Early childhood and schools

Education Policy Analysis 2004



Table of Contents 
Executive Summary
Summaries in 18 languages
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Improving the quality of education is a key policy objective in OECD countries. Major education reforms are under way around the world in response to the demands of making lifelong learning opportunities available to all. Education Policy Analysis provides an opportunity to reflect on, and learn from, this rich international experience.

The 2004 edition contains state-of-the-art reviews of policy issues and international developments in the role of non-university institutions in widening access to tertiary education and in making it more diverse and relevant; how countries can gain educational returns from their investments in educational ICT;  the challenges that lifelong learning poses for schools; and  how tax policies can help to foster lifelong learning. The 2004 edition also includes a summary of recent major education policy changes across a wide range of fields in OECD countries.

Chapter 1: Alternatives to Universities Revisited

Chapter 2:  Getting Returns From Investing in Educational ICT

Chapter 3: How Well do Schools Contribute to Lifelong Learning?

Chapter 4: Taxation and Lifelong Learning

Annex: Recent education policy developments

This annex contains summaries of recent education policy developments. Countries were invited to submit the summaries organised around the six strategic priorities that now structure the OECD’s work in education. Summaries were provided by 16 OECD countries: Australia; Austria; Belgium (French Community); Czech Republic; Denmark; Finland; France; Hungary; Japan; Korea; Luxembourg; Norway; Poland; Portugal; Slovak Republic; and the United Kingdom. In addition, contributions were provided by Israel and the Russian Federation, which have observer status on the OECD Education Committee.


The text on page 62 should read as follows:
One generally encouraging message to emerge from analysis of PISA data is that within many OECD countries the number of students per computer in the schools in which the weakest students are located is generally no higher than the number of students per computer in other schools.

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