School buildings have a crucial contribution to make to raising educational achievement. Designing high performance school buildings for the 21st century for all children is a shared concern amongst OECD countries. Innovative research seeks architectural answers that make efficient use of the resources invested in building, renovating and running schools.
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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
The synthesis report compares the country reports of Bosnia and Herzegovina, Bulgaria, Croatia, Kosovo, FYR of Macedonia, Moldova, Montenegro, Romania and Serbia using the following guidelines: existing legal frameworks, scope of policy development, statistics and indicators, teacher training, involvement of parents, pedagogical concepts, curriculum development and school organisation. It underlines the fact that the analysed
As a follow-up to recommendations from the two reviews on China which had an important impact on legislation and policy development in the sector, the OECD is aiming to strengthen the research on tertiary education
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Articles: Evaluating quality in educational facilities; The Mawson Centre in Australia - access for all to education services; Ireland's refurbished St. John's Central College; Progress on evaluating school buildings in Scotland.
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The Guidelines for Quality Provision in Cross-border Higher Education provide an international framework to protect students and other stakeholders from low-quality provision and disreputable providers.
The first Forum on the theme of The Challenges for Education in a Global Economy was co-hosted with the Chilean Ministry of Education and was held in Santiago on 24-25 October 2005.
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Articles: Structures for learning in New Zealand; The University of Salamanca’s new campus; School grounds in Austria; An urban renewal school project in Italy; Planning, designing and managing higher education institutions.
This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages. It looks in detail at the students concerned, where they are educated (special schools, special classes or regular classes) and what their level of education is (pre-primary, primary, lower secondary and upper secondary education).
This publication provides policy guidance in an area that has been given little policy priority until recent years. It brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults’ participation in learning.