This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women’s labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the demographic challenges faced by OECD countries; and in particular, addressing issues of
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This Country Background Report for Poland was prepared for the Ministry of Science and Higher Education of the Republic of Poland as an input to the OECD Thematic Review of Tertiary Education.
The OECD has been engaged, since 2002, in a series of activities to promote research in Russian universities and to improve the management of intellectual property in partnership with the Ministry of Education and Science.
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This Country Background Report for the United Kingdom was prepared for the Department for Education and Skills as an input to the OECD Thematic Review of Tertiary Education.
This Seminar formed part of the core CERI work on futures thinking and the Schooling for Tomorrow project. The Seminar explored and developed as the over-arching seminar theme the connections between futures thinking, and governance, policy formulation and decision-making in education,
The recognition of non-formal and informal learning is an important means for making the ‘lifelong learning for all’ agenda a reality and, subsequently, for reshaping learning to better match the needs of the 21st century knowledge economies and open societies.
School leaders in OECD countries are facing pressures with the rising expectations for schools and schooling in the knowledge society. As countries aim to transform their educational systems to prepare all young people with the knowledge and skills needed in this changing world, the roles and expectations for school leaders have changed radically. They are no longer expected to be merely good managers; but actually school leadership
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This Country Background Report for Japan was prepared by the Higher Education Bureau of the Ministry of Education, Culture, Sports, Science and Technology as an input to the OECD Thematic review of Tertiary Education.
The purpose of this paper is to quantify the problems resulting from the inadequate coverage of the PISA target population in the Austrian PISA 2000 assessment and to establish adjustments that could be used to correct for this and thus to allow reliable comparisons between the 2000 and 2003 data.
This publication reveals a number of interesting examples of innovative programmes using ICT that can increase access to learning by the disadvantaged. The papers show that ICT can be one way -- but by no means the only way -- to improve pathways to learning.