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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.
This OECD Review provides, from an international perspective, an assessment of teacher evaluation in Portugal, including recommendations for policy development and implementation.
This page regroups all the AHELO newsletters. AHELO, the Assessment of Higher Education Learning Outcomes is a feasibility study to assess whether cross-national comparisons of higher education outcomes are possible.
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This review of Mexico assesses the main challenges faced by the VET system and presents an interconnected package of five policy recommendations. Each recommendation is described in terms of the challenge, the recommendation itself, supporting arguments, and issues of implementation.
This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries.
In his introductory remarks at the UNESCO World Conference on Higher Education, Mr Gurría noted that governments need to address the social and human dimensions of the crisis, which means that recovery plans have to support the most vulnerable and include investing in skills development, education and enhanced training projects.