OECD Home › Education › By Country › Germany
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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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Schülerinnen und Schüler an deutschen Schulen haben in der PISA-Studie zum ersten Mal ein Ergebnis signifikant über dem OECD-Durchschnitt erreicht. Im Bereich Naturwissenschaften, dem Schwerpunkt von PISA 2006, erzielten sie durchschnittlich 516 Punkte. Berücksichtigt man die statistische Unsicherheit liegt Deutschland damit zwischen Rang 7 und 13 unter den 30 OECD-Ländern. In den Bereichen Lesen und Mathematik liegen die Ergebnisse
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This note contrasts key findings for Germany with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
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The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.The OECD does not guarantee the accuracy of the data included in this publication and accepts no responsibility whatsoever for any consequence of their use.
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This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2007, contains information about the progress in implementing reforms in line with the 2006 priorities for Germany.
Labour market reform in Germany needs to be followed up in order to raise the economy's capacity to generate employment, as discussed in this working paper.
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This note (in German) summarizes the main characteristics of the Germany's education system. The full edition “Education at a Glance: 2006” provides a comparable and up-to-date array of education indicators enabling countries to see themselves in the light of other countries' performance.
English, Excel, 359kb
The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries
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This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2006, contains information about the progress in implementing reforms in line with the 2005 priorities for Germany.
In addition to passing of legislation or other decisions to implement reforms, the note records earlier stages of reform, such as government announcements and draft legislation presented to parliaments.