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The goal of this report is to analyse equity in education in Norway. In this project there has been an agreement between the participating countries to use the following definition: “Educational equity refers to an educational and learning environment in which individuals can consider options and make choices throughout their lives based on their abilities and talents, not on the basis of stereotypes, biased expectations or
This book analyses new economic development in the Baltic States and Northwest Russia and provides suggestions on how to speed up this progress.
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The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.The OECD does not guarantee the accuracy of the data included in this publication and accepts no responsibility whatsoever for any consequence of their use.
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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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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 Norway.
"Competitive Regional Clusters: National Policy Approaches" analyses the objectives, targeting, instruments and inter-governmental role sharing used by 26 programmes in 14 OECD countries.
This first report in a new OECD series on sickness, disability and work explores the possible factors behind this paradox. It looks specifically at the cases of Norway, Poland and Switzerland, and highlights the role of institutions and policies. A range of reform recommendations is put forward.
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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.