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This Country Note on Croatia forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.
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This Country Background Report for Croatia was prepared for the Republic of Croatia's Ministry of Science, Education and Sports as an input to the OECD Thematic Review of Tertiary Education.
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This Country Background Report for Australia was prepared for the Australian Department of Education, Science and Training as an input to the OECD Thematic Review of Tertiary Education.
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends.&l
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends. <
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The task of this report is somewhat greater than in most other cases, as we are dealing both with a recently independent state (established in 1991).
Each country prepared an analytical report on equity in education that describes each country’s context, provides a profile of equity in education, examines causes and explanations, and explores the effectiveness of existing policies and potential policy solutions to problems.
OECD review teams of experts conducted in-depth examinations of national policies and practices and prepared a country note containing evaluation and policy recommendations.
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Switzerland invests more than the mean of other countries in education. The most recent international figures available show that, in 2001, taking all levels of education together, it spent USD 8800 for each child at school or adult student. The OECD mean is USD 6200. Between 1995 and 2001, the biggest increases in expenditure went on students at tertiary level. Much of this extra money was needed for the creation of so-called
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In thinking about equity policy it is important to keep in mind that the four areas of education discussed in this report – early childhood development, schooling, tertiary education and adult education – have very different characteristics.