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La calidad del sistema educacional de hoy es la base para la prosperidad económica y social del país de mañana.
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Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.
Some 37% of students in the Netherlands reported that they often worry that mathematics classes will be difficult for them. In Argentina, 80% of students reported the same worry.
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The United Arab Emirates is identified by PISA (Programme for International Student Assessment) as one of the most rapidly improving education systems in the world. However its students still perform well below the levels expected in advanced economies.
This publication is based on the latest data collection from the INES Network on Labour Market, Economic and Social Outcomes of Learning, collected in the first half of 2014. It is an update of the series published in Education at a Glance 2014: OECD Indicators, released in September 2014, and will be followed by the publication of 2014 data in Education at a Glance 2015: OECD Indicators.
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This report depicts key policies, processes and factors related to the management of resources and their use in the Slovak pre-primary, primary and secondary education system.
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The quality of an education system today shapes the economic and social prosperity of the country tomorrow. Chile has embarked on wide-ranging reform to improve the quality and equity of its education system on several fronts, including early childhood education and care (ECEC), school funding, student selection, school governance, teacher career pathways, vocational education and training (VET) and tertiary education.
The PISA 2012 Technical Report describes the methodology underlying the PISA 2012 survey, which tested 15-year-olds’ competencies in mathematics, reading and science and, in some countries, problem solving and financial literacy.
This project will analyse the role cognitive and non-cognitive skills play in fostering measures of well-being and social progress in OECD countries; and identify how skills can be better developed in formal, non-formal and informal learning environments including family, school and the communit
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This brief was prepared for the publication of the Skills beyond School Synthesis Report, a review of post-secondary career, vocational and professional training covering 20 countries, including the United Kingdom.