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Education at a Glance 2013 - Country notes and key fact tables
Denmark should build on the strengths of its vocational and educational training programme to ensure that young people enter the labour market with the skills companies need and to meet the national goal of having 60% of young people enter higher education by 2020, according to a new OECD report.
This book provides, for Australia, an independent analysis of major issues facing its educational evaluation and assessment framework, current policy initiatives, and possible future approaches.
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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Denmark holds high ambitions to improve student outcomes and deserves credit for gaining broad agreement from all major stakeholders in efforts to stimulate an assessment and evaluation culture in compulsory education.
This report analyses the results of an electronically-delivered test in science literacy pioneered by PISA in Denmark, Iceland and Korea. It presents 15-year-olds’ achievement scores and explains the impact of information communication technologies on both males’ and females’ science skills
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The immigrant population in Denmark is one of the smallest in Western Europe, but it is made up of highly diverse groups coming from about 200 different countries.
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The present country report describes the context of the policies and provisions related to support and aid for students with disabilities or learning difficulties in Denmark. It also describes the key factors that are influencing transition policies in the educational field for disabled students and includes references and descriptions of related factors in the field of employment.
This conference will present a broad picture of the crisis and its impact on higher education in a transparent and interactive way: trends will be highlighted; case studies will allow in depth analysis; strategies will be shared.
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.