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In his remarks to the Central Bank of Greece, Mr. Gurría offered the OECD support, expertise, and policy experience to help Greece modernise its economy and put it on a path of sustained growth.
Includes statistics on personnel, expenditure, foreign student enrollments, graduates by age and field of education, enrollment by type of institution and total population by sex and age.
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.
The OECD Global Forum on Education aims to strengthen and expand OECD networks of education officials and experts to include a wider range of non-member economies.
Speaking at the education ministerial round table organised by the UNESCO, Angel Gurría underlined that education is the key to addressing the economic and social challenges of our times, including a way to get out of the crisis faster. According to the OECD Secretary-General, the 21st century schools will need to help young individuals to constantly adapt and grow, to develop their capacity and motivation, to expand their horizons
Growing advantages for the better educated and likely continuing high levels of unemployment as economies move out of recession will provide more and more young people with strong incentives to stay on in education, according to the Secretary-General commenting on Education at a Glance.
Growing advantages for the better educated and likely continuing high levels of unemployment as economies move out of recession will provide more and more young people with strong incentives to stay on in education.
In his introductory remarks at the UNESCO World Conference on Higher Education, Mr Gurría noted that governments need to address the social and human dimensions of the crisis, which means that recovery plans have to support the most vulnerable and include investing in skills development, education and enhanced training projects.
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.