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This book reviews the experiences of eight OECD countries which have developed and used performance information in the budget process over the past ten years. The book offers guidelines and recommendations on adapting budget systems to promote the use of performance information.
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.
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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
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The 2006 OECD study offers an analysis of the CII security policies in four countries: Canada, Korea, the United Kingdom, and the United States - with a focus on the drivers for and challenges to their development.
This summary study looks at existing Korean family, health and pension policies from an international perspective and considers them in view of the emerging policy challenges in Korea. It was presented at a policy forum on Low fertility and Ageing Society, in September 2006 in Seoul.
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This Country Note on Korea forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.
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This report was prepared by The Korean Educational Development Institute (KEDI), on behalf of the Korean Ministry of Education and Human Resources Development, as an input to the OECD Thematic Review of Tertiary Education.
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This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2007, contains information about the progress in implementing reforms in line with the 2006 priorities for Korea.
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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.