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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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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The task of this report is somewhat greater than in most other cases, as we are dealing both with a recently independent state (established in 1991).
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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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This activity gathers information about qualification systems in participating countries; examines the impact of different qualification policies on lifelong learning; and helps countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems.
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Presented at "Taking Fear out of Schools", an International Policy conference co-organised by the OECD, the Norwegian Ministry of Education and Research, the Directorate for Primary and Secondary Education and Stavanger University College, (5-8 September 2004, Stavanger, Norway)
The OECD Centre for Effective Learning Environments (CELE) promotes the exchange and analysis of policy, research and experience in all matters related to educational building.
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Broad economic, social and political changes have marked the ongoing transition of Slovenia towards a pluralistic, democratic, market-economy country. That the talents, abilities and skills of the Slovenian population are crucial in this process ...