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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.
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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
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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
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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
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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
Cet ouvrage est destiné à ceux qui, nombreux, s’intéressent au développement de l’enfant, à l’équilibre entre la vie familiale et la vie professionnelle ainsi qu’à la politique d’éducation et d’accueil des jeunes enfants.
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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