By Date


  • 1-August-2007

    English, , 946kb

    Recognising non-formal and informal learning: Country Background Report - Czech Republic

    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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  • 30-July-2007

    English, , 1,126kb

    Improving School Leadership - Country Background Report for Chile

    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. <

  • 26-July-2007

    English, , 1,076kb

    Equity in Education Thematic Review Country Analytical Report - Federation of Russia

    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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  • 26-July-2007

    English, , 678kb

    Equity in Education Thematic Review Country Analytical Report - Flemish Community of Belgium

    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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  • 5-July-2007

    English, , 992kb

    Youth Empowerment Partnership Programme (YEPP): Final report on the external evaluation and foundation partnership

    Youth Empowerment Partnership Programme (YEPP): Final report on the external evaluation and foundation partnership

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  • 27-June-2007

    English

    Reviews of National Policies for Education: Higher Education in Kazakhstan

    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.

  • 20-June-2007

    English, , 1,652kb

    Thematic Review of Tertiary Education - Country Note for Croatia

    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.

  • 19-June-2007

    English, , 1,620kb

    Thematic Review of Tertiary Education - Country Background Report - Croatia

    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.

  • 12-June-2007

    English, , 1,625kb

    Thematic Review of Tertiary Education - Country Background Report - Australia

    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.

  • 11-June-2007

    English, , 1,390kb

    Improving School Leadership - Country Background Report for Northern Ireland

    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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