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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.
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This note, taken from Chapter 3 of Economic Policy Reforms, focuses on key structural policy priorities for Germany, supported by a comparative analysis of the indicators in Chapter 2. The note also presents individual structural indicators of economic and labour market performance as well as comparative indicators for the key policy priorities listed.
Key indicators show Germany belonging to the countries in the OECD with strong innovation activity even though some weakening in Germany’s position relative to other OECD countries has occurred recently, as discussed in this working paper.
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This activity gathers information about qualification systems in participating countries; examines the impact of different qualification policies on lifelong learning; and helps countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems.
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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 Country Note for Germany forms part of the OECD activity Attracting, Developing and Retaining Effective Teachers. This is a collaborative project to assist teacher policy development for improving teaching and learning in schools. Twenty-five countries are taking part. The activity was launched in April 2002. OECD Education Ministers have set out a challenging agenda for schools in responding to rapidly changing needs and
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It has to be realised that the worsening under-funding of higher education institutions jeopardises their capacity to keep and attract the best talent, and to strengthen the excellence of their research and teaching activities. Given that it is highly unlikely that additional public funding can alone make up the growing shortfall, other ways have to be found to increase and diversify the institutions’ income.
This major project was carried out to assist governments with designing and implementing teacher policies to improve teaching and learning in schools. View reports on Germany, one of 25 countries that took part.
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The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.