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This paper uses an approximate average percent-correct methodology to compare the ranks that would be obtained for PISA 2006 countries if the rankings had been derived from items judged by each country to be of highest priority for inclusion.
This book represents an independent review of Egypt’s higher education system and focuses on areas in need of attention by policy makers and stakeholders.
In his remarks to the Central Bank of Greece, Mr. Gurría offered the OECD support, expertise, and policy experience to help Greece modernise its economy and put it on a path of sustained growth.
English, , 400kb
As part of the OECD review on migrant education, countries were invited to provide information on their national migrant education policies. Note that this information is in addition to the full country background reports provided by the six countries participating in the policy review: Austria, Denmark, Ireland, the Netherlands, Norway and Sweden. The attached information was provided by the United Kingdom using a standard
This paper places the competencies to be measured by the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) in the context of the technological developments which are reshaping the nature of the workplace and work in the 21st century.
English, , 1,254kb
Compared to their native Swedish peers, immigrant students, on average, have weaker education outcomes at all levels of education. Nearing the end of compulsory education, at age 15, there are very significant performance disadvantages for immigrant students.
English, , 964kb
The immigrant population in Denmark is one of the smallest in Western Europe, but it is made up of highly diverse groups coming from about 200 different countries.
Teaching and Learning International Survey (TALIS) data are now available. Data files are available in SPSS, SAS and SAS XPORT, for all countries combined as well as for individual countries.
Using PISA data from 2006, this report focuses on how 15-year-old students use learning time, both in and out of school.
Improving equity, overcoming school failure, and decreasing the number of dropouts from upper secondary are key policy priorities across OECD countries.