There is no real consensus on how much class time is enough when it comes to learning mathematics, science and reading. But educators and policy makers generally agree that while it’s important for students to spend considerable time in school lessons to acquire new skills, spending more hours and minutes in class is not enough to ensure that students succeed in school.
An open, liberal economy combined with redistribution and social welfare: The Danish model has largely weathered the storm of the financial and euro crises. Yet, when looking at education and integration, not all is rosy in the Kingdom of Denmark.
In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the pursuit of further education.
In just a couple of decades, upper secondary schooling has been transformed from a vehicle towards upward social mobility into a minimum requirement for life in modern societies.
Spanish, PDF, 679kb
¿Qué ventajas tiene hoy en día una titulación de secundaria de segunda etapa?
Interview with Allan Päll - Secretary General of the European Youth Forum
Education occurs in many forms; it’s not the same as schooling.
Did you ever wonder if education has a role to play in stemming the obesity epidemic sweeping across all OECD countries? Or what the impact of increasing urbanisation might be on our schools, families, and communities?
Research shows that programmes to improve adults’ basic skills need to use awareness-raising measures (like the adult education weeks promoted in Denmark and Finland) and national campaigns (as conducted in France and Luxembourg) to encourage interested, but reluctant adults to participate.
English, PDF, 4,156kb
This review describes variations in, and evidence for, pedagogical approaches in formal early childhood education and care (ECEC) settings; how pedagogy is monitored; and which policies affect pedagogical practice. Its specific focus is on comparisons of England (United Kingdom) with Japan, France, Germany, Denmark and New Zealand.