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English, , 99kb
This document sets out guidelines for the content and format of the Country Background Reports.
English, , 1,680kb
This Country Background Report for the OECD review of the Norwegian tertiary education system has been written by NIFU STEP, an independent research foundation, on behalf of the Ministry of Education and Research.
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This Country Background Report for Iceland was prepared for the Ministry of Education, Science and Culture as an input to the OECD Thematic review of Tertiary Education.
The experience of Russian and foreign universities in technology commercialisation will be the subject of discussions in Saratov on 14-15 November 2005. These discussions will build on the results of past workshops (Moscow 2002, Ekaterinburg 2003 and St. Petersburg 2004) and will involve participants from the OECD, CRDF, the Russian Ministry for Education and Science, OECD member governments and a number of Russian and non-Russian
The first Forum on the theme of The Challenges for Education in a Global Economy was co-hosted with the Chilean Ministry of Education and was held in Santiago on 24-25 October 2005.
English, , 131kb
A document setting out ideas for the structure of the PISA assessment for the PISA 2009 cycle and beyond.
The objectives of the WEI programme are to: explore education indicator methodologies; reach consensus on a set of common policy concerns amenable to cross-national comparison and agree upon a set of key indicators that reflect these concerns; review methods and data collection instruments needed to develop these measures; and set the direction for further developmental work and analysis beyond this initial set of indicators.
English, , 1,623kb
Articles: Structures for learning in New Zealand; The University of Salamanca’s new campus; School grounds in Austria; An urban renewal school project in Italy; Planning, designing and managing higher education institutions.
Spanish, , 7,751kb
PEB Exchange, la revista de la OCDE para la construcción y el equipamiento de la educación
This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages. It looks in detail at the students concerned, where they are educated (special schools, special classes or regular classes) and what their level of education is (pre-primary, primary, lower secondary and upper secondary education). It also includes information on the