This book represents an independent review of Egypt’s higher education system and focuses on areas in need of attention by policy makers and stakeholders.
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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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Compared to their native Swedish peers, immigrant students, on average, have weaker education outcomes at all levels of education. Nearing the end of compulsory education, at age 15, there are very significant performance disadvantages for immigrant students.
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The immigrant population in Denmark is one of the smallest in Western Europe, but it is made up of highly diverse groups coming from about 200 different countries.
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Immigrants with low levels of education are at a severe disadvantage in the Dutch labour market compared to their native peers – and this gap is far more pronounced than in the OECD on average.
This page gives details of how to join the OECD Centre for Effective Learning Envinroments, including who is eligible to join.
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CELE Brochure Spanish
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The OECD Centre for Effective Learning Environments has completed a review of the secondary school building modernisation programme in Portugal. The review was carried out during 2009 to provide an objective assessment of the programme to the Portuguese government.
Includes statistics on personnel, expenditure, foreign student enrollments, graduates by age and field of education, enrollment by type of institution and total population by sex and age.
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Ireland experienced a rapid increase in the inflow of immigrant students only in recent years, and the main focus of migrant education is first-generation immigrants. Currently about 10% of students in primary schools and about 8% of students in post-primary schools have immigrant backgrounds. <