English, , 426kb
The OECD Policy Review of Vocational Education (VET) - Country reports: Sweden
Higher education institutions (HEIs) in England will benefit from a new fund to provide repayable grants for projects that reduce greenhouse gas emissions.
This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages (DDD). It highlights the number of students involved, where they are educated and in what phases of education.
This book discusses the concept of capacity-building for tertiary education through cross-border education, emphasising the critical role of quality assurance and trade negotiations.
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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
English, , 678kb
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 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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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).