Iboamerica in PISA 2006 focuses on the peformance of eight Iberoamerican countries in PISA 2006: two European countries, Spain and Portugal, and six from Latin America: Argentina, Brazil, Chile, Colombia, Mexico and Uruguay.
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This review of vocational education and training (VET) in Chile is part of ―Learning for Jobs‖, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
Apprendre pour le monde du travail présente une série de recommandations pratiques visant à aider les pays à rendre leurs systèmes de formation professionnelle plus réactifs aux besoins du marché du travail et à stimuler la croissance économique.
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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.
This review gives a brief overview of post-secondary education in Chile and describes its development over the past twenty years. It identifies key directions for policy reform in light of the challenges encountered by officials, communities, enterprises, educators, parents and students.
Cet ouvrage s’appuie sur une étude consacrée par l’OCDE aux pratiques et politiques en matière de direction d’établissement scolaire dans le monde.
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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.
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This Country Background Report for Chile was prepared by Daniel Uribe and Juan Salamanca of the Higher Education Division at the Ministry of Education of Chile as an input to the OECD Thematic review of Tertiary Education.
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This note contrasts key findings for the partner country Chile with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends. <