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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. <
This book provides an internationally comparable set of indicators on the educational provision for students with disabilities, learning difficulties and disadvantages (SENDDD).
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Norway follows the social model of disability, where “disability” is defined as a product of socially constructed barriers restricting individuals with impairments from participating equally in society.
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The present country report describes the context of the policies and provisions related to support and aid for students with disabilities or learning difficulties in Denmark. It also describes the key factors that are influencing transition policies in the educational field for disabled students and includes references and descriptions of related factors in the field of employment.
OECD countries face the question which governance models are most suitable to handle the increasingly complex and dynamic nature of education systems. Which governance models can provide education effectively and efficiently, and contribute to equity, economic growth and inno
A new report from PISA, Green at Fifteen?, with a contribution by CELE, to looking at the attitudes of 15-year-olds towards the environment.
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Strong economic performance has attracted immigrants to Norway in recent years. Most migrants come to Norway for humanitarian or family reunification reasons; but increasingly they come to seek work and many have lower socio-economic background than their native peers.
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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.
An international panel of experts mandated by the Icelandic government recommends consolidation of the universities and revitalized governance and support measures to build on Iceland’s world-class science base. (May 2009)
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Higher education in Iceland has grown and diversified more quickly and more recently than almost any other OECD country, and circumstances dictate that Iceland must now adapt its system more quickly than others as well.