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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends.&l
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends. <
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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Switzerland invests more than the mean of other countries in education. The most recent international figures available show that, in 2001, taking all levels of education together, it spent USD 8800 for each child at school or adult student. The OECD mean is USD 6200. Between 1995 and 2001, the biggest increases in expenditure went on students at tertiary level. Much of this extra money was needed for the creation of so-called