English, , 173kb
Summary of a book of case studies examining innovative approaches to sharing leadership across schools in Belgium (Flanders), Finland and the United Kingdom (England) and leadership development prgrammes for system improvement in Australia and Austria.
English, , 261kb
Agri-environmental indicators for Australia and data on the environmental performance of Australian agriculture. Extract from the publication Environmental Performance of Agriculture in OECD Countries since 1990 (2008).
English, , 33kb
Links to sites from Australia on agri-environmental issues.
The conference was a collaboration between the Centre for Public Policy at the University of Melbourne, the Victorian Department of Planning and Community Development, the Australian Government and the OECD’s LEED Programme.
This report provides valuable insights into how labour policies can be expanded to meet economic development and social cohesion goals, while also reconciling national and local concerns...
This book identifies how international events work as a trigger for local development and what hosting cities and nations can do to ensure that positive local development is realised.
English, , 64kb
Country inventory from Australia on fisheries services, submitted in 2007.
Too many workers leave the labour market permanently due to health problems, and yet too many people with a disabling condition are denied the opportunity to work. This is a social and economic tragedy common to virtually all OECD countries, and an apparent paradox that needs explaining.
This book reviews the experiences of eight OECD countries which have developed and used performance information in the budget process over the past ten years. The book offers guidelines and recommendations on adapting budget systems to promote the use of performance information.
English, , 2,773kb
The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all. &