Latest Documents


  • 12-February-2004

    English

    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

  • 9-February-2004

    English

    ECEC Archives

    The Review was initiated by the OECD Education Committee in 1996. The actual reviewing of the OECD countries began in 1998 and was completed in 2004. Twenty countries particited in the review: Australia, Austria, Belgium (two communities), Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, United Kingdom, United States.

    Related Documents
  • 9-February-2004

    English

    Early Childhood Education and Care

    The Review was initiated by the OECD Education Committee in 1996. The actual reviewing of the OECD countries began in 1998 and was completed in 2004. Twenty countries particited in the review: Australia, Austria, Belgium (two communities), Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, United Kingdom, United States.

    Related Documents
  • 6-February-2004

    English, , 530kb

    Attracting, Developing and Retaining Effective Teachers - Background Report for Chile

    Chile has experienced major political, economic and social changes in the last three decades. Three democratic governments led by the same political coalition (Concertación de Partidos por la Democracia) have taken the reins of the country since 1990 after 17 years of an authoritarian military government. The military government (1973-1990) carried out a reform program of the school system in Chile aiming to decentralize its

  • 1-février-2004

    Français, , 1,484kb

    PEB Echanges, N° 51 - février 2004

    Journal du Programme de l'OCDE pour la construction et l'équipement de l'éducation

    Related Documents
    Also Available
  • 1-February-2004

    Spanish, , 4,294kb

    PEB Exchange (en español) no. 51 - Febrero 2004

    PEB Exchange (en español) no. 51 - Febrero 2004 La revista de la OCDE para la construcción y el equipamiento de la educación

    Also Available
  • 30-janvier-2004

    Français

    Mesurer la gestion des connaissances dans le secteur commercial: premiers résultats

    La gestion des connaissances comprend toutes les activités qui sont liées à l'acquisition, à l'usage et au partage des connaissances au sein d'une organisation. Il est certain que ces pratiques sont utilisées de plus en plus fréquemment et qu'elles affectent significativement l'innovation et les autres aspects des performances des entreprises. On reconnaît donc, aujourd'hui, le besoin de comprendre et de mesurer cette activité afin

    Related Documents
    Also Available
  • 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.

    Related Documents
  • 7-January-2004

    English

    Ian Whitman - Head of the Programme for Co-operation with Non Member Economies (Directorate for Education)

    Ian Whitman is Head of the Programme for Co-operation with Non Member Economies in the Directorate for Education in the Organisation for Economic Co-operation and Development (OECD).

  • 2-janvier-2004

    Français

    "Aider les écoles à se préparer et à répondre aux attaques terroristes", réunion d'experts à Washington, D.C., 13-14 février 2002

    Cette rencontre avait plusieurs objectifs : mieux comprendre l'attitude adoptée par divers pays face à l'éventualité d'actes de terrorisme à l'encontre d'établissements scolaires et d'élèves ; examiner l'impact de ces événements sur les établissements et les élèves ; étudier les enseignements tirés ; mettre en place un groupe international informel d'experts en éducation et d'autres spécialistes, dont le travail porte sur les

  • << < 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 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 | 160 | 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 | 169 | 170 | 171 | 172 | 173 | 174 | 175 > >>