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This 2009 edition of Education at a Glance includes first results from TALIS, a survey on teacher practices, new analysis of the social benefits of education, new information on long-term unemployment and involuntary part-time work among young adults, and new data on the benefits of education.
The current paper provides an overview of the International Adult Literacy Survey (IALS) and the Adult Literacy and Life Skills Survey (ALL) as well as of the forthcoming OECD Programme for the International Assessment of Adult Competencies (PIAAC).
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This Self-evaluation report reflects the joint effort of higher education institutions (HEI) and regional stakeholders in the Bío Bío Region, Chile to assess the impact that the HEI have had on regional development. The self-evaluation was performed between December 2008 and June 2009.
Vous trouverez ici des articles parus dans la revue du Centre de l’OCDE pour des environnements pédagogiques efficaces (CELE). Avant 2009, la revue s’appellait « PEB Échanges ».
Vous trouverez ici des articles parus dans la revue du Programme de l’OCDE pour la construction et l’équipement de l’éducation (PEB) entre 1998 et 2008. Depuis 2009, la revue s’appelle « CELE Échanges ».
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Norway follows the social model of disability, where “disability” is defined as a product of socially constructed barriers restricting individuals with impairments from participating equally in society.
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The present country report describes the context of the policies and provisions related to support and aid for students with disabilities or learning difficulties in Denmark. It also describes the key factors that are influencing transition policies in the educational field for disabled students and includes references and descriptions of related factors in the field of employment.
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The OECD is looking for monetary sponsorship in its efforts to conduct a feasibility study to assess learning outcomes and enhance student success globally.
Evènements à venir organisé par CELE
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This report provides an external, independent review of teacher evaluation in Portugal and offers our assessment of the strengths of the current model and ways in which it needs to be improved in order to be successfully implemented.