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The sustainable education campus project for San Agustín de Guadalix is based on an innovative concept of urbanism and architecture. The campus design and landscape aim to support training and exemplify sustainability.
This book identifies how international events work as a trigger for local development and what hosting cities and nations can do to ensure that positive local development is realised.
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This Country Note on Spain 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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Country inventory from Spain on fisheries services, submitted in 2007.
Too many workers leave the labour market permanently due to health problems, and yet too many people with a disabling condition are denied the opportunity to work. This is a social and economic tragedy common to virtually all OECD countries, and an apparent paradox that needs explaining.
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 note contrasts key findings for Spain with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
Bilingual (English/Spanish) final report on the OECD peer review of Spain’s “policy mix” for research and innovation policies.
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The current Spanish education system is the result of a set of rapid transformations that, since the 1960s and, with greater intensity, since the transition to democracy (since 1976, after the end of Franco’s dictatorship), Spanish society, and more specifically the institutions of its welfare state, have undergone. Mass schooling has developed in this period, tardily in relation to the countries in our surroundings, and access to
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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.