Investments in well-designed, multi-purpose local education facilities serve as a visible commitment to the community and a cost-effective way to revitalise local economies.
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Evaluation and assessment policies are key in Australia’s national school reform agenda. The Australian approach combines the development of goals, monitoring and reporting at national level with local evaluation and assessment practices shaped by jurisdiction-level school improvement frameworks
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
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In some countries today, standardised design is presented as a cost-effective solution, which reduces design and construction costs while producing a range of tried and- tested educational environments that support teaching and learning. Could this be a model for the future? &
Australia faces the mutually reinforced challenges of boosting labour supply and promoting social inclusion. Labour underutilisation is especially prevalent among groups such as lone parents, people with disability, and Indigenous Australians.
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This note is taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2010.
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The self evaluation report for the State of Victoria (Australia) was prepared by the Victorian Government Department of Innovation, Industry and Regional Development, as an input to the OECD Review of Higher Education in Regional and City Development.
Learning for Jobs, the initial report of the OECD policy review of vocational education and training, presents a set of policy recommendations to help countries make their vocational systems more responsive to labour market needs and boost economic growth.
Drei von vier Lehrerinnen und Lehrern vermissen Anreize, die einen besseren Unterricht belohnen. Gleichzeitig wird aus Sicht der Lehrkräfte in drei von fünf Schulen der Unterricht durch unangebrachtes Verhalten der Schüler gestört.
Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report.