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.
The aims of this international seminar were to identify current challenges and opportunities in the field of higher education facilities, to examine important trends that will influence the planning, design and management of higher education facilities, to compare experiences and share best practices, and to learn about new approaches.
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.