Latest Documents


3-December-2008

English, , 554kb

Recognising non-formal and informal learning: Country Background Report - Canada (Ontario)

The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

3-December-2008

English, , 61kb

Recognising non-formal and informal learning: Country Background Report - Canada (Prince Edward Island)

The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

3-December-2008

English, , 251kb

Recognising non-formal and informal learning: Country Background Report - Canada (Saskatchewan)

The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

3-December-2008

English, , 111kb

Recognising non-formal and informal learning: Country Background Report - Canada (Northwest Territories)

The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

1-décembre-2008

Français

Sortir du rang

Sortir du rang: article du magazine OECD Observer

Also Available

25-November-2008

English

Measuring Improvements in Learning Outcomes: Best Practices to Assess the Value-Added of Schools

Value-added estimates are a significant improvement upon measures of school performance currently used in most education systems across OECD countries. They provide a fundamentally more accurate and valuable quantitative basis for enacting effective school accountability arrangements.

24-novembre-2008

Français, , 1,141kb

Brochure sur le CELE

Brochure sur le Centre pour des environnements pédagogiques efficaces (21 March 2011)

Also Available

18-November-2008

English

A Framework for Monitoring Transition Systems (EDU Working Paper No. 20)

The current report presents the results of the development of indicators regarding the transition from education to work.

14-November-2008

English

School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003 (EDU Working Paper No.14 Revision 1)

This report provide new evidence on the relationship between student performance and these system level features. It finds that different facets of accountability, autonomy, and choice are strongly and positively associated with the level of student performance.

14-November-2008

English

School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003 (EDU Working Paper No.13 Revision 1)

This report provide new evidence on the relationship between student performance and these system level features. It finds that different facets of accountability, autonomy, and choice are strongly and positively associated with the level of student performance.

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