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 focus of this report is on migrant education policies and practices. However, some information on general immigration and integration policies and approaches is provided in order to place education policies in overall national policy contexts.
This report includes an overview of the Netherlands' tertiary education system; an account of trends and developments; an analysis of the strengths and challenges in tertiary education in the Netherlands; and recommendations for future policy development.
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.
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This paper gives an update of the Country Background Report of the Netherlands that was prepared in the framework of the OECD Thematic Review of Tertiary Education.
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends. <
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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 Note on the Netherlands forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.
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This Country Background Report for the Netherlands was prepared for the Ministry of Education, Culture and Science as an input to the OECD Thematic review of Tertiary Education.
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The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries.