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CERI - University Futures: Summary Report workshop on “University futures and new technologies”
Drawing on data from the OECD's Programme for International Student Assessment (PISA), this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts.
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This Country Background Report for the Czech Republic was prepared by the Ministry of Education, Youth and Sports as an input to the OECD Thematic review of Tertiary Education.<?xml:namespace
What happens in education today will affect the lives of individuals and the health of whole communities for decades to come. Yet educational decision-making is mostly about dealing with pressing immediate issues or seeking more efficient ways of maintaining established practice, rather than about shaping the long term. How to redress the balance? Scenario methods offer one highly promising answer. This latest volume in the
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This Country Background Report for New Zealand was prepared by the Ministry of Education as an input to the OECD Thematic review of Tertiary Education.
School buildings have a crucial contribution to make to raising educational achievement. Designing high performance school buildings for the 21st century for all children is a shared concern amongst OECD countries. Innovative research seeks architectural answers that make efficient use of the resources invested in building, renovating and running schools. Changes in the design of those buildings must serve the educational process and
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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
The synthesis report compares the country reports of Bosnia and Herzegovina, Bulgaria, Croatia, Kosovo, FYR of Macedonia, Moldova, Montenegro, Romania and Serbia using the following guidelines: existing legal frameworks, scope of policy development, statistics and indicators, teacher training, involvement of parents, pedagogical concepts, curriculum development and school organisation. It underlines the fact that the analysed
There is a growing awareness that one-size-fits-all approaches to school knowledge and organisation are ill-adapted both to individuals’ needs and to the knowledge society at large. To move beyond uniform, mass provision can be described as “personalisation” of education and of public services more widely. The significance of this shift is described by leading expert Professor David Hopkins in his introduction to this volume: The