English, , 589kb
Education Policies for Students at Risk and those with Disabilities in South Eastern Europe - Bulgaria and Synthesis Report in the local language.
The OECD Programme on Educational Building and GeoHazards International (GHI) are collaborating to improve safety in schools around the world. GHI is working with the staff of Ludlow Castle School and local New Delhi engineers to provide an earthquake-safe learning environment for this government school’s students. The programme is part of a larger pilot project supported by the governments of India and the United States to build
Websites of the members and associate members of the OECD Centre for Effective Learning Environments (CELE)
The authors present nine policy responses to the lifelong learning agenda that countries have adopted and that relate directly to their national qualifications system. They also identify twenty mechanisms, or concrete linkages, between national qualifications systems and lifelong learning goals.
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How might the changing labour market transform higher education ? Expert meeting OCDE/CERI 12-13 Feb. 2007
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In the context of rapid expansion of tertiary education: Is there now ‘over-supply’ of graduates? Is there evidence of ‘over-qualification’ and skill mismatch? Are students studying the ‘right type’ of subjects at tertiary level? In particular, is there a shortage of science and technology graduates? Does the type of institution matter for labour market prospects?
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In April 2005, the Government set up a Globalisation Council, with representation from employers, trade unions, major education and research institutions and companies advising the Government on a strategy for Denmark in the global economy. The council came up with a strategy published in April 2006 containing 350 specific initiatives; two thirds of which concern education, training and research.
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This paper was commissioned by the Education and Training Policy Division in the framework of the Thematic Review of Tertiary Education.
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The paper is concerned with the spatial condition of school buildings and the preconditions it contains for encouraging and facilitating learning through a social, cultural and informational interface.
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The paper describes past, present and future directions in education infrastructure policy in Mexico in the context of the development of guidelines and regulations on quality in Mexico’s educational facilities.