OECD countries are increasingly referred to as "network societies". This brings to the fore questions about educational networks: to what extent can they replace cumbersome bureaucracies as forms of management and as sources of innovation and pro...
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Any comparative discussion concerning the integration or inclusion of students with handicaps into education systems requires thought to be given to the types of students who are included under such a heading. The term ‘handicap’ although used widely in French is not popular in other countries where the term ’Special Educational Needs’ (SEN) is more commonly used. However the use of this term complicates the matter even further when
The overall purpose of the Activity is to provide policy makers with information and analysis to assist them in formulating and implementing teacher policies leading to quality teaching and learning at the school level.
To meet a continuing growth in demand for learning, OECD countries seek to provide a wider array of education and training opportunities for learners in their earliest years through adult life. There are also pressures to ensure that resources ar...
How well can young people read, as they approach the end of their basic education? The OECD Programme for International Student Assessment (PISA) survey provides a more complete answer to this question than has previously been possible at an inte...
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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
This report on education in Albania has been prepared within the framework of the Centre for Co-operation with Non-Members (CCNM) of the OECD as part of its programme of co-operation with the Stability Pact for South Eastern Europe. The Secretari...
Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? Parents, educators and the public often q...
Reviews of national policies for education are most prominent among a range of activities that lead to analyses of education policy development and implementation in response to or anticipation of wider economic and social trends and developments.
Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students,...