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English, , 500kb
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
English, , 1,441kb
Accountability, autonomy, and choice play a leading role in recent school reforms in many countries. This report provides new evidence on whether students perform better in school systems that have such institutional measures in place. We implement an internationally comparative approach within a rigorous micro-econometric framework that accounts for the influences of a large set of student, family, school, and country
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.