• 29-April-2004


  • 28-April-2004


    OECD Handbook for Internationally Comparative Education Statistics: Concepts, Standards, Definitions and Classifications

    For well over a decade, the OECD has developed and published a broad range of comparative indicators that provide insights into the functioning of education systems. These provide crucial information on the functioning, evolution and impact of education, from early childhood through formal education to learning and training throughout life. They provide an opportunity for each country to see its education system in the light of other

    Related Documents
  • 13-April-2004


  • 6-April-2004


    Students with Disabilities, Difficulties, Disadvantages - Statistics and Indicators for Curriculum Access and Equity (Special Educational Needs)

    The goal is to develop comparable statistics and indicators on students with disabilities, learning difficulties and disadvantages (SENDDD) to inform national and international policy-making.

  • 4-March-2004


    Reviews of National Policies for Education - Chile

    Education has been a central priority for Chile since the return of a democratic government in 1990. Thanks to a sustained economic growth and a commitment to increasing public investment in education, Chile has made a number of key improvements to the education system during this period. A recent reform ensures twelve years of free and compulsory schooling for all Chilean children. Enrolment in secondary education has expanded

    Related Documents
  • 1-March-2004


    UNESCO/OECD guidelines on "Quality provision in cross-border higher education"

    In the context of increasing and new forms of cross-border provision of higher education, there is a need for new international initiatives to enhance quality provision in cross-border higher education at a global level by further strengthening quality assurance, accreditation and recognition of qualifications schemes at both national and international levels through the development of non-binding international guidelines on “Quality

  • 16-February-2004

    English, Excel, 981kb

    Career Guidance and Public Policy: Bridging the Gap

    OECD countries are attaching rising importance to lifelong learning and active employment policies as tools of economic growth and social equity. Effective information and guidance systems are essential to support the implementation of these policies, and all citizens need to develop the skills to self-manage their careers. Yet there are large gaps between these policy goals and the capacity of national career guidance systems.

  • 12-February-2004


    Completing the Foundation for Lifelong Learning - An OECD Survey of Upper Secondary Schools

    Changing economic and social conditions are giving education a central role in the success of individuals and nations. As the final stage of formal education for the majority of students in OECD countries, upper secondary education is a crucial link. How successful are upper secondary schools in meeting the demands of modern societies and what are the main obstacles that they perceive in preparing young adults for life and a longer

    Related Documents
  • 3-February-2004


    Reviews of National Policies for Education - Bulgaria

    Reform of education, training and human resource management is an integral part of the transition to a democratic society and to economic prosperity. Efforts undertaken in educational work are an undeniable contribution towards fostering peace, human rights and a sustainable, secure environment, which are fundamental to achieving stability in a country. Bulgaria has made progress in all these areas since reform began in 1990. Today,

  • 27-January-2004

    English, , 567kb

    Thematic Review on Adult Learning - Austria Background Report

    The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries.

  • << < 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 > >>