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The review assesses the performance of Scottish schools, using PISA findings and national test and examination results. It also examines educational reforms in Scotland in the light of reforms in countries facing similar challenges.
English, , 1,125kb
In 2006, Scotland asked the OECD to examine the performance of its school system within the framework of the OECD’s reviews of national policies for education.
PISA 2006 Science Competencies for Tomorrow's World assesses the performance of 15-year-olds in science, reading and mathematics. It also explores their attitudes towards science, their socio-economic background and their school environment.
English, , 255kb
Due to the striking absence of concrete quantitative data on recognition of non-formal and informal learning systems, this paper aims at proposing different possibilities for presenting the existing recognition systems.
English, , 420kb
This paper aims at providing ways of analysing whether it is appropriate for a country or any other entity (region, enterprise) to set recognition programmes in motion.
Information page for the Directorate for Education's Programme on Co-operation with Non-member Economies
Portugal will need to invest more over the long term in its universities and other post-secondary institutions if it wants to raise attainment levels to standards similar to those of other European countries.
The book identifies three key areas for delivering equity in education: the design of education systems, classroom practices and resourcing. It proposes ten concrete policy measures, backed by evidence, on how to reduce school failure and dropout rates.
The final conference of the Improving School Leadership activity was organised jointly by the OECD and the Danish Ministry of Education. The discussion focused on policy options to improve school leadership for enhanced school outcomes.
English, , 1,643kb
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.