This edition of Education Policy Analysis has chapters on how to meet teachers’ aspirations and enhance motivation, using formative assessment to help all students succeed, gender differences and mathematics, and policy directions for the growing international market in higher education.
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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.
View reports relating to a review of higher education institution support of regional development. These reports focus on the North Paraná region, Brazil.
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The focus of the project is on the interaction between HEIs and recognised regions in terms of national administration. It is therefore anticipated that the participants will be HEIs, the regions with which they have some history of joint working, and public authorities responsible for territorial and higher education development at the national and sub-national scale. Ideally the region would include more than one HEI in order to
Many educational experts are identifying a shift from from supply-led systems towards systems which are more sensitive to demand. Whose demands should these be? What are they? How will schools recognize and cope with them? This book examines these questions and others.
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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
This seminar convened invited higher education stakeholders (government, local authorities, institutions, academics, students, business, civil society) from the OECD area to discuss their changing expectations about and roles in higher education.
The OECD Observer magazine presents concise, up-to-date and authoritative analysis of crucial world economic, social and environmental issues. Since 1962 it has been keeping policymakers, business people, NGOs, researchers and journalists ahead of the policy debate. It is a catalyst for new discussion and ideas, and a source of key data.
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This Country Note on Finland 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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While several OECD countries compete to attract foreign students, some pioneering emerging economies show that an innovative strategy for the import of cross-border education can form a part of a national capacity building strategy. Could this be a suitable model for developing countries to build capacity in tertiary education, and more generally, to accelerate economic development?