English, , 382kb
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).
OECD review teams of experts conducted in-depth examinations of national policies and practices and prepared a country note containing evaluation and policy recommendations.
English, , 474kb
English, , 445kb
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
Cet ouvrage est destiné à ceux qui, nombreux, s’intéressent au développement de l’enfant, à l’équilibre entre la vie familiale et la vie professionnelle ainsi qu’à la politique d’éducation et d’accueil des jeunes enfants.
English, , 145kb
English, , 468kb
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
English, , 354kb
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
English, , 144kb
English, , 255kb
The Swedish state school system is made up of compulsory and non-compulsory schooling. Compulsory schooling includes regular compulsory school, Sami school, special schools for pupils with impaired hearing, and education for pupils with learning disabilities. Non-compulsory schooling includes the pre-school class, upper secondary school, upper secondary school for pupils with learning disabilities, municipal adult education, and