Latest Documents


31-May-2007

English, , 382kb

Equity in Education Thematic Review Country Analytical Report - Slovenia

The task of this report is somewhat greater than in most other cases, as we are dealing both with a recently independent state (established in 1991).

31-May-2007

English

Equity in Education Country Analytical Reports

Each country prepared an analytical report on equity in education that describes each country’s context, provides a profile of equity in education, examines causes and explanations, and explores the effectiveness of existing policies and potential policy solutions to problems.

31-May-2007

English

Equity in Education Country Notes

OECD review teams of experts conducted in-depth examinations of national policies and practices and prepared a country note containing evaluation and policy recommendations.

31-May-2007

English, , 445kb

Equity in Education Thematic Review Country Analytical Report - Finland

The Finns regard education as very important. In a survey in 1993-94 Finnish adults were asked how they consider the Finnish comprehensive school to have succeeded in reaching its core objectives (3). Up to 66% of the adult respondents considered the school to have succeeded in developing skills and knowledge which support students in their further studies, as well as in promoting study motivation (60%), mediating a healthy lifestyle

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31-May-2007

English, , 468kb

Equity in Education Thematic Review Country Analytical Report - Norway

The goal of this report is to analyse equity in education in Norway. In this project there has been an agreement between the participating countries to use the following definition: “Educational equity refers to an educational and learning environment in which individuals can consider options and make choices throughout their lives based on their abilities and talents, not on the basis of stereotypes, biased expectations or

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31-May-2007

English, , 354kb

Equity in Education Thematic Review Country Analytical Report - Spain

The current Spanish education system is the result of a set of rapid transformations that, since the 1960s and, with greater intensity, since the transition to democracy (since 1976, after the end of Franco’s dictatorship), Spanish society, and more specifically the institutions of its welfare state, have undergone. Mass schooling has developed in this period, tardily in relation to the countries in our surroundings, and access to

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