Iboamerica in PISA 2006 focuses on the peformance of eight Iberoamerican countries in PISA 2006: two European countries, Spain and Portugal, and six from Latin America: Argentina, Brazil, Chile, Colombia, Mexico and Uruguay.
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This paper describes national circumstances as viewed by the countries themselves while also casting light on their practices. It sets out the policy responses and focuses on the practices of countries and regions and, as far as possible, includes quantitative data or refers to pilot projects.
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Immigrants with low levels of education are at a severe disadvantage in the Dutch labour market compared to their native peers – and this gap is far more pronounced than in the OECD on average.
This page gives details of how to join the OECD Centre for Effective Learning Envinroments, including who is eligible to join.
This report uses recent economic modelling to relate cognitive skills – as measured by PISA and other international instruments – to economic growth, demonstrating that relatively small improvements to labour force skills can largely impact the future well-being of a nation.
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CELE Brochure Spanish
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The Self-evaluation report for the Galilee, Israel was prepared by the Council for Higher Education of the State of Israel, as an input to the OECD Review of Higher Education in Regional and City Development.
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This review of vocational education and training (VET) in the Czech Republic is part of ―Learning for Jobs‖, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
In 2004 the OECD launched a thematic review of tertiary education to examine how institutions and national policies are meeting these challenges. 24 countries participated in that review, including the Czech Republic.