Publications & Documents


  • 7-February-2006

    English

    Economic Policy Reforms: Going for Growth 2006

    Across the OECD, governments are seeking to undertake structural reforms to strengthen their economic growth. Going for Growth 2006 takes stock of the progress made in implementing policy reforms to improve labour productivity and utilisation that were identified as priorities in the 2005 edition. It also provides comparative indicators covering structural policy areas such as labour markets, education and product market regulation.

  • 7-February-2006

    English, , 35kb

    Economic Policy Reforms: Going for Growth 2006: Progress in Responding to the 2005 Policy Priorities - Belgium Country Note

    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 Belgium. 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.

  • 7-February-2006

    English, , 38kb

    Economic Policy Reforms: Going for Growth 2006: Progress in Responding to the 2005 Policy Priorities - Sweden Country Note

    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 Sweden. 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.

  • 7-February-2006

    English, , 38kb

    Economic Policy Reforms: Going for Growth 2006: Progress in Responding to the 2005 Policy Priorities - Netherlands Country Note

    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 the Netherlands. 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.

  • 1-February-2006

    English, , 1,679kb

    Thematic Review of Tertiary Education - Country Background Report - Finland

    This Country Background Report for Finland was prepared by the Finnish Ministry of Education as an input to the OECD Thematic review of Tertiary Education.

  • 1-February-2006

    English, , 1,864kb

    Programme on Education Building journal: PEB Exchange No. 57 - February 2006

    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.

  • 23-January-2006

    English

  • 10-January-2006

    English, , 1,294kb

    Danish Technological Institute study on PISA, TIMSS and PIRLS

    Report by the Danish Technological Institute on three international surveys among school-aged children : OECD-PISA, the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS).

    Related Documents
  • 3-January-2006

    English, , 1,318kb

    Recognising non-formal and informal learning: Country Background Report - Mexico

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

    Related Documents
  • 3-January-2006

    English, , 745kb

    Recognising non-formal and informal learning: Country Background Report - Hungary

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

    Related Documents
  • << < 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 | 160 | 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 | 169 | 170 | 171 | 172 | 173 | 174 | 175 | 176 | 177 | 178 | 179 | 180 | 181 | 182 | 183 | 184 | 185 | 186 | 187 | 188 | 189 | 190 | 191 | 192 | 193 | 194 | 195 | 196 | 197 | 198 | 199 | 200 | 201 | 202 | 203 | 204 | 205 | 206 | 207 | 208 | 209 | 210 | 211 | 212 | 213 | 214 | 215 | 216 | 217 | 218 > >>