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29/03/2012 - Slovak Republic should help preschool teachers improve their skills, says OECD, and should encourage preschool teachers to keep improving their qualifications throughout their career and attract more young people, especially men, to the profession
Literacy for Life is the second report from the Adult Literacy and Life Skills Survey. It presents additional results on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term.
It offers new insights into the factors that influence the formation of adult skills in various settings – at home and at work – for the eleven countries participating in the first
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Flemish schools enjoy a high degree of autonomy and are free to develop their own educational policies, including curriculum, assessment, certification and any self-evaluation activities.
This report provides, for the Flemish community of Belgium, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches.
Regional and municipal governments take on significant responsibilities in the management of migration and in successfully integrating migrants. They provide training programs, deliver anti-discrimination and cultural diversity projects helping migrants use effectively their skills and provide language services for children and youth through the education system.
The Czech Republic should build on the strengths of its preschool education framework to further enhance the quality of its early childhood education and care services, according to a new OECD report.
The OECD has launched an initiative with the Japanese Ministry of Education, Science and Technology, Fukushima University and local schools for students in the Tohoku region to create and organise an event that will showcase the country’s recovery from the 2011 Great East Japan earthquake.
This project will analyse the role cognitive and non-cognitive skills play in fostering measures of well-being and social progress in OECD countries; and identify how skills can be better developed in formal, non-formal and informal learning environments including family, school and the communit
The purpose of the workshop was to provide input for the development of the strategies to reduce dropout rates in Iceland by engaging key Iceland stakeholders in discussing international practices and a set of OECD preliminary recommendations.