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, Excel, 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.
English, Excel, 359kb
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
There is a growing awareness that one-size-fits-all approaches to school knowledge and organisation are ill-adapted both to individuals’ needs and to the knowledge society at large. To move beyond uniform, mass provision can be described as “personalisation” of education and of public services more widely. The significance of this shift is described by leading expert Professor David Hopkins in his introduction to this volume: The
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
English, , 36kb
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 Iceland. 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.
English, , 156kb
Chapter 1 of OECD Economic Policy Reforms: Going for Growth 2006. This chapter provides an overview of the progress achieved by member countries over the past year in taking measures consistent with the policy priorities identified in the 2005 edition. Overall, several important steps have been taken to reform competition-restraining regulations in product markets and towards improving educational outcomes in most countries where