OECD Home › Directorate for Education and Skills › By Country › Iceland
Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report.
An international panel of experts mandated by the Icelandic government recommends consolidation of the universities and revitalized governance and support measures to build on Iceland’s world-class science base. (May 2009)
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Higher education in Iceland has grown and diversified more quickly and more recently than almost any other OECD country, and circumstances dictate that Iceland must now adapt its system more quickly than others as well.
In most countries, girls and boys now show similar results in the OECD’s PISA tests of 15-year-olds. But systematic assessment of gender differences shows that students are still being held back by their own gender-related perceptions.
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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.
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This Country Background Report for Iceland was prepared for the Ministry of Education, Science and Culture as an input to the OECD Thematic review of Tertiary Education.
The rights of students with disabilities to be educated in their local mainstream school is becoming more and more accepted in most countries, and many reforms are being put in place to achieve this goal. Further, there is no reason to segregate ...