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To obtain a better understanding of country-specific policies, a country-specific literature review was undertaken. The search entailed key-terms focusing on relevance and the three higher education relevance dimensions. The main outcomes of the country-specific literature review are discussed in this chapter. We do so by analysing the typically used policy levers used for the relevance of higher education (Section 1.4). The individual country fiches are included after this chapter. The methodology for the national literature review and the criteria for the selection of countries are described in Section 1.2 and 1.3. (Individual countries contain references.) [Related reports include the following: (1) "Promoting the Relevance of Higher Education. Main Report," ED587026; (2) "Promoting the Relevance of Higher Education. Executive Summary," ED586993; (3) "Promoting the Relevance of Higher Education. Annex 1: Country Case Studies," ED587043; and (4) "Promoting the Relevance of Higher Education. Annex 2: Literature Study and Indicator Review," ED587045.]

This annex to the main report "Promoting the Relevance of Higher Education" includes the international policy literature study and the review of indicators. The objective of the literature study was to provide first insights into the policies that relate to the three dimensions of higher education relevance: personal development, sustainable employment, and active citizenship. The literature study allowed the next steps (country fiches and (country case studies) to continue with a clearer focus. As a first stage towards making an analytical and diagnostic tool to measure countries' scores on aspects of relevance dimensions, a review of indicators was done. This review looked into internationally comparative data sources and their used indicators, while judging their validity and usability to measure aspects related to higher education relevance. The results of the literature study and the indicator review are presented in this annex. A bibliography is included. [Related reports include: (1) "Promoting the Relevance of Higher Education. Main Report," ED587026; (2) "Promoting the Relevance of Higher Education. Executive Summary," ED586993; (3) "Promoting the Relevance of Higher Education. Annex 1: Country Case Studies," ED587043; and (4) "Promoting the Relevance of Higher Education. Annex 3: Country Fiches," ED587046.]

The country case studies are part of the empirical data collected for the "Promoting the Relevance of Higher Education" project. Before presenting the case studies, this introductory chapter describes how the 8 case studies were selected, the case study methodology, and provides an overview of the interviewed organisations and experts. (This report was written in close collaboration with Paul Axelrod, Emmanuel Boudard, and Aleš Vlk. Individual case studies contain references.) [Related reports include: (1) "Promoting the Relevance of Higher Education. Main Report," ED587026; (2) "Promoting the Relevance of Higher Education. Executive Summary," ED586993; (3) "Promoting the Relevance of Higher Education. Annex 2: Literature Study and Indicator Review," ED587045; and (4) "Promoting the Relevance of Higher Education. Annex 3: Country Fiches," ED587046.]

Europe's knowledge economies need high-level skills, the capacity to innovate and to support democratic societies. In this perspective, the main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. The evidence, conclusions and recommendations are intended to support European Union (EU) Member States in developing and improving policies that promote the relevance of higher education: for students; for graduates; for employers; and for society. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies (Canada [Ontario], the Czech Republic, Denmark, France, Germany, Ireland, the Netherlands and Spain) that included interviews with many national stakeholders, this study seeks to answer the following questions: (1) How is the relevance of higher education defined in different member states; (2) Which policy levers do member states use to promote higher education relevance; (3) Which national policies concerning higher education relevance appear to be effective and good practice examples; (4) Which indicators are informative in assessing higher education relevance at system level; and (5) How can an analytic and diagnostic tool be designed and developed that can provide a systematic assessment of the relevance of higher education systems? Key findings include the following: (1) Higher education is relevant when it contributes to personal development, sustainable employment and active citizenship; (2) Countries utilise a variety of policies to address higher education relevance; (3) Insight into the impact and effectiveness of HE relevance policies is limited; (4) Higher education relevance is assessed by many different indicators across Europe, however, the information gathered is scattered and its value not realised by most stakeholders; and (5) An analytic and diagnostic tool can be used to monitor national performance in higher education relevance and to stimulate transparency and policy debate. Based on the outcomes of this study, a number of recommendations are presented for national and EU policy-makers to promote the relevance of higher education. Recommendations include: (1) Governments should develop more explicit policy designs to boost relevance; (2) Stimulate the collection of evidence on the effectiveness of higher education relevance policies, and monitor, share and adopt successful policy practices; and (3) Governments as well as the European Commission should stimulate the collection of more robust data on the relevance of higher education. A bibliography is provided. [Related reports include: (1) "Promoting the Relevance of Higher Education. Executive Summary," ED586993; (2) "Promoting the Relevance of Higher Education. Annex 1: Country Case Studies," ED587043; (3) "Promoting the Relevance of Higher Education. Annex 2: Literature Study and Indicator Review," ED587045; and (4) "Promoting the Relevance of Higher Education. Annex 3: Country Fiches," ED587046.]

Europe's knowledge economies need high-level skills, the capacity to innovate and to support democratic societies. In this perspective, the main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. The evidence, conclusions and recommendations are intended to support European Union (EU) Member States in developing and improving policies that promote the relevance of higher education: for students; for graduates; for employers; and for society. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies (Canada [Ontario], the Czech Republic, Denmark, France, Germany, Ireland, the Netherlands and Spain) that included interviews with many national stakeholders, this study seeks to answer the following questions: (1) How is the relevance of higher education defined in different member states; (2) Which policy levers do member states use to promote higher education relevance; (3) Which national policies concerning higher education relevance appear to be effective and good practice examples; (4) Which indicators are informative in assessing higher education relevance at system level; and (5) How can an analytic and diagnostic tool be designed and developed that can provide a systematic assessment of the relevance of higher education systems? Key findings include the following: (1) Higher education is relevant when it contributes to personal development, sustainable employment and active citizenship; (2) Countries utilise a variety of policies to address higher education relevance; (3) Insight into the impact and effectiveness of HE relevance policies is limited; (4) Higher education relevance is assessed by many different indicators across Europe, however, the information gathered is scattered and its value not realised by most stakeholders; and (5) An analytic and diagnostic tool can be used to monitor national performance in higher education relevance and to stimulate transparency and policy debate. Based on the outcomes of this study, a number of recommendations are presented for national and EU policy-makers to promote the relevance of higher education. Recommendations include: (1) Governments should develop more explicit policy designs to boost relevance; (2) Stimulate the collection of evidence on the effectiveness of higher education relevance policies, and monitor, share and adopt successful policy practices; and (3) Governments as well as the European Commission should stimulate the collection of more robust data on the relevance of higher education. [Related reports include: (1) "Promoting the Relevance of Higher Education. Main Report," ED587026; (2) "Promoting the Relevance of Higher Education. Annex 1: Country Case Studies," ED587043; (3) "Promoting the Relevance of Higher Education. Annex 2: Literature Study and Indicator Review," ED587045; and (4) "Promoting the Relevance of Higher Education. Annex 3: Country Fiches," ED587046.]