Aspects of the Integration of Handicapped and Disadvantaged Students into Education. Evidence from Quantitative and Qualitative Data.

Any comparative discussion concerning the integration or inclusion of students with handicaps into education systems requires thought to be given to the types of students who are included under such a heading. The term ‘handicap’ although used widely in French is not popular in other countries where the term ’Special Educational Needs’ (SEN) is more commonly used. However the use of this term complicates the matter even further when

OECD Forum on Schooling for Tomorrow - The Institut International de la Prospective Futuroscope, (Poitiers, France 12th -14th February 2003)

This forum addressed forward thinking, innovation and school system change, and covered case studies and reform programmes.

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Thematic Review of National Policies for Education - Albania

This report on education in Albania has been prepared within the framework of the Centre for Co-operation with Non-Members (CCNM) of the OECD as part of its programme of co-operation with the Stability Pact for South Eastern Europe. The Secretari...

Reading for Change: Performance and Engagement across Countries: Results from PISA 2000

How well can young people read, as they approach the end of their basic education? The OECD Programme for International Student Assessment (PISA) survey provides a more complete answer to this question than has previously been possible at an inte...

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Integrating Handicapped Students in Secondary Education

It has almost become a truism that including students with disabilities in mainstream schools is the preferred form of provision. Most countries in Europe have this as their goal and it has been the policy of the European Union for some years. But what is the current situation in relation to this goal for secondary education? This paper will use data gathered by OECD to throw light on this question. The data come from two sources.

Social Exclusion and Children - Creating Identity Capital:Some Conceptual Issues and Practical Solutions

This paper will provide an overview of the work being carried out at Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation (OECD/CERI) in the field of social exclusion as it applies to children. In particular it will focus on disabled and disadvantaged children and young people since these are the ones who are most likely to be at risk of exclusion and are areas in which the OECD has

Attracting, Developing and Retaining Effective Teachers - Home Page

The overall purpose of the Activity is to provide policy makers with information and analysis to assist them in formulating and implementing teacher policies leading to quality teaching and learning at the school level.

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Teacher Education and the Teaching Career in an Era of Lifelong Learning (Education Working Paper No. 2)

This paper attempts to position the teaching career within the context of the changing policy paradigm of lifelong learning.

Teacher Demand and Supply: Improving Teaching Quality and Addressing Teacher Shortages - A Literature Review and a Conceptual Framework for Future Work (Education Working Paper No. 1)

This paper provides an extensive review of the most relevant issues involved in the management of teacher demand and supply at the pre-tertiary level.

Schooling for Tomorrow: The Schooling for Tomorrow Operational Toolbox for Innovation, Forward-thinking and School System Change

All OECD countries now face a demanding new situation for schools. They are seeking to raise standards for all students, quantitatively and qualitatively. The broad aim of "lifelong learning for all" has moved from rhetoric to necessity, implying major shifts of thinking and practice for schools