English, , 455kb
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
English, , 1,967kb
This Country Note on New Zealand 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 paper provides a typology of the existing national systems of quality assurance in tertiary education, a summary of advantages and disadvantages of different approaches to quality assurance and an account of the current empirical evidence on the effects of quality assurance mechanisms.
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This paper was commissioned by the Education and Training Policy Division in the framework of the Thematic Review of Tertiary Education.
OECD Education Ministers met informally in Copenhagen under the chairmanship of Bertel Haarder, Danish Minister for Education and Ecclesiastical Affairs on 22 and 23 January to discuss vocational education and training.
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This paper presents three experiences on evaluation projects in Portugal over the last 10 to 15 years: characteristics of existing school property; diagnosis of existing laboratories in secondary schools; and a general survey of school facilities.
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The paper describes past, present and future directions in education infrastructure policy in Mexico in the context of the development of guidelines and regulations on quality in Mexico’s educational facilities.
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The Evaluation School Building Indices Quality System aims to develop principles, methodology and appropriate indices for the evaluation of the educational infrastructures in the Greek State.
English, , 707kb
The paper is concerned with the spatial condition of school buildings and the preconditions it contains for encouraging and facilitating learning through a social, cultural and informational interface.