4 edition of Post-Compulsory Education for Disabled People in OECD Countries found in the catalog.
October 27, 1997
by Organization for Economic Cooperation & Devel
Written in English
|Contributions||Organization for Economic Cooperation An (Other Contributor)|
|The Physical Object|
|Number of Pages||88|
The poverty rate is the ratio of the number of people (in a given age group) whose income falls below the poverty line; taken as half the median household income of the total population. It is also available by broad age group: child poverty ( years old), working . The share of young adults who have not reached upper secondary education is 16% on average across OECD countries. But it’s much higher than that in some countries: more than half of young adults lack an upper secondary or higher education in China (64%), Costa Rica (51%), India (64%), Indonesia (53%), Mexico (53%) and South Africa (51%).
Get this from a library! Disability in higher education.. [Serge Ebersold; Peter Evans;] -- Access to institutions of higher education is as important for disabled people as it is for non-disabled students, since it can offer them the same opportunities for employment, social inclusion and. Students with Disabilities in Higher Education in Switzerland.\/span>\"@ en\/a> ; \u00A0\u00A0\u00A0\n schema:description\/a> \" Access to institutions of higher education is as important for disabled people as it is for non-disabled students, since it can offer them the same opportunities for employment, social inclusion and poverty.
The seven million teachers of Latin America and the Caribbean (LAC) are the critical actors in the region's efforts to improve education quality and raise student learning levels, which lag far behind those of OECD countries and East Asian countries such as China. This book documents the high economic stakes around teacher quality, benchmarks. Higher education attainment is on the rise across the countries that make up the Organisation for Economic Co-operation and Development, a group of 36 mostly wealthy or relatively wealthy nations. OECD released the newest installment of its annual Education at a Glance report on Tuesday. Among the findings, 44 percent of to year-olds held a tertiary degree across the.
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Post-Compulsory Education for Disabled People. Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.
ISBN 91p. OECD Washington Center, L Street, N.W., SuiteWashington, DC ; phone: ; fax: Data, policy advice and research on Norway including economy, education, employment, environment, health, tax, trade, GDP, unemployment rate, inflation and PISA., Post-compulsory education and training is now essential for employment in a competitive labour market.
While this should apply as much to disabled people as it does to the non-disabled, the disabled remain significantly under. Post-compulsory education for disabled people.
Paris, France: Organisation for Economic Co-operation and Development ; Washington, D.C.: OECD Washington Center [distributor], © (OCoLC) This book outlines practices in OECD countries to promote equity in education, that is, to address the needs of students with disabilities, learning difficulties and social disadvantages.
The book highlights the number of students involved and where they are educated (special schools, special classes or regular schools). Introduction. This book is the fourth in a series published by the OECD on students with disabilities, learning difficulties and disadvantages.
It follows on from earlier work in the area and describes the continuation of a process intended to improve the quality and international comparability of.
This volume is an updated edition of the statistics and indicators issued in under the title Equity in Education: Students with Disabilities, Learning Difficulties and Disadvantages. It presents quantitative and qualitative data for the school year in 21 OECD countries: Belgium (Flemish and French Communities), Canada (New Brunswick), the Czech Republic, Finland, France, Germany, Greece, Hungary, Italy, Japan.
Too many workers leave the labour market permanently due to health problems or disability, and too few people with reduced work capacity manage to remain in employment.
This is a social and economic tragedy common to virtually all OECD countries. It also raises an apparent paradox that needs explaining: Why is it that the average health status is improving, yet large numbers of people of.
OECD iLibrary is the online library of the Organisation for Economic Cooperation and Development (OECD) featuring its books, papers and statistics and is the knowledge base of OECD. Data, policy advice and research on Japan including economy, education, employment, environment, health, tax, trade, GDP, unemployment rate, inflation and PISA., Japan’s education system is one of the top performers compared to other OECD countries.
International assessments have not only demonstrated students' and adults' high level of achievement, but also the fact that socio-economic.
This report presents findings of a 3-year study () of post-compulsory educational opportunities for adolescents and adults with disabilities in 10 European countries (Finland, France, Iceland, Ireland, Italy, the Netherlands, Norway, Spain, Sweden, United Kingdom), Australia, and the Canadian provinces of British Columbia and Quebec.
Based on a review of good and bad practices across OECD countries, this report suggests a series of major reforms are needed to promote employment of people with health problems. The report examines a number of critical policy choices between: tightening inflows and raising outflows from disability benefit, and promoting job retention and new.
For instance, between andthe early years of the downturn, overall unemployment rates in the OECD area jumped from an already high % to % for people without an upper secondary education, and from % to % for people with upper secondary education.
This paper considers the influence of taxes on the financial incentive to invest in human capital and explores the tax treatment of private investment by individuals and employers in post-compulsory education and lifelong learning in 31 OECD countries, India and South Africa. People with disabilities -- Education (Higher) -- OECD countries -- Case studies.
College students with disabilities -- Legal status, laws, etc. -- OECD countries -- Case studies. College students with disabilities -- OECD countries -- Case studies.
View all subjects; More like this: User lists; Similar Items. People with disabilities -- Education -- OECD countries -- Congresses. Mainstreaming in education -- OECD countries -- Congresses. Mainstreaming in education.
People with disabilities -- Education. School buildings -- Barrier-free design. School facilities -- Planning. OECD countries. Speciaal onderwijs. Schulische Integration; Sonderpädagogik. in Education: Students with Disabilities, Learning Difficulties and Disadvantages.
It presents quantitative and qualitative data for the school year in 21 OECD countries: Belgium (Flemish and French Communities), Canada (New Brunswick), the Czech Republic. Education and training students [series] OECD health policy studies OECD iLibrary E-Books Volume 6 of Sickness, Disability and Work: Breaking the Barriers, Organisation for Economic Co-operation and Development: Author: OECD: Edition: illustrated: Publisher: OECD Publishing, ISBN:Length: pages: Export.
It is to publish a comparison of the "rate of return" on investment in university education. "Rates of return for young people who successfully pursue a post-compulsory education suggest that there are strong incentives for the average student to engage in education activity," the OECD says in its Economic Outlook No 70, to be published shortly.
Education in Japan is compulsory at the elementary and lower secondary levels. Most students attend public schools through the lower secondary level, but private education is popular at the upper secondary and university levels. Education prior to elementary school is provided at kindergartens and day-care centers.
The programmes for those children aged 3–5 resemble those at kindergartens. 18th of 28 countries in numeracy; eighth of 25 countries in problem solving. These rankings are lower than for the total population aged 16 to Increasing youth reading in everyday life and education participation may increase youth skills.
New Zealand youth had a lower participation rate in formal education compared to the top OECD countries. International comparison studies of education including reports of England’s results in OECD PISA, and IEA TIMSS and PIRLS studies. Published 30 September Last updated 3 December In some OECD countries, part-time education is only partially covered in the reported data.
Citation. Please cite this indicator as follows: Related publications. Education at a Glance Publication () Source database.
Education Database: Enrolment by age Database OECD Education.Agriculture Agricultural output, Agricultural policy, Fisheries, Sustainable agriculture; Development Development resource flows, Official development assistance (ODA); Economy Corporate sector, Foreign direct investment (FDI), GDP and spending, Household accounts, International trade, Leading indicators, National income, Prices, Productivity; Education Education attainment, Education.