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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
Each country prepared an analytical report on equity in education that describes each country’s context, provides a profile of equity in education, examines causes and explanations, and explores the effectiveness of existing policies and potential policy solutions to problems.
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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).
OECD review teams of experts conducted in-depth examinations of national policies and practices and prepared a country note containing evaluation and policy recommendations.
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The Finns regard education as very important. In a survey in 1993-94 Finnish adults were asked how they consider the Finnish comprehensive school to have succeeded in reaching its core objectives (3). Up to 66% of the adult respondents considered the school to have succeeded in developing skills and knowledge which support students in their further studies, as well as in promoting study motivation (60%), mediating a healthy lifestyle
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The Swedish state school system is made up of compulsory and non-compulsory schooling. Compulsory schooling includes regular compulsory school, Sami school, special schools for pupils with impaired hearing, and education for pupils with learning disabilities. Non-compulsory schooling includes the pre-school class, upper secondary school, upper secondary school for pupils with learning disabilities, municipal adult education, and
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