Migrant Education - Home

The OECD Thematic Review on Migrant Education will focus on the education outcomes of children of immigrants, with an emphasis on ‘schools’ (pre-school, primary school, and secondary school), while noting that the process of integration is multi-directional, interactive, and non-linear.

Related Documents

• What Works in Migrant Education? A Review of Evidence and Policy Options (EDU Working Paper No.22)
• Where Immigrant Students Succeed - A Comparative Review of Performance and Engagement in PISA 2003
• Education and Diversity - Home
• Education and Diversity - Contact information
• Indigenous Education - Home
• Closing the Gap for Immigrant Students: Pointers for policy development
• Migrant Education in Sweden: Pointers for policy development

Migrant Education: Meetings / Conferences

The launch of the OECD Thematic Review on Migrant Education took place from 21-22 January 2008. The OECD Deputy Secretary-General, Aart de Geus made an opening addre

Related Documents

• Education and Diversity - Home
• Migrant Education - Home
• Indigenous Education - Home
• Special Education Needs
• Education and Diversity - Contact information

Education and Diversity - Contact information

This site is dedicated to the output results on education and diversity of the Education Policy Committee of the OECD.

Indigenous Education - Home

Work carried out on Indigenous Education and Migrant Education is part of an OECD project on Education and Diversity .

Education and Diversity - Home

The project on Education and Diversity project has two strands of activities: migrant education and <

Environmentally Sustainable Learning Environments: Special Session of the PEB Governing Board

A special session of the PEB Governing Board in November 2007 highlighted a range of approaches and good practices in developing environmentally sustainable learning environments.

Recognising non-formal and informal learning: Country Background Report - Belgium (Flanders)

The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

Recognising non-formal and informal learning: Country Background Report - Germany

The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all. &

Also Available

Stand der Anerkennung non-formalenund informellen Lernens in Deutschland

Also Available

School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003 (EDU Working Paper No. 14)

School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate