OECD Home › Directorate for Education and Skills › Innovation in education › By Country › United Kingdom
In this article we explore the relationship between education and alcohol consumption. We examine whether the probability of abusing alcohol differs across educational groups.
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As part of the OECD review on migrant education, countries were invited to provide information on their national migrant education policies. Note that this information is in addition to the full country background reports provided by the six countries participating in the policy review: Austria, Denmark, Ireland, the Netherlands, Norway and Sweden. The attached information was provided by the United Kingdom using a standard
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In presenting this case study of an innovative school building in Scotland, the author describes its unique design features, conveys the viewpoints of the users, client and design team, and reveals the lessons learned.
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L’école de Booker Park est un nouveau complexe accueillant des enfants de niveaux pré-primaire et primaire qui présentent des difficultés de comportement et d’apprentissage.
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Booker Park School is a new complex for pre-primary children and primary pupils with a range of behavioural and learning difficulties. To respond to the pupils’ varied needs, the school facilities offer a high degree of flexibility and a quality environment for learning.
Higher education institutions (HEIs) in England will benefit from a new fund to provide repayable grants for projects that reduce greenhouse gas emissions.
The United Kingdom’s 15-year Building Schools for the Future (BSF) programme aims to improve the fabric of school buildings and provide investment in information and communications technology, making up for chronic underinvestment in school buildings.
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Scotland’s Building Excellence programme is exploring the implications of curriculum reform for school building design. It includes events which bring together teachers, designers, school managers and local authorities.
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"Making Space: Architecture and Design for Young Children", international conference in Edinburgh, Scotland, 8-9 December 2005, organised by Children in Scotland with the support of PEB, the Scottish Executive, The Royal Incorporation of Architects in Scotland and Children in Europe.
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This activity gathers information about qualification systems in participating countries; examines the impact of different qualification policies on lifelong learning; and helps countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems.