Latest Documents


  • 24-March-2004

    English, , 284kb

    What Accounts for International Differences in Student Performance? A Re-examination using PISA data

    We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers, and institutions are all significantly related to math, science, and reading achievement. Our models account for more than 85% of the between-country performance variation, with roughly 25% accruing to institutional variation. Student performance is

  • 15-March-2004

    English, , 457kb

    Attracting, Developing and Retaining Effective Teachers - Country Background Report for France (in English)

    The current situation in France is not characterised by the shortage of candidate teachers experienced in some neighbouring countries. However, the age structure of the French population is not favourable in view of the high demand for new teachers to be met in the coming years as a result of the high expected number of retiring teachers. Hence, France will also be faced with the problem studied by the OECD. In fact, four factors will

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  • 4-March-2004

    English

    Reviews of National Policies for Education - Chile

    Education has been a central priority for Chile since the return of a democratic government in 1990. Thanks to a sustained economic growth and a commitment to increasing public investment in education, Chile has made a number of key improvements to the education system during this period. A recent reform ensures twelve years of free and compulsory schooling for all Chilean children. Enrolment in secondary education has expanded

  • 17-February-2004

    English, , 619kb

    Early Childhood Education and Care - Background Report of the United States

    Early childhood education and care experienced a surge of policy attention in OECD countries during the 1990s. Women – including mothers of young children - were joining the labour market in ever greater numbers, with a corresponding need for more childcare places and long-day kindergarten. Policy makers recognised that equitable access to quality early childhood education and care could both support the social needs of families and

  • 17-February-2004

    English, , 2,932kb

    Attracting, Developing and Retaining Effective Teachers - Background Report of Quebec

    In April 2002 the OECD Education Committee launched the major Activity Attracting, Developing and Retaining Effective Teachers. This is a collaborative project to assist governments design and implement teacher policies to improve teaching and learning in schools. The project is to be concluded in 2004 when the final synthesis report is published.

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  • 9-February-2004

    English

    Early Childhood Education and Care

    The Review was initiated by the OECD Education Committee in 1996. The actual reviewing of the OECD countries began in 1998 and was completed in 2004. Twenty countries particited in the review: Australia, Austria, Belgium (two communities), Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, United Kingdom, United States.

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  • 9-February-2004

    English

    ECEC Archives

    The Review was initiated by the OECD Education Committee in 1996. The actual reviewing of the OECD countries began in 1998 and was completed in 2004. Twenty countries particited in the review: Australia, Austria, Belgium (two communities), Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, United Kingdom, United States.

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  • 6-February-2004

    English, , 530kb

    Attracting, Developing and Retaining Effective Teachers - Background Report for Chile

    Chile has experienced major political, economic and social changes in the last three decades. Three democratic governments led by the same political coalition (Concertación de Partidos por la Democracia) have taken the reins of the country since 1990 after 17 years of an authoritarian military government. The military government (1973-1990) carried out a reform program of the school system in Chile aiming to decentralize its

  • 12-December-2003

    English

    Reviews of National Policies for Education - South Eastern Europe: Volume 1: Albania, Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo

    The aim of the Stability Pact is to strengthen countries in South Eastern Europe in their efforts to foster peace, democracy, human rights, social development, economic prosperity and a favourable environment for sustainable security, in order to achieve stability in the region. These objectives of the Stability Pact were adopted in the Cologne Document and the Sarajevo Declaration, signed in 1999 by more than 40 partner countries and

  • 12-December-2003

    English

    Reviews of National Policies for Education South Eastern Europe: Volume 2: FYRoM, Moldova, Montenegro, Romania, Serbia

    The aim of the Stability Pact is to strengthen countries in South Eastern Europe in their efforts to foster peace, democracy, human rights, social development, economic prosperity and a favourable environment for sustainable security, in order to achieve stability in the region. These objectives of the Stability Pact were adopted in the Cologne Document and the Sarajevo Declaration, signed in 1999 by more than 40 partner countries and

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