Aspects of the Integration of Handicapped and Disadvantaged Students into Education. Evidence from Quantitative and Qualitative Data.

Any comparative discussion concerning the integration or inclusion of students with handicaps into education systems requires thought to be given to the types of students who are included under such a heading. The term ‘handicap’ although used widely in French is not popular in other countries where the term ’Special Educational Needs’ (SEN) is more commonly used. However the use of this term complicates the matter even further when

OECD Review of Career Guidance Policies - Luxembourg Country Note

The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.

Related Documents

• Career Guidance Policy Review Home Page
• OECD Review of Career Guidance Policies - Luxembourg Response to National Questionnaire
• OECD Country Website - Luxembourg

The Roles of Tertiary Colleges and Institutes: Trade-offs in Restructuring Postsecondary Education

In many developed countries, the landscape of tertiary education has changed dramatically over the past three decades. Many countries have established, or substantially expanded, institutions that are clear alternatives to traditional universities This paper examines those institutions.

OECD Review of Career Guidance Policies - United Kingdom Country Note

The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.

Related Documents

• Career Guidance Policy Review Home Page

OECD Review of Career Guidance Policies - United Kingdom Overview

The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.

Related Documents

• Career Guidance Policy Review Home Page

OECD Review of Career Guidance Policies - Austria Country Note

The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.

Related Documents

• OECD Review of Career Guidance Policies - Austria's Response to National Questionnaire
• Career Guidance Policy Review Home Page
• OECD Country Website - Austria

Beyond Rhetoric: Adult Learning Policies and Practices

This publication aims to identify what works in adult learning, drawing on the experience of Canada, Denmark, Finland, Norway, Portugal, Spain, Sweden, Switzerland and the United Kingdom (England). It examines ways to motivate adults to learn and methods to deliver appropriate services.

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• Beyond Rhetoric: Adult Learning Policies and Practices - Highlights
• Beyond Rhetoric: Adult Learning Policies and Practices - Overview (German)
• Beyond Rhetoric: Adult Learning Policies and Practices - Overview (Japanese)
• Beyond Rhetoric: Adult Learning Policies and Practices - Overview (Portuguese)
• Beyond Rhetoric: Adult Learning Policies and Practices - Overview (Spanish)
• Au-delà du discours : politiques et pratiques de formation des adultes - points clés

International Workshop in Educational Infrastructure, Guadalajara, Jalisco, Mexico - Conclusions

Social Exclusion and Children - Creating Identity Capital:Some Conceptual Issues and Practical Solutions

This paper will provide an overview of the work being carried out at Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation (OECD/CERI) in the field of social exclusion as it applies to children. In particular it will focus on disabled and disadvantaged children and young people since these are the ones who are most likely to be at risk of exclusion and are areas in which the OECD has

Thematic Review on Adult Learning - Main Page

This activity was set into motion to contribute towards making lifelong learning a reality for all, through understanding adults' access and participation in education and training and enhancing policies to increase incentives for adults to undertake learning activities in OECD countries.