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  • 12-December-2003

    English

    Reviews of National Policies for Education South Eastern Europe: Volume 2: FYRoM, Moldova, Montenegro, Romania, Serbia

    The aim of the Stability Pact is to strengthen countries in South Eastern Europe in their efforts to foster peace, democracy, human rights, social development, economic prosperity and a favourable environment for sustainable security, in order to achieve stability in the region. These objectives of the Stability Pact were adopted in the Cologne Document and the Sarajevo Declaration, signed in 1999 by more than 40 partner countries and

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  • 28-November-2003

    English, , 45kb

    Schooling for Tomorrow: Analysing and Understanding the "Demand for Schooling" - Country Reports

    One of the most prominent of the OECD’s Centre for Educational Research and Innovation (CERI) on-going projects is Schooling for Tomorrow. This has created a forum for the international development of forward thinking in education, and has already produced a series of publications. Up to its new phase, of which this request constitutes an important element, the project has followed three main avenues: a) identification of key trends

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  • 26-November-2003

    English

    Special Education Needs

    The governments of OECD countries are collaborating to develop a better understanding of special education and how it can be developed to meet the needs of students with disabilities, learning difficulties and disadvantages.

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  • 20-November-2003

    English

    Education Policy Analysis - 2003 Edition

    Improving the quality of education is a key policy objective in OECD countries. Major education reforms are underway around the world in response to demands to make lifelong learning opportunities available to all. Education Policy Analysis provides an opportunity to reflect on, and learn from, this rich international experience.

  • 21-October-2003

    English

    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

  • 1-October-2003

    English

    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

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  • 3-July-2003

    English

    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,...

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  • 11-June-2003

    English

    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...

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  • 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

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  • 1-January-2003

    English

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