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.
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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.
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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. &
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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
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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.
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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.
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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.