Publications & Documents


  • 1-March-2004

    English

    UNESCO/OECD guidelines on "Quality provision in cross-border higher education"

    In the context of increasing and new forms of cross-border provision of higher education, there is a need for new international initiatives to enhance quality provision in cross-border higher education at a global level by further strengthening quality assurance, accreditation and recognition of qualifications schemes at both national and international levels through the development of non-binding international guidelines on “Quality

  • 17-February-2004

    English, , 619kb

    Early Childhood Education and Care - Background Report of the United States

    Early childhood education and care experienced a surge of policy attention in OECD countries during the 1990s. Women – including mothers of young children - were joining the labour market in ever greater numbers, with a corresponding need for more childcare places and long-day kindergarten. Policy makers recognised that equitable access to quality early childhood education and care could both support the social needs of families and

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  • 17-February-2004

    English, , 2,932kb

    Attracting, Developing and Retaining Effective Teachers - Background Report of Quebec

    In April 2002 the OECD Education Committee launched the major Activity Attracting, Developing and Retaining Effective Teachers. This is a collaborative project to assist governments design and implement teacher policies to improve teaching and learning in schools. The project is to be concluded in 2004 when the final synthesis report is published.

  • 16-February-2004

    English, , 981kb

    Career Guidance and Public Policy: Bridging the Gap

    OECD countries are attaching rising importance to lifelong learning and active employment policies as tools of economic growth and social equity. Effective information and guidance systems are essential to support the implementation of these policies, and all citizens need to develop the skills to self-manage their careers. Yet there are large gaps between these policy goals and the capacity of national career guidance systems. Access

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  • 16-February-2004

    English

    Educational Facilities and Risk Management: Natural Disasters

    This publication not only raises the question of protecting schools physically, it underscores the need to introduce natural disaster response training and education.

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  • 12-February-2004

    English

    Completing the Foundation for Lifelong Learning - An OECD Survey of Upper Secondary Schools

    Changing economic and social conditions are giving education a central role in the success of individuals and nations. As the final stage of formal education for the majority of students in OECD countries, upper secondary education is a crucial link. How successful are upper secondary schools in meeting the demands of modern societies and what are the main obstacles that they perceive in preparing young adults for life and a longer

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  • 9-February-2004

    English

    Early Childhood Education and Care

    The Review was initiated by the OECD Education Committee in 1996. The actual reviewing of the OECD countries began in 1998 and was completed in 2004. Twenty countries particited in the review: Australia, Austria, Belgium (two communities), Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, United Kingdom, United States.

  • 9-February-2004

    English

    ECEC Archives

    The Review was initiated by the OECD Education Committee in 1996. The actual reviewing of the OECD countries began in 1998 and was completed in 2004. Twenty countries particited in the review: Australia, Austria, Belgium (two communities), Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, United Kingdom, United States.

  • 6-February-2004

    English, , 530kb

    Attracting, Developing and Retaining Effective Teachers - Background Report for Chile

    Chile has experienced major political, economic and social changes in the last three decades. Three democratic governments led by the same political coalition (Concertación de Partidos por la Democracia) have taken the reins of the country since 1990 after 17 years of an authoritarian military government. The military government (1973-1990) carried out a reform program of the school system in Chile aiming to decentralize its

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  • 3-February-2004

    English

    Reviews of National Policies for Education - Bulgaria

    Reform of education, training and human resource management is an integral part of the transition to a democratic society and to economic prosperity. Efforts undertaken in educational work are an undeniable contribution towards fostering peace, human rights and a sustainable, secure environment, which are fundamental to achieving stability in a country. Bulgaria has made progress in all these areas since reform began in 1990. Today,

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