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L’école primaire de Šoštanj propose un processus d’apprentissage à même d’enrichir les formes traditionnelles d’enseignement. Cet exemple montre en quoi une école peut influencer l’environnement des enfants en créant de nouvelles interactions sociales et en renforçant l’identité locale.
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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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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).
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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.
Les rapports par pays dans les articles de la revue CELE/PEB Echanges.
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This activity gathers information about qualification systems in participating countries; examines the impact of different qualification policies on lifelong learning; and helps countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems.
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Presented at "Taking Fear out of Schools", an International Policy conference co-organised by the OECD, the Norwegian Ministry of Education and Research, the Directorate for Primary and Secondary Education and Stavanger University College, (5-8 September 2004, Stavanger, Norway)
This paper derives estimates of the efficiency of welfare spending in Slovenia and the other OECD countries from data envelopment analysis based on model specifications used in earlier OECD studies.