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OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning.
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Šoštanj Primary School offers a learning process which can enrich traditional forms of schooling. It demonstrates how a school, including its infrastructure, can influence family life and the environment, creating new social patterns and a local identity.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
Clusters of firms and related organisations in a range of industry specialisations are a striking feature of the economic landscape in all countries. Their growth and survival depends on internal processes of specialisation, co-operation and rivalry, and knowledge flows that underpin the competitiveness of the firms within them. Cluster building is now among the most important economic development activities in OECD countries and
This book demonstrates that the success of local development strategies depends on the capacity of the government and its partners to accelerate change within the policy and governance aspects of economic and social development.
OECD countries have given a green light for the start of accession talks with five prospective new members, notably Slovenia, signalling a new stage in the Organisation's drive to broaden and deepen its involvement with emerging new players in the global economy.
The OECD, in partnership with Eurostat, ROSSTAT and CISSTAT, has calculated benchmark purchasing power parities (PPPs) for GDP and consumption for the year 2005 for 55 countries following a common methodology. The calculation covers the 30 member countries of the OECD, the 27 member states of the European Union, ten CIS countries, six Western Balkan countries and Israel. The results will be included into the forthcoming release of
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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.
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The task of this report is somewhat greater than in most other cases, as we are dealing both with a recently independent state (established in 1991).
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