The purpose of this paper is to quantify the problems resulting from the inadequate coverage of the PISA target population in the Austrian PISA 2000 assessment and to establish adjustments that could be used to correct for this and thus to allow reliable comparisons between the 2000 and 2003 data.
This publication reveals a number of interesting examples of innovative programmes using ICT that can increase access to learning by the disadvantaged. The papers show that ICT can be one way -- but by no means the only way -- to improve pathways to learning.
A selection of presentations made at this international PEB seminar are now available.
English, , 84kb
CERI - University Futures: Summary Report workshop on “University futures and new technologies”
Drawing on data from the OECD's Programme for International Student Assessment (PISA), this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts.
Spanish, , 158kb
English, , 3,259kb
This Country Background Report for the Czech Republic was prepared by the Ministry of Education, Youth and Sports as an input to the OECD Thematic review of Tertiary Education.<?xml:namespace
What happens in education today will affect the lives of individuals and the health of whole communities for decades to come. Yet educational decision-making is mostly about dealing with pressing immediate issues or seeking more efficient ways of maintaining established practice, rather than about shaping the long term. How to redress the balance? Scenario methods offer one highly promising answer. This latest volume in the
English, , 818kb
This Country Background Report for New Zealand was prepared by the Ministry of Education as an input to the OECD Thematic review of Tertiary Education.
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. Changes in the design of those buildings must serve the educational process and