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  • Paris : OECD Publishing  (40)
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  • 1
    Online Resource
    Online Resource
    An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in Moldova (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (96 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.78
    Keywords: Lehrkräfte ; Lehrplan ; Schule ; Moldawien ; Education ; Moldova, Republic of
    Abstract: The Republic of Moldova considers education a national priority and has been making steady progress in reforming and modernising its education system. The Ministry of Education and Research (MoER) in 2023 launched its Education Development Strategy 2030 and requested the European Union (EU) to engage the OECD to undertake a deeper analysis of selected policy domains that are central to its education reform. This laid the foundation for the project "Support to the implementation of education policies in Moldova", funded by the EU. The MoER expressed a keen interest to learn from international research evidence and relevant international examples to help advance its education reform agenda. This report is the first output of the project that presents an in-depth analysis of two of three selected policy domains: "professional development of teachers and other education professionals" and "curriculum and learning resources" and has been developed by the OECD in collaboration with the UNESCO International Institute for Education Planning. The report will be valuable for Moldova and other countries that are looking to strengthen their school systems.
    DOI: 10.1787/22633a40-en
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  • 2
    Online Resource
    Online Resource
    How Learning Continued during the COVID-19 Pandemic : Global Lessons from Initiatives to Support Learners and Teachers (2022)
    Paris : OECD Publishing
    Details
    ISBN: 9789264819092
    Language: English
    Pages: 1 Online-Ressource (384 p.) , 21 x 28cm.
    Keywords: Lernen ; Schule ; Schulpolitik ; Lehrkräfte ; Coronavirus ; Welt ; Education ; Development ; Governance ; Amtsdruckschrift
    Abstract: This report brings together 45 of the education continuity stories that were jointly documented by the OECD, the World Bank, Harvard’s Global Education Innovation Initiative and HundrED during the first wave of school closures related to the COVID-19 pandemic. It covers a variety of different examples on how governments and non-governmental organisations quickly responded to school closures to implement a strategy for learners around the world to continue to study. While often based on the use of digital solutions, those solutions target specific solutions aimed at academic learning, socio-emotional support, teacher professional development, etc. The book covers examples from low, middle and high income countries on all continents and draws some lessons of these fast-paced responses to reimagine a post-pandemic education across the world.
    DOI: 10.1787/bbeca162-en
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  • 3
    Online Resource
    Online Resource
    The State of School Education : One Year into the COVID Pandemic (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (51 p.)
    Keywords: Schule ; Bildungsniveau ; Unterricht ; Fernunterricht ; Schüler ; Coronavirus ; Epidemie ; Welt ; Education ; Amtsdruckschrift
    Abstract: In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving. The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction. This report presents the preliminary findings from this survey, providing a snapshot of the situation one year into the COVID crisis.
    DOI: 10.1787/201dde84-en
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  • 4
    Online Resource
    Online Resource
    Schooling during a pandemic : the experience and outcomes of schoolchildren during the first round of COVID-19 lockdowns (2021)
    Paris : OECD Publishing
    Details
    ISBN: 9789264579019 , 9789264366824 , 9789264955110
    Language: English
    Pages: 1 Online-Ressource (107 Seiten) , Diagramme
    Parallel Title: Erscheint auch als Thorn, William Schooling during a pandemic
    Keywords: OECD ; Schüler ; Schulbesuch ; Telearbeit ; Psychische Krankheit ; Coronavirus ; OECD-Staaten ; Mitgliedsstaaten ; Gesundheit ; COVID-19 ; Fernstudium ; Fernunterricht ; Lernen ; E-Learning ; Student ; Schüler ; Elternarbeit ; Schule ; Arbeitsbedingungen ; Internationaler Vergleich ; Education ; Social Issues/Migration/Health ; Employment ; Australia ; Belgium ; Canada ; Czech Republic ; Finland ; France ; Germany ; Ireland ; Italy ; Netherlands ; Switzerland ; United Kingdom ; United States
    Abstract: This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. Information is presented on three interrelated topics: the nature of the educational experience during the period of lockdowns and school closures; the home environment in which education took place for the vast majority of schoolchildren; the effects on the mental health and learning outcomes for children during this period. The data come primarily from 5 countries (France, Germany, Ireland, the United Kingdom and the United States) with additional information on some aspects for 6 additional countries (Australia, Belgium (Flanders), Canada, Finland, Italy and the Netherlands). This report will be of interest to policy makers, academics, education stakeholders and anyone interested in a first international empirical analysis of the effects of the pandemic on the lives and education of schoolchildren.
    DOI: 10.1787/1c78681e-en
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  • 5
    Online Resource
    Online Resource
    Using Digital Technologies for Early Education during COVID-19 : OECD Report for the G20 2020 Education Working Group (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (67 p.) , 21 x 28cm.
    Keywords: Frühkindliche Bildung ; Schule ; Unterricht ; Digitalisierung ; Digitale Medien ; Coronavirus ; Bildungspolitik ; OECD-Staaten ; G20-Staaten ; Education ; Science and Technology
    Abstract: Digital technologies are increasingly present in young children’s lives. How can early education systems get the best out of digitalisation while minimising its risks? This is especially urgent as the COVID-19 pandemic has accelerated our reliance on digital tools – tools that enabled young children to continue learning when early education centres and primary schools closed down. It is in this context that the OECD conducted a policy survey covering 34 countries and jurisdictions. It investigates how digital technologies were used to provide distance education for young children in 2020, which challenges arose and what policy changes are in the pipeline for early education.
    DOI: 10.1787/fe8d68ad-en
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  • 6
    Online Resource
    Online Resource
    What’s Next? Lessons on Education Recovery : Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (55 p.)
    Keywords: Bildungswesen ; Bildungspolitik ; Schulpolitik ; Schule ; Coronavirus ; Epidemie ; Welt ; Education ; Amtsdruckschrift
    Abstract: United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May–June and July–October 2020, respectively, the third round was implemented during the period February–June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (“OECD survey”) and 112 countries responded to the UIS (“UIS survey”). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis.
    DOI: 10.1787/697bc36e-en
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  • 7
    Online Resource
    Online Resource
    How schools can help protect young people in a recession (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (20 p.)
    Series Statement: OECD Education Policy Perspectives no.30
    Keywords: Berufsberatung ; Schule ; Jugendliche ; Junge Arbeitskräfte ; Konjunktur ; OECD-Staaten ; Education
    Abstract: Career guidance has never been seen as more important but what really makes a difference to the prospects of young people? This paper provides guidance to schools on how school leaders, teachers and guidance professionals can be most confident that they are providing useful support to students. It summarises available research on how schools can be most effective – and shares examples of how countries are helping to prepare young people to become career ready even at the most difficult times. In particular, it focuses on three important teenage attributes which act as indicators for whether they can be expected to do as well as possible in the jobs market. It matters: What teenagers think about their futures in work How they explore their potential futures at home or at school Whether they experience workplaces through part-time working, internships or volunteering. Young people who think about, explore and experience potential future lives in work are much better placed to make decisions that are right for them and compete for available jobs. The paper summarises the key evidence, sets out principles underpinning more effective career guidance and shows how well students are doing in different countries. Finally, encourages interested policy makers and practitioners to stay in touch with OECD work that will conclude late in 2021 with the development of data-driven tools for practice.
    DOI: 10.1787/18f7d6f0-en
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  • 8
    Online Resource
    Online Resource
    Getting a job : How schools can help students in the competition for employment after education (2021)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (18 p.)
    Series Statement: OECD Education Policy Perspectives no.35
    Keywords: Arbeitsmarktintegration ; Schule ; Bildungspolitik ; Education
    Abstract: While young people are leaving education more qualified than ever before, in many countries they are struggling to compete for jobs in the labour market. Compared to older workers, young people tend to have less work experience, fewer useful contacts and less know-how about how to get a job. Young people face additional challenges in preparing for online recruitment processes. There are however, things that secondary schools can do to help students get a job and ongoing analysis of national longitudinal surveys in four countries reveal associations with better employment outcomes. This paper looks at how school can: Demystify the recruitment process Teach students how to apply for jobs Help them prepare to succeed in job interviews.
    DOI: 10.1787/9ac1ab37-en
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  • 9
    Online Resource
    Online Resource
    Strong Foundations for Quality and Equity in Mexican Schools (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264312548 , 9789264441590 , 9789264661950
    Language: English
    Pages: 1 Online-Ressource (216 p.) , 21 x 28cm.
    Series Statement: Implementing Education Policies
    Parallel Title: Erscheint auch als Strong foundations for quality and equity in Mexican schools
    Keywords: Bildungsreform ; Schulpolitik ; Qualität ; Mexiko ; Education ; Mexico ; Mexiko ; Bildungspolitik ; Schule
    Abstract: This report presents an assessment of Mexico's recent education reforms. Education systems worldwide require continued policy efforts in essential areas to improve student learning, such as: the need to prioritise equity; providing learning environments that are fit for the 21st century; ensuring that schools are run and staffed by high-quality professionals who are well supported; and designing evaluation and assessment frameworks that support schools and assist policy makers in promoting effective student learning and quality of education for all. Mexico's education system has evolved in this direction, but many of the recent reforms need time to mature and flexibility to be adjusted to ensure schools can deliver quality education. In Mexico, like in many other countries, there is a considerable distance between national policy making and the learning that happens in schools. Closing this gap requires substantial resources, capacity and support from state authorities, who have an important role to play as operators of the system, as well as from education stakeholders across the country. In complex education systems, implementation is not only about executing the policy but also building and fine-tuning it collaboratively. This OECD report aims to support Mexico in this endeavour.
    DOI: 10.1787/9789264312548-en
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  • 10
    Online Resource
    Online Resource
    Responsive School Systems : Connecting Facilities, Sectors and Programmes for Student Success (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264308954 , 9789264308947 , 9789264306707
    Language: English
    Pages: 1 Online-Ressource (300 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als Responsive school systems
    Keywords: Schule ; Schulpolitik ; OECD-Staaten ; Education ; Schule ; Schulentwicklungsplanung ; Bildungspolitik
    Abstract: This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions.
    DOI: 10.1787/9789264306707-en
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  • 11
    Online Resource
    Online Resource
    OECD Reviews of School Resources: Portugal 2018 (2018)
    Paris : OECD Publishing
    Details
    ISBN: 9789264308411 , 9789264310582 , 9789264310599
    Language: English
    Pages: 1 Online-Ressource (264 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als Liebowitz, David OECD reviews of school resources
    Keywords: Schule ; Bildungsfinanzierung ; Schulpolitik ; Portugal ; Education ; Governance ; Portugal ; Portugal ; Schule ; Schulpolitik ; Schulfinanzierung
    Abstract: This country review offers an independent analysis of major issues facing the use of school resources in Portugal from an international perspective. It provides a description of national policies, an analysis of strengths and challenges and options for possible future approaches. The analysis focuses on the process of decentralisation of school governance, the integration of local, national and international funding streams in educational financing, and the development of the teaching profession. The report covers primary and secondary school education.
    DOI: 10.1787/9789264308411-en
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  • 12
    Online Resource
    Online Resource
    OECD Reviews of School Resources: Chile 2017 (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264285637 , 9789264285644
    Language: English
    Pages: 1 Online-Ressource (284 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Parallele Sprachausgabe OCDE Revisiones de recursos escolares : Chile 2017
    Parallel Title: Erscheint auch als Santiago, Paulo OECD reviews of school resources
    Keywords: Schule ; Bildungsfinanzierung ; Schulpolitik ; Chile ; Education ; Governance ; Economics ; Chile ; Chile ; Schule ; Schulpolitik ; Schulfinanzierung
    Abstract: This country review report for Chile provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Chile, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Chilean education authorities; ii) to help other countries understand the Chilean approach to the use of school resources; and iii) to provide input for the comparative analysis of the OECD School Resources Review. The analysis in the report focusses on the following areas: i) the funding of school education (including planning, distribution, incentives and monitoring); ii) equity resourcing policies targeted at specific groups of students; iii) school organisation and the operation of schools; and iv) the teaching profession.
    DOI: 10.1787/9789264285637-en
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  • 13
    Online Resource
    Online Resource
    Romania 2017 (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264274051
    Language: English
    Pages: 1 Online-Ressource (240 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of Evaluation and Assessment in Education
    Parallel Title: Erscheint auch als Kitchen, Hannah Romania 2017
    Keywords: Bildungswesen ; Bewertung ; Rumänien ; Education ; Romania ; Rumänien ; Schule ; Evaluation
    Abstract: Romania’s education system has made impressive strides over the past two decades, with an increasing share of students mastering the basic competencies that they need for life and work. But these average improvements mask significant disparities in learning outcomes and attainment, with an increasing share of students leaving education early without basic skills. This review, developed in cooperation with UNICEF, provides Romania with recommendations to help strengthen its evaluation and assessment system, by reducing the weight of high stake examinations and creating more space for the formative discussions and feedback that are integral to improving learning and teaching. It will be of interest to Romania, as well as other countries looking to make more effective use of their evaluation and assessment system to improve quality and equity, and result in better outcomes for all students.
    DOI: 10.1787/9789264274051-en
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  • 14
    Online Resource
    Online Resource
    Schools at the Crossroads of Innovation in Cities and Regions (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264282766
    Language: English
    Pages: Online-Ressource (135 p.) , ill.
    Series Statement: Educational Research and Innovation
    Parallel Title: Erscheint auch als Schools at the crossroads of innovation in cities and regions
    Keywords: Schule ; Schulpolitik ; Innovation ; Kooperation ; Kommunalpolitik ; Regionalentwicklung ; OECD-Staaten ; Education ; Urban, Rural and Regional Development ; Schulentwicklung ; Kooperation ; Gemeinde ; Wirtschaft
    Abstract: Many people would not consider schools among the most innovative institutions of modern societies. This perception is not entirely accurate, since education is innovating in many ways in order to meet the demands of the 21st century economies and societies. But teachers and schools cannot do it alone. They should be seen as actors and partners in broader ecosystems of innovation and learning at the local and regional levels. Schools are networking organisations, making important contributions to the regional economy and local community. Businesses, industry, organisations and communities can help and support schools, and can also benefit from their roles in learning, knowledge development and innovation. This report serves as the background report to the third Global Education Industry Summit which was held on 25-26 September 2017 in Luxembourg. On the basis of recent OECD analysis, it discusses innovation in education, schools driving progress and well-being in communities, the role of industry and employers in supporting schools and suggests policies towards better ecosystems of learning and innovation. The report argues for better networking and partnerships between schools, regional industries and local communities.
    DOI: 10.1787/9789264282766-en
    URL: Volltext
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  • 15
    Online Resource
    Online Resource
    The Funding of School Education : Connecting Resources and Learning (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264296053 , 9789264276147 , 9789264276185
    Language: English
    Pages: 1 Online-Ressource (316 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als The funding of school education
    Keywords: Schulfinanzierung ; OECD-Staaten ; Education ; Governance ; Economics ; Schule ; Finanzierung ; Bildungspolitik
    Abstract: This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission. .
    DOI: 10.1787/9789264276147-en
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  • 16
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    Online Resource
    Promising Practices in Supporting Success for Indigenous Students (2017)
    Paris : OECD Publishing
    Details
    ISBN: 9789264279421
    Language: English
    Pages: 1 Online-Ressource (140 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe La réussite scolaire des élèves autochtones : Pratiques prometteuses
    Parallel Title: Erscheint auch als Promising practices in supporting success for indigenous students
    Keywords: Indigene Völker ; Studierende ; Bildungspolitik ; Kanada ; Neuseeland ; Australien ; Queensland (Staat) ; Education ; Kanada ; Indigenes Volk ; Schule ; Schulerfolg ; Australien ; Neuseeland
    Abstract: Indigenous peoples are diverse, within and across nations. However, Indigenous peoples have experienced colonisation processes that have undermined Indigenous young people’s access to their identity, language and culture. At the same time, Indigenous children have not generally had access to the same quality of education that other children in their country have had access to. These two forces in combination have undermined the educational opportunities and outcomes of successive generations of Indigenous children and young people, at times with catastrophic effect. The six Canadian provinces and territories that participated in this study, along with New Zealand and Queensland (Australia), are actively seeking to better meet the educational needs and aspirations of Indigenous students and their families. The report seeks to identify promising strategies, policies, programmes and practices that support improved learning outcomes for Indigenous students and to build an empirical evidence base on Indigenous students in education. The study investigates four areas in Indigenous education: well-being, participation, engagement and achievement in education. These outcomes are inter-connected and mutually reinforcing, and each is essential for the success of every student.
    DOI: 10.1787/9789264279421-en
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  • 17
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    School leadership for learning : insights from TALIS 2013 (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9264258337 , 9789264258334 , 9264258345 , 9789264258341
    Language: English
    Pages: 1 Online-Ressource (176 Seiten) , Illustrationen
    Series Statement: TALIS
    Series Statement: Talis 2013
    Series Statement: Teaching and learning International survey
    Parallel Title: Erscheint auch als School leadership for learning
    Parallel Title: Erscheint auch als School leadership for learning
    Keywords: Teaching and Learning International Survey ; Teaching and Learning International Survey ; Schule ; Führungskräfte ; Lehrkräfte ; OECD-Staaten ; Educational leadership ; Educational leadership ; Educational leadership ; Educational leadership ; Education ; OECD ; Schule ; Lehrer ; Schulleiter
    Abstract: The OECD Teaching and Learning International Survey (TALIS) is the largest international survey of teachers and school leaders. Using the TALIS database, this report looks at different approaches to school leadership and the impact of school leadership on professional learning communities and on the learning climate in individual schools. It looks at principals’ instructional and distributed leadership across different education systems and levels. Instructional leadership comprises leadership practices that involve the planning, evaluation, co-ordination and improvement of teaching and learning. Distributed leadership in schools explores the degree of involvement of staff, parents or guardians, and students in school decisions. How are principals’ and schools’ characteristics related to instructional and distributed leadership? What types of leadership are favoured across countries? What impact do they have on the establishment of professional learning communities and positive learning environments? The report notes that teacher collaboration is more common in schools with strong instructional leadership. However, about one in three principals does not actively encourage collaboration among the teaching staff in his or her school. There is room for improvement; and both policy and practice can help achieve it. The report offers a series of policy recommendations to help strengthen school leadership.
    DOI: 10.1787/9789264258341-en
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  • 18
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    Netherlands 2016 : foundations for the future (2016)
    Paris : OECD Publishing | Paris : OECD
    Details
    ISBN: 9789264258143 , 9789264257658
    Language: English
    Pages: 1 Online-Ressource (157 Seiten) , Illustrationen
    Series Statement: Reviews of national policies for education
    Parallel Title: Erscheint auch als Netherlands 2016
    RVK:
    QX 810
    Keywords: Bildungspolitik ; Niederlande ; Education ; Netherlands ; Niederlande ; Bildungspolitik ; Schule
    Abstract: How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
    DOI: 10.1787/9789264257658-en
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  • 19
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    OECD Reviews of School Resources: Estonia 2016 (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264085695 , 9789264251748 , 9789264251731
    Language: English
    Pages: 1 Online-Ressource (232 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als Santiago, Paulo OECD reviews of school resources: Estonia 2016
    Keywords: Schule ; Schulfinanzierung ; Lehrkräfte ; Estland ; Education ; Estonia ; Estland ; Schulpolitik ; Schulentwicklungsplanung ; Schulfinanzierung ; Schulverwaltung ; Lehrer
    Abstract: The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time. This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
    DOI: 10.1787/9789264251731-en
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  • 20
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    OECD Reviews of School Resources: Austria 2016 (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264294196 , 9789264256729 , 9789264257719
    Language: English
    Pages: 1 Online-Ressource (200 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als Nusche, Deborah OECD reviews of school resources
    Keywords: Schule ; Schulfinanzierung ; Lehrkräfte ; Schulpolitik ; Österreich ; Education ; Austria ; Österreich ; Schule ; Schulfinanzierung ; Schulpolitik ; Lehrer
    Abstract: The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time. This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
    DOI: 10.1787/9789264256729-en
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    OECD Reviews of School Resources: Uruguay 2016 (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264265530 , 9789264266094
    Language: English
    Pages: 1 Online-Ressource (276 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als Santiago, Paulo Uruguay 2016
    Keywords: Schule ; Schulfinanzierung ; Lehrkräfte ; Schulpolitik ; Uruguay ; Education ; Uruguay ; Uruguay ; Schule ; Schulfinanzierung ; Schulpolitik ; Lehrer
    Abstract: The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time. This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
    DOI: 10.1787/9789264265530-en
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  • 22
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    OECD Reviews of School Resources: Slovak Republic 2015 (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264251281 , 9789264247567
    Language: English
    Pages: 1 Online-Ressource (244 p.) , 21 x 28cm.
    Series Statement: OECD Reviews of School Resources
    Parallel Title: Erscheint auch als Santiago, Paulo Slovak Republic 2015
    Keywords: Schule ; Schulfinanzierung ; Lehrkräfte ; Slowakei ; Education ; Slovak Republic
    Abstract: The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time. This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
    DOI: 10.1787/9789264247567-en
    URL: lizenzpflichtig
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  • 23
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    Financial Education for Youth : The Role of Schools (2014)
    Paris : OECD Publishing
    Details
    ISBN: 9789264174825
    Language: English
    Pages: Online-Ressource (182 p.)
    Parallel Title: Erscheint auch als Financial education for youth
    DDC: 332
    RVK:
    MS 7150
    Keywords: Finanzwissen ; Schule ; Schüler ; Unterricht ; Jugendliche ; OECD-Staaten ; Education ; Finance and Investment ; Schüler ; Finanzwirtschaft ; Bildung ; OECD
    Abstract: The importance of financial literacy and specifically the need to promote financial education has been recognised as an important contributor to improved financial inclusion and individuals’ financial well-being as well as a support to financial stability. The relevance of financial education policies is acknowledged at the highest global policy level: in 2012, G20 Leaders endorsed the OECD/INFE High-level Principles on National Strategies for Financial Education that specifically identify youth as one of the priority targets of government policies in this domain. That same year, Asia-Pacific Economic Cooperation (APEC) Ministers of Finance identified financial literacy as a critical life skill. The publication addresses the challenges linked to the introduction of financial education in schools, and provides practical guidance and case studies to assist policy makers, and a comparative analysis of existing learning frameworks for financial education in the formal school system.
    DOI: 10.1787/9789264174825-en
    URL: Volltext
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  • 24
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    Online Resource
    Improving Education in Mexico : A State-level Perspective from Puebla (2013)
    Paris : OECD Publishing
    Details
    ISBN: 9789264200197
    Language: English
    Pages: Online-Ressource (228 p.) , ill.
    Parallel Title: Parallelausg. Mejorar la Educación en México ; Una perspectiva estatal desde Puebla
    Parallel Title: Erscheint auch als Improving education in Mexico
    Keywords: Schulpolitik ; Mexiko ; Puebla (Staat) ; Education ; Mexico ; Staat Puebla ; Schule ; Schulentwicklung
    Abstract: How can the state of Puebla improve its education system? Within an international perspective, this report analyses the major challenges facing the state’s education system, current policy initiatives, and innovative practices. It highlights that a long-term strategy, a stronger capacity to lead improvements and reforms in four main policy areas are keystones for educational improvement. With insights from top performing systems and those with a similar reform trajectory, it sets out strategies for action to make change happen.
    DOI: 10.1787/9789264200197-en
    URL: Volltext
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  • 25
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    Inspired by Technology, Driven by Pedagogy : A Systemic Approach to Technology-Based School Innovations (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264094437
    Language: English
    Pages: Online-Ressource (160 p.)
    Series Statement: Educational Research and Innovation
    Parallel Title: Druckausg.
    RVK:
    DI 4000
    RVK:
    DP 2600
    Keywords: Education ; Science and Technology ; Schule ; Neue Technologie ; Strukturwandel
    Abstract: This report highlights key issues to facilitate understanding of how a systemic approach to technology-based school innovations can contribute to quality education for all while promoting a more equal and effective education system. It focuses on the novel concept of systemic innovation, as well as presenting the emerging opportunities to generate innovations that stem from Web 2.0 and the important investments and efforts that have gone into the development and promotion of digital resources. It also shows alternative ways to monitor, assess and scale up technology-based innovations. Some country cases, as well as fresh and alternative research frameworks, are presented.
    DOI: 10.1787/9789264094437-en
    URL: Volltext
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  • 26
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    Improving Schools : Strategies for Action in Mexico (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264087040
    Language: English
    Pages: Online-Ressource (180 p.)
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Mejorar las escuelas ; Estrategias para la acción en México
    Parallel Title: Erscheint auch als Improving schools
    Keywords: Bildungspolitik ; Schule ; Mexiko ; Education ; Mexico
    Abstract: This report develops comparative knowledge for reforms in teacher and school management policies in the context of an OECD member country: Mexico. Mexico’s education outcomes can be improved by enhancing the effectiveness of its schools. The standards gap between the performance of students in Mexico and other OECD countries can only be reduced if schools become good at what they do. This report looks at key issues and challenges faced by the Mexican education system and provides policy recommendations on school management, leadership and teacher policies. These recommendations have been developed by considering the outcomes, quality and standards of education and schools in Mexico in terms of what is known internationally about effective schools, and by adapting this knowledge to the Mexican context. The report has two audiences: It aims to support the Mexican government and key actors in the education system to develop long-term vision and policy in the areas of school management, school leadership, social participation, selection and recruitment of teachers, teacher education, professional development, and evaluation policies in Mexico. At the same time, it provides valuable knowledge in education policy development and implementation useful for other OECD member and partner countries that are in the process of reforming their education systems.
    DOI: 10.1787/9789264087040-en
    URL: Volltext
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  • 27
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    Improving Schools : Strategies for Action in Mexico (2010)
    Paris : OECD Publishing
    Details
    Language: English
    Edition: 2010
    Parallel Title: Parallelausg. Mejorar las escuelas : Estrategias para la acción en México
    Parallel Title: Erscheint auch als Improving schools
    RVK:
    DK 1009
    RVK:
    DK 1029
    Keywords: Bildungspolitik ; Schule ; Mexiko ; Mexiko ; Schule ; Schulreform
    DOI: 10.1787/9789264087040-en
    URL: Volltext
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  • 28
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    Measuring Improvements in Learning Outcomes : Best Practices to Assess the Value-Added of Schools (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264050259
    Language: English
    Pages: Online-Ressource (222 p.)
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. La Medición del Aprendizaje de los Alumnos ; Mejores Prácticas para Evaluar el Valor Agregado de las Escuelas
    Parallel Title: Parallelausg. La Medición del Aprendizaje de los Alumnos : Mejores Prácticas para Evaluar el Valor Agregado de las Escuelas
    Parallel Title: Erscheint auch als Measuring improvements in learning outcomes
    DDC: 379.158
    RVK:
    DO 1000
    Keywords: Education Evaluation ; Statistical methods ; Educational evaluation OECD countries ; Educational indicators OECD countries ; Schools Evaluation ; Statistical methods ; Education ; Schule ; Effizienz ; Leistungsmessung ; Modell
    Abstract: Value-added estimates are a significant improvement upon measures of school performance currently used in most education systems across OECD countries. They provide a fundamentally more accurate and valuable quantitative basis for school improvement planning, policy development and for enacting effective school accountability arrangements. This groundbreaking report provides examples of best practices in value-added modeling for measuring school performance.
    DOI: 10.1787/9789264050259-en
    URL: Volltext
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  • 29
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    Examens des politiques nationales d'éducation : Écosse 2007 : Qualité et équité de l'enseignement scolaire en Écosse (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264041028
    Language: French
    Pages: Online-Ressource (178 p.)
    Series Statement: Examens des politiques nationales d'éducation
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Reviews of National Policies for Education; Scotland 2007; Quality and Equity of Schooling in Scotland
    Parallel Title: Parallelausg. Reviews of National Policies for Education: Scotland 2007: Quality and Equity of Schooling in Scotland
    Keywords: Education ; United Kingdom ; Schottland ; Schule ; Bildungssystem ; Qualität ; Chancengleichheit
    Abstract: L’Écosse obtient régulièrement d’excellents résultats au Programme international de l’OCDE pour le suivi des acquis des élèves (PISA) et son système scolaire est un des plus équitables de l’OCDE. Cet ouvrage analyse les forces des écoles écossaises et les difficultés qui s’opposent à la réussite de tous les enfants. La première de ces difficultés réside dans l’écart de résultats qui apparaît dans les dernières années de l’enseignement primaire et se creuse au début du secondaire : les enfants de milieux défavorisés sont plus exposés que les autres à l’échec scolaire. La deuxième concerne le besoin d’accroître le taux de scolarisation et de réussite dans le deuxième cycle du secondaire et d’améliorer l’équité dans l’enseignement supérieur. Cet examen analyse les performances des établissements scolaires écossais à partir des conclusions du PISA et des résultats aux tests et examens nationaux, et étudie les réformes éducatives entreprises en Écosse à la lumière de celles qui ont été engagées dans des pays rencontrant des difficultés comparables.
    DOI: 10.1787/9789264041028-fr
    URL: Volltext
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  • 30
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    Reviews of National Policies for Education: Scotland 2007 : Quality and Equity of Schooling in Scotland (2008)
    Paris : OECD Publishing
    Details
    ISBN: 9789264041004
    Language: English
    Pages: Online-Ressource (172 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation ; Écosse 2007 ; Qualité et équité de l'enseignement scolaire en Écosse
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation : Écosse 2007 : Qualité et équité de l'enseignement scolaire en Écosse
    Parallel Title: Erscheint auch als Quality and equity of schooling in Scotland
    Keywords: Schule ; Schulpolitik ; Schottland ; Education ; United Kingdom ; Schottland ; Schule ; Qualitätssicherung ; Chancengleichheit
    Abstract: Scotland consistently performs at a very high standard in OECD’s Programme for International Student Assessment (PISA) and has one of the most equitable school systems in the OECD. This review examines the strengths of Scotland’s schools and the challenges they face in securing high standards for all children. One major challenge is an achievement gap that opens up late in primary education and widens through junior secondary years: children from poorer backgrounds are more likely than others to under-achieve. A second challenge for Scotland is to achieve broader and more successful participation in upper secondary education and greater equity in higher education. The review assesses the performance of Scottish schools, using PISA findings and national test and examination results. It also examines educational reforms in Scotland in the light of reforms in countries facing similar challenges.
    DOI: 10.1787/9789264041004-en
    URL: Volltext
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  • 31
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    No More Failures : Ten Steps to Equity in Education (2007)
    Paris : OECD Publishing
    Details
    ISBN: 9789264032606
    Language: English
    Pages: Online-Ressource (159 p.)
    Series Statement: Education and Training Policy
    Parallel Title: Parallelausg. En finir avec l'échec scolaire ; Dix mesures pour une éducation équitable
    Parallel Title: Erscheint auch als Field, Simon No more failures
    DDC: 379.26
    RVK:
    MS 7300
    RVK:
    DT 1420
    RVK:
    DU 6000
    Keywords: Bildungswesen ; Bildungschancen ; Bildungspolitik ; Vergleich ; OECD-Staaten ; Education ; Schule ; Schulabbruch ; Chancengleichheit ; Internationaler Vergleich
    Abstract: No More Failures challenges the assumption that there will always be failures and dropouts, those who can’t or won’t make it in school. In fact, initiatives in many countries demonstrate that it is possible to successfully tackle school failure and dropout rates – and to reduce the huge social cost of adults without basic skills. This book offers a valuable comparative perspective on how different countries have handled equity in education. Among the issues it explores are tracking, streaming and academic selection; school choice; secondary education structures and second chance programmes; grade repetition; links between school and home; early childhood education; resource allocation; targets for equity; and the special needs of migrants and minorities. The book identifies three key areas for delivering equity in education (the design of education systems, classroom practices and resourcing) and proposes ten concrete policy measures, backed by evidence, on how to reduce school failure and dropout rates.
    DOI: 10.1787/9789264032606-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 32
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    Personalising Education (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9789264036604
    Language: English
    Pages: Online-Ressource (128 p.)
    Series Statement: Schooling for Tomorrow
    Parallel Title: Parallelausg. Personnaliser l'enseignement
    Parallel Title: Erscheint auch als Personalising education
    DDC: 370.1523
    RVK:
    DP 1800
    RVK:
    DF 3000
    RVK:
    DI 4000
    Keywords: Unterricht ; Lernen ; Education ; Aufsatzsammlung ; Lernen ; Schule ; Unterrichtsmethode ; Lernumwelt ; Bildungstheorie ; Personalisierung
    Abstract: Personalisation of education can mean many things and raises profound questions about the purposes of and possibilities for education. What are the policy challenges to be addressed in furthering personalisation? What do the learning sciences, including burgeoning research into brain functioning, have to contribute in pointing the way ahead? What are the constraints imposed by key stakeholders in education systems – including teachers, parents and employers, and how should these be met? Such questions are addressed in this new volume in the OECD's Schooling for Tomorrow series, with contributors from Canada, Denmark, France, Germany and the United Kingdom.
    DOI: 10.1787/9789264036604-en
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  • 33
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    Demand-Sensitive Schooling? : Evidence and Issues (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9789264028418
    Language: English
    Pages: Online-Ressource (150 p.)
    Series Statement: Schooling for Tomorrow
    Parallel Title: Parallelausg. L'école face aux attentes du public ; Faits et enjeux
    Parallel Title: Parallelausg. L'école face aux attentes du public : Faits et enjeux
    Parallel Title: Erscheint auch als Demand-sensitive schooling?
    RVK:
    DI 4000
    RVK:
    DK 1010
    RVK:
    DK 1020
    Keywords: Schule ; Bildungsreform ; OECD-Staaten ; Education and state OECD countries ; Education OECD countries ; Education ; Schulentwicklung
    Abstract: Many educational experts are identifying a critical shift from supply-led systems — operating to procedures decided by educational authorities, schools and teachers — towards systems which are much more sensitive to demand. But, whose demands should these be? What are they? And how will schools recognize and cope with them? This book examines different aspects of the demand concept and presents international evidence from Austria, the Czech and Slovak Republics, Denmark, England, Finland, Hungary, Japan, Poland, Spain, and the United States to reveal attitudes and expectations.
    DOI: 10.1787/9789264028418-en
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  • 34
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    Personalising education (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9264036601
    Language: English
    Pages: Online-Ressource
    Series Statement: Schooling for tomorrow
    Series Statement: SourceOECD
    Parallel Title: Franz. Ausg. u.d.T. Personnaliser l'enseignement
    Parallel Title: Druckausg. u.d.T. Personalising education
    Parallel Title: Parallelausg. Personnaliser l'enseignement
    Parallel Title: Erscheint auch als Personalising education
    DDC: 370.1523
    RVK:
    DP 1800
    RVK:
    DF 3000
    RVK:
    DI 4000
    Keywords: Unterricht ; Lernen ; Schule ; Lernen ; Lernumwelt ; Aufsatzsammlung ; Lernen ; Schule ; Unterrichtsmethode ; Lernumwelt ; Bildungstheorie ; Personalisierung
    DOI: 10.1787/9789264036604-en
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  • 35
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    21st Century Learning Environments (2006)
    Paris : OECD Publishing
    Details
    ISBN: 9789264006508
    Language: English
    Pages: Online-Ressource (111 p.)
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als 21st century learning environments
    DDC: 371.6/2
    RVK:
    DO 6000
    Keywords: Wissensgesellschaft ; Bildungseinrichtung ; Schule ; OECD-Staaten ; Großbritannien ; Education ; Konferenzschrift ; Electronic books ; Internationaler Vergleich ; Schulgebäude
    Abstract: Drawing on material presented at the OECD Programme on Educational Building's conference in London on "Creating 21st Century Learning Environments," this richly illustrated book presents the latest in innovative design for schools and analyses needs for the future. It does this through a series of thematic analyses, presentations, and school visits. The conclusions summarize planning and construction issues and make suggestions for the construction industry.
    DOI: 10.1787/9789264006508-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 36
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    Lessons in Danger (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264017412
    Language: English
    Pages: Online-Ressource (172 p.)
    Series Statement: School Safety and Security
    Parallel Title: Erscheint auch als Lessons in danger
    DDC: 363.119371
    RVK:
    DO 6000
    Keywords: Schule ; Schüler ; Sicherheitstechnik ; Katastrophe ; Kriminalität ; OECD-Staaten ; Education
    Abstract: Lessons in Danger, the result of a joint OECD-US Department of Education collaboration, provides valuable insight into how school safety and security, particularly in emergency situations, are addressed in over 14 countries. Addressing such issues as risk assessment, crisis planning and management, infrastructure approaches, collaborative approaches, and education and training for emergency management, it describes the roles of architects, project managers, ministry officials, psychologists, teachers, security consultants, police officers, academics and many others in helping to implement solutions.
    DOI: 10.1787/9789264017412-en
    URL: Volltext
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  • 37
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    Danemark : Les enseignements de PISA 2000 (2004)
    Paris : OECD Publishing
    Details
    Language: French
    Series Statement: Examens des politiques nationales d'éducation
    Parallel Title: Parallelausg. Reviews of National Policies for Education: Denmark 2004: Lessons from PISA 2000
    Keywords: Education and state Denmark ; Education Denmark ; Dänemark ; PISA-Studie ; Schule ; Bildungspolitik
    DOI: 10.1787/9789264017955-fr
    URL: Volltext
    URL: Volltext
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  • 38
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    Reviews of National Policies for Education: Denmark 2004 : Lessons from PISA 2000 (2004)
    Paris : OECD Publishing
    Details
    ISBN: 9789264017948
    Language: English
    Pages: Online-Ressource (192 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation ; Danemark 2004 ; Les enseignements de PISA 2000
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation : Danemark 2004 : Les enseignements de PISA 2000
    Parallel Title: Elektronische Reproduktion von Review of national policies for education, Denmark
    RVK:
    DI 3008
    RVK:
    DO 1250
    Keywords: Schüler ; Bildungsniveau ; Bildungspolitik ; Dänemark ; Education ; Denmark ; Dänemark ; PISA-Studie ; Schule ; Bildungspolitik
    Abstract: The results of PISA 2000, OECD's groundbreaking comparison of the educational outcomes of 15-year-olds, shook the belief of Danes that theirs was the best education system in the world. In this report, a team of examiners determines why Denmark did worse than expected and recommends a series of steps to better evaluate performance, to overcome the effects of family backgrounds on student outcomes, to better equip school leaders and teachers, and to enhance the flexibility of the agreement governing tasks and hours of school staff.
    DOI: 10.1787/9789264017948-en
    URL: Volltext
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  • 39
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    What schools for the future? (2001)
    Paris : OECD Publishing
    Details
    ISBN: 9264195009
    Language: English
    Pages: Online-Ressource
    Series Statement: Schooling for Tomorrow
    Series Statement: Schooling for tomorrow
    Parallel Title: Druckausg. u.d.T. What schools for the future?
    Parallel Title: Franz. Ausg. u.d.T. Quel avenir pour nos écoles?
    Parallel Title: Parallelausg. Quel avenir pour nos écoles ?
    RVK:
    DI 3000
    RVK:
    DI 4000
    Keywords: Konferenzschrift 1996 ; Schule ; Zukunft
    DOI: 10.1787/9789264195004-en
    URL: Volltext
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  • 40
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    Learning to change: ICT in schools (2001)
    Paris : OECD Publishing
    Details
    ISBN: 9264195718
    Language: English
    Pages: Online-Ressource
    Series Statement: Schooling for Tomorrow
    Series Statement: Schooling for tomorrow
    Parallel Title: Druckausg. u.d.T. Learning to change; ICT in schools
    Parallel Title: Franz. Ausg. u.d.T. ;Les nouvelles technologies à l'école
    Parallel Title: Parallelausg. Les nouvelles technologies à l'école : Apprendre à changer
    Parallel Title: Parallelausg. Los Desafíos de las Tecnologías de la Información y las Comunicaciones en la Educación
    RVK:
    DP 2600
    Keywords: Aufsatzsammlung ; Schule ; Informationstechnik
    DOI: 10.1787/9789264195714-en
    URL: Volltext
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