Latest Documents

  • 21-October-2003


    Reviews of National Policies for Education - Tertiary Education in Switzerland

    OECD reviews of national education policies provide a well-established means for member countries to engage their peers in reviewing their country’s policies. This report was prepared at the invitation of the Swiss authorities. It is divided into two parts: a background report, prepared by the Swiss authorities, and the OECD examiners’ report. The Swiss university system is of a high international standard. It is complemented by a

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  • 1-October-2003


    Student Engagement at School: A Sense of Belonging and Participation: Results from PISA 2000

    How widespread is student disaffection with school in different education systems? What policies and practices are most effective in fostering students’ sense of belonging and participation in school? These questions are of great concern to educators in many countries, not only because of the interrelationship between student engagement at school and learning outcomes, but also because student engagement represents a valued outcome in

  • 3-July-2003


    Literacy Skills for the World of Tomorrow: Further Results from PISA 2000

    Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students,...

  • 11-June-2003


    Networks of Innovation: Towards New Models for Managing Schools and Systems

    OECD countries are increasingly referred to as "network societies". This brings to the fore questions about educational networks: to what extent can they replace cumbersome bureaucracies as forms of management and as sources of innovation and pro...

  • 2-June-2003

    English, , 72kb

    Aspects of the Integration of Handicapped and Disadvantaged Students into Education. Evidence from Quantitative and Qualitative Data.

    Any comparative discussion concerning the integration or inclusion of students with handicaps into education systems requires thought to be given to the types of students who are included under such a heading. The term ‘handicap’ although used widely in French is not popular in other countries where the term ’Special Educational Needs’ (SEN) is more commonly used. However the use of this term complicates the matter even further when

  • 1-April-2003

    English, , 490kb

    Attracting, Developing and Retaining Effective Teachers: School Leaders: School Leaders: Changing Roles and Impact on Teacher and School Effectiveness

    This paper suggests that ongoing developments in societies and their provision of education are reflected in the roles, recruitment and development of school leaders. The paper first examines how, as a result of these developments, the role of sc...

  • 1-March-2003

    English, , 450kb

    Attracting, Developing and Retaining Effective Teachers - The Economic Cycle and Teacher Supply

    A paper commissioned by the Education and Training Policy Division, OECD, for the Activity Attracting, Developing and Retaining Effective Teachers, by Peter Dolton, Andrew Tremayne and Tsung-Ping Chung

  • 12-February-2003


  • 23-January-2003


    Reading for Change: Performance and Engagement across Countries: Results from PISA 2000

    How well can young people read, as they approach the end of their basic education? The OECD Programme for International Student Assessment (PISA) survey provides a more complete answer to this question than has previously been possible at an inte...

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  • 1-January-2003

    English, , 299kb

    Social Exclusion and Children - Creating Identity Capital:Some Conceptual Issues and Practical Solutions

    This paper will provide an overview of the work being carried out at Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation (OECD/CERI) in the field of social exclusion as it applies to children. In particular it will focus on disabled and disadvantaged children and young people since these are the ones who are most likely to be at risk of exclusion and are areas in which the OECD has

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