Latest Documents

Equity in Education Thematic Review Country Analytical Report - Finland

The Finns regard education as very important. In a survey in 1993-94 Finnish adults were asked how they consider the Finnish comprehensive school to have succeeded in reaching its core objectives (3). Up to 66% of the adult respondents considered the school to have succeeded in developing skills and knowledge which support students in their further studies, as well as in promoting study motivation (60%), mediating a healthy lifestyle

Equity in Education Thematic Review Country Analytical Report - Sweden

The Swedish state school system is made up of compulsory and non-compulsory schooling. Compulsory schooling includes regular compulsory school, Sami school, special schools for pupils with impaired hearing, and education for pupils with learning disabilities. Non-compulsory schooling includes the pre-school class, upper secondary school, upper secondary school for pupils with learning disabilities, municipal adult education, and

Equity in Education Thematic Review Country Analytical Report - Norway Statistical Annex

Equity in Education Thematic Review Country Analytical Report - Switzerland

Switzerland invests more than the mean of other countries in education. The most recent international figures available show that, in 2001, taking all levels of education together, it spent USD 8800 for each child at school or adult student. The OECD mean is USD 6200. Between 1995 and 2001, the biggest increases in expenditure went on students at tertiary level. Much of this extra money was needed for the creation of so-called

Equity in Education - Approaches to Equity in Policy for Lifelong Learning

In thinking about equity policy it is important to keep in mind that the four areas of education discussed in this report – early childhood development, schooling, tertiary education and adult education – have very different characteristics.

Equity in Education Thematic Review Country Analytical Report - Spain

The current Spanish education system is the result of a set of rapid transformations that, since the 1960s and, with greater intensity, since the transition to democracy (since 1976, after the end of Franco’s dictatorship), Spanish society, and more specifically the institutions of its welfare state, have undergone. Mass schooling has developed in this period, tardily in relation to the countries in our surroundings, and access to

Equity in Education Thematic Review Country Analytical Report - Slovenia Statistical Annex

Equity in Education Thematic Review Country Analytical Report - Norway

The goal of this report is to analyse equity in education in Norway. In this project there has been an agreement between the participating countries to use the following definition: “Educational equity refers to an educational and learning environment in which individuals can consider options and make choices throughout their lives based on their abilities and talents, not on the basis of stereotypes, biased expectations or

Equity in Education Thematic Review Country Analytical Report - Hungary

The non favourable tendencies of the 1980s in the number of population continued during the 1990s in Hungary. As a result of this, age groups enrolled into the education system decreased from the 123,000 in 1990 to 94,000 in 1999. Since 2000 the decrease of population has slowed down. Long-term prognosis, based on tendencies of the last few decades, suggest further decrease of population in Hungary. The common element in different

Improving School Leadership - Country Background Report for The Netherlands

This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends. <