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OECD Economic Outlook No. 75, ch. VII. After nearly fifteen years of transition, the countries of Central Europe have entered the European Union on 1 May 2004. This chapter examines the consequences of this event for the four acceding countries that are members of the OECD (Czech Republic, Hungary, Poland and Slovak Republic).
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Articles: Evaluating Montbrillant lower secondary school in Switzerland; Science and technology facilities; Low energy schools in Ireland; Australia's first Public Private Partnership school project; The United Kingdom's part-privately funded Business Academy Bexley; Portugal promotes art and school heritage.
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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.
Equity in education does not imply an equal distribution of resources to all students. OECD countries support students with disabilities, learning difficulties and disadvantages by providing them with additional resources to help them access the curriculum and benefit as fully as possible from education. This book outlines practices in OECD countries and draws out policy implications. It follows on from the previous edition Special
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E-learning is becoming increasingly prominent in tertiary education, with universities increasing provision and more students signing up. But is it actually changing the way universities teach and students learn?
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Curricula and Pedagogies in Early Childhood Education and Care is an output of the Thematic Review of Early Childhood Education and Care Policy, a project launched by OECD’s Education Committee in March 1998. The impetus for the project came from the 1996 Ministerial meeting on Making Lifelong Learning a Reality for All. In their communiqué, the Education Ministers assigned a high priority to the goal of improving access to and
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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
Today's "knowledge economies" are seeing the emergence of new paradigms for innovation and the advancement of knowledge in relation to economic activities. This report explores some key determinants of innovation and their implications for the advancement of knowledge in a particular sector – primary and secondary education. The analysis shows that there is considerable scope for certain drivers that have helped speed up innovation in