The objective is to develop special needs education in Southeast Europe (SEE) countries through gathering statistics, setting up a data base, implementing teacher training and supporting national governments in the reform of their education systems concerning this field of education.
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.
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We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers, and institutions are all significantly related to math, science, and reading achievement. Our models account for more than 85% of the between-country performance variation, with roughly 25% accruing to institutional variation. Student performance is
Au Chili, l’éducation est une grande priorité depuis le retour au pouvoir d’un gouvernement démocratique en 1990. Le Chili a apporté un certain nombre d’améliorations essentielles à son système éducatif depuis lors, notamment grâce à une croissance économique soutenue et à l’engagement pris par les pouvoirs publics d’accroître leurs investissements dans l’éducation. Une récente réforme garantit à tous les enfants chiliens une
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
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Early childhood education and care experienced a surge of policy attention in OECD countries during the 1990s. Women – including mothers of young children - were joining the labour market in ever greater numbers, with a corresponding need for more childcare places and long-day kindergarten. Policy makers recognised that equitable access to quality early childhood education and care could both support the social needs of families and
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Les pays de l’OCDE attachent une importance grandissante aux politiques de formation tout au long de la vie et aux politiques actives de l’emploi, en tant qu’instruments de la croissance économique et de l’équité sociale. Des systèmes efficaces d’information et d’orientation sont essentiels pour étayer la mise en œuvre de ces politiques, et tous les citoyens doivent acquérir les compétences nécessaires pour gérer eux-mêmes leur
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
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.