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Includes statistics on personnel, expenditure, foreign student enrollments, graduates by age and field of education, enrollment by type of institution and total population by sex and age.
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This review of vocational education and training (VET) in Chile is part of ―Learning for Jobs‖, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
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Ireland experienced a rapid increase in the inflow of immigrant students only in recent years, and the main focus of migrant education is first-generation immigrants. Currently about 10% of students in primary schools and about 8% of students in post-primary schools have immigrant backgrounds. <
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The Self-evaluation report for the City of Rotterdam, Netherlands was prepared by Economic Development Board Rotterdam (EDBR), as an input to the OECD Review of Higher Education in Regional and City Development.
The ECEC database is designed as a one-stop-shop, bringing together information from a range of different data sources, including from the main OECD database, the OECD Family Database and questionnaires administered to all OECD countries through the Network on ECEC.
The current paper provides an overview of the conceptual framework for the assessment of numeracy developed for the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC).
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The Self-evaluation report for the City of Amsterdam, Netherlands was prepared by SEO Economisch Onderzoek in collaboration with a number of higher education institutions in the city, as an input to the OECD Review of Higher Education in Regional and City Development.
The current paper provides an overview of the conceptual framework guiding the development of the assessment of literacy in the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC).
This book identifies good practices in the design and implementation of evaluation and teacher incentive systems from various perspectives through formulation, stakeholder negotiation, implementation, monitoring and follow-up.
The current paper provides an overview of the conceptual framework developed for the assessment of problem solving in technology-rich environments for the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC).