:31)(cid:15)(cid:22)(cid:16)(cid:24)(cid:9)$$$$$$(cid:9),%(cid:4)(cid:2)
Bold intentions .............................................................................................. 215(cid:2)
Lessons from other countries ........................................................................ 216(cid:2)
Current practice in the Dominican Republic ................................................. 217(cid:2)
Other models for school governance............................................................. 219(cid:2)
Centralised budget and resource allocation ................................................... 220(cid:2)
Information for policy-making, monitoring, and improving
student learning ............................................................................................. 221(cid:2)
Assessing and monitoring student performance............................................ 223(cid:2)
Culture and legal structure for professional education leadership
and management ........................................................................................... 225(cid:2)
Policy implementation .................................................................................. 225(cid:2)
Recommendations ......................................................................................... 227(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9).$(cid:9)(cid:8)(cid:24)(cid:19)(cid:26) (cid:15)(cid:19)(cid:28)(cid:9)(cid:12)(cid:23)(cid:21)(cid:16)(cid:15)(cid:26) (cid:20)(cid:22)(cid:9) (cid:22)(cid:9)(cid:26)(cid:29)(cid:24)(cid:9)(cid:30)(cid:20)(cid:31) (cid:22) (cid:16)(cid:15)(cid:22)(cid:9)(cid:7)(cid:24)(cid:25)(cid:21)(cid:27)( (cid:16)(cid:9)$$$$$$$$$$$$$$$$$$$$$$$$(cid:9),(cid:2)%(cid:2)
Enrolment ...................................................................................................... 231(cid:2)
The functions and goals of tertiary education ............................................... 233(cid:2)
Roles of public and private institutions ......................................................... 235(cid:2)
Secondary education (cid:18)(cid:19)(cid:20)(cid:21)(cid:5)(cid:22)(cid:8)(cid:23)(cid:5)(cid:7)(cid:20)(cid:3)(cid:24) preparation for tertiary education ......... 236(cid:2)
Differences in completion rates .................................................................... 237(cid:2)
Relevance and quality ................................................................................... 239(cid:2)
Quality assurance .......................................................................................... 240(cid:2)
Academic qualifications ................................................................................ 244(cid:2)
Efficiency ...................................................................................................... 246(cid:2)
Tertiary education and the labour market ..................................................... 246(cid:2)
Vertical differentiation: technical education, community colleges
and the Bologna process. .............................................................................. 249(cid:2)
Horizontal differentiation: modernising and decentralising UASD .............. 251(cid:2)
Graduate education: the new Master’s and Doctoral programmes ............... 253(cid:2)
Research ........................................................................................................ 254(cid:2)
Internationalisation of tertiary education ...................................................... 256(cid:2)
Financing ...................................................................................................... 257(cid:2)
REVIEWS OF NATIONAL POLICIES FOR EDUCATION: DOMINICAN REPUBLIC – ISBN- 978-92-64-04081-6 © OECD 2008
=
– TABLE OF CONTENTS
National leadership for tertiary education, science and technology .............. 260(cid:2)
Recommendations ......................................................................................... 261(cid:2)
&(cid:29)(cid:15)(cid:25)(cid:26)(cid:24)(cid:19)(cid:9)=$(cid:9)&(cid:20)(cid:22)(cid:16)((cid:21)! (cid:20)(cid:22)(cid:13)(cid:9)(cid:9)<(cid:20)/ (cid:22)(cid:18)(cid:9)8(cid:19)(cid:20)(cid:31)(cid:9)(cid:30) (cid:15)(cid:18)(cid:22)(cid:20)! !(cid:9)(cid:15)(cid:22)(cid:23)(cid:9)*(cid:26)(cid:19)(cid:15)(cid:26)(cid:24)(cid:18)(cid:28)(cid:9)(cid:9)
(cid:26)(cid:20)(cid:9)(cid:6)(cid:16)(cid:26) (cid:20)(cid:22)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(cid:9),1.(cid:2)
REVIEWS OF NATIONAL POLICIES FOR EDUCATION: DOMINICAN REPUBLIC – ISBN- 978-92-64-04081-6 © OECD 2008
