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OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning.
Un nuevo estudio de la OCDE provee los primeros datos comparativos a nivel internacional sobre las condiciones que afectan a los docentes en las escuelas – desde el impacto de los problemas en los salones de clases hasta las oportunidades de capacitación profesional.
In most countries, girls and boys now show similar results in the OECD’s PISA tests of 15-year-olds. But systematic assessment of gender differences shows that students are still being held back by their own gender-related perceptions.
Country Notes from OECD Economic Policy Reforms: Going for growth 2011 presenting OECD recommendations for structural reform priorities for individual countries.
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The focus of this report is on migrant education policies and practices. However, some information on general immigration and integration policies and approaches is provided in order to place education policies in overall national policy contexts.
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This note, taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2009, contains information about the progress in implementing reforms in line with the 2008 priorities for Denmark.
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This is one in a series of country case reports prepared as part of the study on Digital Learning Resources as Systemic Innovation being conducted by CERI/OECD during 2008.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
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The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.
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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