Finnish, , 181kb
Ympäristön tila oecd- maiden maataloudessa vuodesta 1990: Maaosio: suomi
With Finland’s traditional Nordic model, a rapidly ageing society, the global economic crisis and growing societal disillusionment the public administration has to be strategically agile in order to maintain fiscal sustainability and to respond to a complex and rapidly changing environment.
A first rural policy review was conducted for Finland in 1995, and this edition offers a unique look at how Finnish rural policy has evolved since the initial recommendations made in 1995.
Français, , 48kb
Ce qui suit est l'inventaire nationale de la Finlande sur les services à la pêche soumis en 2007
L’examen de 2007 montre que la Finlande est un acteur engagé sur la scène de la coopération pour le développement.
Despite concern about the negative impacts of globalisation on the economies of OECD regions, "Globalisation and Regional Economies" presents evidence that region-specific advantages remain a significant source of productivity gain for firms.
English, , 224kb
This note contrasts key findings for Finland with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
La main-d'oeuvre du secteur public vieillit encore plus rapidement que le reste de la société. Cette publication examine l'expérience de neuf pays membres de l'OCDE dans ce domaine.
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
English, , 1,014kb
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.