The results of medium-term projections in the Southeast Asian Economic Outlook are produced based on the OECD Development Centre Medium-term Projection Framework of the SAEO 2010 (MPF: SAEO 2010).
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This report identifies and discusses employment and skills strategies in Southeast Asia. The aim of the exercise is to identify a number of characteristics and trends of employment and skills development in the region which can be explored and addressed further by the ESSSA initiative.
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The self-evaluation report for the State of Penang (Malaysia) was prepared by the National Higher Education Research Institute (IPPTN) and a number of regional stakeholders as an input to the OECD Review of Higher Education in Regional and City Development.
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The Millennium Declaration set 2015 as the target date for halving the number of people living in extreme poverty. This paper examines the role of the agricultural sector and looks at 25 developing countries who have posted extraordinary success in reducing extreme poverty.
The rapidly developing Southeast Asia region is confronted with significant labour market challenges. This initiative aims to address the issues of employment and skills, especially through an interaction platform for members.
Society at a Glance – Asia/Pacific Edition 2009 offers a concise quantitative overview of social trends and policies across Asia-Pacific economies.
Society at a Glance - Asia/Pacific Edition 2009 looks at social trends and policy developments in Asia-Pacific countries, using indicators similar to those in OECD’s recently published Society at a Glance 2009 (focused on OECD economies).
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The evaluation of the Commission’s co-operation with Malaysia is aiming at ensuring accountability for the management of the allocated funds as well as the promotion of a lesson-learning culture throughout the organisation.
The Aid for Trade at a Glance 2009: Maintaining Momentum report presents the results of the second monitoring exercise of the Aid for Trade Initiative and documents its success so far.
Drei von vier Lehrerinnen und Lehrern vermissen Anreize, die einen besseren Unterricht belohnen. Gleichzeitig wird aus Sicht der Lehrkräfte in drei von fünf Schulen der Unterricht durch unangebrachtes Verhalten der Schüler gestört.