Spanish, , 157kb
Those who manage schools and educational systems today have an arduous task as schools everywhere are being asked to do more than ever before. They also face a complex world and seemingly endless pressures on resources and demands for better perf...
English, , 659kb
Ten years after Hungary made the formal change from a centrally planned economy to a market system, the competition issues that appear in Hungary’s markets are comparable to those in other OECD countries in Europe. The general competition law is already 15 years old. It has been revised twice, most recently in order to mirror EU standards more closely.
Results from schools in Hungary that took part in this study, which was carried out to understand how ICT relates to educational innovation.
English, , 47kb
English, , 1,111kb
The OECD Thematic Review of the Transition from Initial Education to Working Life describes how young people's transition to work changed during the 1990s.
English, , 1,362kb
This country report was prepared for the project "Alternative approaches to financing lifelong learning". It analyses and presents the development of lifelong learning in Hungary, and proposes ways to assist in improving it.
English, , 1,362kb
The goal of achieving lifelong learning is ambitious in its aims to engage all citizens in the process of learning. It is complex because it breaks with past education reforms by defining in new ways the content, place, timing and duration of lea...
English, , 36kb
English, , 619kb
A major challenge of economic transition in central and eastern European countries is creating the institutional framework crucial to market operation. OECD Economic Studies No. 25.
English, , 4,377kb
August 1993. This publication seeks to add to the understanding of the problems which policy makers of Central and Eastern European Countries (CEECs) face in designing and implementing exchange control policies.