Measuring the Quality of Schools: Mesurer LA Qualite Des Etablissements Scolaires (Indicators of Education Systems) (English and French Edition)

Centre for Educational Research and Innovation

Organization for Economic

Examines what competencies and skills are needed for citizens to play a constructive role in modern, complex and democratic societies and how schools perform in teaching such skills. The study provides the preliminary findings of an international pilot study that aims to build a new category of education indicators for cross-curricular competencies and to test instruments for appraising the results of education.

Prepared for Life - How to Measure Cross-Curricular Competencies: How to Measure Cross-Curricular Competencies = Prets Pour L'Avenir? : Comment ... Systems) (English and French Edition)

Reference

Waslander, Sietske

Peschar, Jules L.

Foreign Language Study & Reference

Case studies of educational innovation (v. 2)

Education & Teaching

Schools & Teaching

Organisation for Economic Co-operation and Development

The University and the Community: The Problems of Changing Relationships

Higher & Continuing Education

<p>Considers the extent of adult illiteracy in OECD countries, examines its impact on economic performance, and asks what type of remedial programs can be most effective.</p>

Adult Illiteracy and Economic Performance

Business & Money

Economics

How do decision processes concerning education compare in different countries? This publication compares levels, modes, and domains of decision-making processes in 14 OECD education systems during 1990/1991 and presents, for the first time, formal descriptions of public and private establishments in primary and secondary education (1st and 2nd Levels). It considered 34 basic decisions in four different areas: the organization of institutions planning and structure of education personnel management and allocation and use of resources.

Decision-Making in 14 OECD Education Systems

Children at risk come from a variety of disadvantaged backgrounds,   and comprise 15 to 30 per cent of students in many OECD countries.  They are   more likely than others to fail to reach necessary standards in school, to   drop out, and to experience real problems being integrated into mainstream   patterns of adult life.  This publication draws on reports and case studies   from 17 OECD countries and three foundations.  It addresses preschool, school   age and transition to work periods, and draws the policy implications of this   complex issue.  Chapter I provides a general overview of the concept "at   risk", its prevalance, and the methodology used.  It goes on to discuss   national policies and intervention strategies in the three area of pre-school,   school, and transition to work periods.  The chapter concludes with a   consideration of cross-cutting issues.  Chapters II, III, and IV identify   practical issues as derived in the main from the case studies provided in the   areas of pre-school, school, and transition to work respectively.  Chapter V   provides and conclusion and also discusses policy issues.

Our Children at Risk

Politics & Social Sciences

Social Sciences

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