Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
Danish, , 462kb
Miljøindsatsen i oecd landbrug siden 1990: Danmark lande afsnit
English, , 295kb
Agri-environmental indicators for Denmark and data on the environmental performance of Danish agriculture. Extract from the publication Environmental Performance of Agriculture in OECD Countries since 1990 (2008).
The workshop showed that ICTs can play a significant role in the near-term for mitigating the growth (even reducing) of the global energy footprint.
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.
This book is part of the OECD Environmental Performance Reviews Programme which conducts peer reviews of environmental conditions and progress in each Member country.
English, , 382kb
This information note prepared by the Forum on Tax Administration provides further information on the systems of pre-filling personal tax returns operating successfully in Denmark and Sweden. (The Forum’s initial note on this topic was published in March 2006.) ‘Pre-filling’ is a concept that has come into prominence over the last 5-10 years following major advances in Nordic region countries and its adoption (to varying degrees) by
The final conference of the Improving School Leadership activity was organised jointly by the OECD and the Danish Ministry of Education. The discussion focused on policy options to improve school leadership for enhanced school outcomes.
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, , 2,004kb
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.