Education Policy Analysis

Centre for Educational Research and Innovation

Discontinued
Frequency :
Annual
ISSN :
1999-1517 (online)
ISSN :
1995-4107 (print)
DOI :
10.1787/19991517
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OECD’s annual companion report to Education at a Glance. It normally analyzes several of the key issues emerging from the EAG data for the year.

Also available in: French, German
 
Education Policy Analysis 2002

Education Policy Analysis 2002 You do not have access to this content

Centre for Educational Research and Innovation

Authors:
OECD
Publication Date :
18 Nov 2002
Pages :
136
ISBN :
9789264199316 (PDF) ; 9789264199309 (print)
DOI :
10.1787/epa-2002-en

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To meet a continuing growth in demand for learning, OECD countries seek to provide a wider array of education and training opportunities for learners in their earliest years through adult life. There are also pressures to ensure that resources are used efficiently, and opportunities provided for the most disadvantaged. The five chapters in Education Policy Analysis 2002 review the latest international experience on ways to meet these challenges, including coverage of eight key strategies for improving access to quality early childhood education and care; the characteristics of countries and schools that achieve both high-level and equitable performance in reading literacy skills; policy options for overcoming shortages; the growth of education across national borders; and  broadening the concept of "human capital" to help bridge the gap between education’s economic mission, and its wider social and personal benefits.

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Also available in: French, German, Chinese
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  • Introduction

    In 2001 OECD Education Ministers endorsed the theme of investing in competencies for all to guide the education work of the Organisation over the next five years .This theme reflects the goal of ensuring that all citizens have the basic competencies on which other learning depends,and the high-level intellectual and social competencies necessary for full engagement in the knowledge society.It builds on the commitments Ministers made to lifelong learning for all in 1996...

  • Strengthening Early Childhood Programmes

    High-quality early childhood programmes give young children a strong start in lifelong learning.  When made accessible to all, they also help strengthen social equity.  This chapter draws on country experience and recent research to identify eight key strategies for improving access to quality early childhood education and care...

  • Improving Both Quality and Equity

    The OECD Programme for International Student Assessment (PISA) produced the results of its first international survey of 15-year-olds in 2001.  As well as describing considerable differences in student performance across and within countries, the results start to give valuable insights relevant for the formulation of educational policy...

  • The Teaching Workforce

    There are serious concerns in many OECD countries about maintaining an adequate supply of good quality teachers.  Teacher shortages may result not just in unfilled posts but in under-qualified staff or excessive teacher workloads.  A teacher shortage raises quality as well as quantity concerns....

  • The Growth of Cross-border Education

    International trade in educational services is growing in importance, particularly in post-secondary education.  It can take several forms, including students travelling to study in foreign countries, educational institutions operating abroad, and educational services being supplied across borders through e-learning.  This chapter reviews developments and discusses their policy implications.

  • Rethinking Human Capital

    Investment in human capital is now seen as central to the development of advanced economies and democratic societies.  This chapter suggests that there is more to human capital than the more readily measurable -- and very important -- literacy, numeracy and workplace skills.

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