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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. <
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Articles : Nouveau Centre d’apprentissage créatif dans une école pour filles en Australie ; Le système d’indicateurs de performance de l’infrastructure scolaire en Afrique du Sud ; Irlande : l’École publique de Cherry Orchard ; Prix de la construction scolaire 2006 aux Pays-Bas ; Améliorer la sûreté sismique dans les établissements scolaires en Inde
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The task of this report is somewhat greater than in most other cases, as we are dealing both with a recently independent state (established in 1991).
Each country prepared an analytical report on equity in education that describes each country’s context, provides a profile of equity in education, examines causes and explanations, and explores the effectiveness of existing policies and potential policy solutions to problems.
OECD review teams of experts conducted in-depth examinations of national policies and practices and prepared a country note containing evaluation and policy recommendations.
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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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