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The Russian system of education has been developing as the result of social, cultural, and economic changes of the early 90-s. But at present we can see that the significance of the particular factors of transformation that is specific to Russia is declining as tendencies common to the majority of modern countries are coming to the forefront. While choosing strategic parameters for the development of the educational system it is
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The revision of 1993 confirmed the new federal structure of the Belgian State. Today, besides the municipalities and the provinces, there are three levels of decision-making with their respective structures of legislative and executive power: the central State, the Communities, and the Regions. Three cultural Communities -the Flemish, the French-language and the German-language -and three economic Regions -Flemish, Walloon, and
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Youth Empowerment Partnership Programme (YEPP): Final report on the external evaluation and foundation partnership
This book gives a brief overview of regional issues and the history of post-secondary education in Kazakhstan and describes the development of higher and tertiary education in the country since the transition began, along with a set of key recommendations for improvements.
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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).