L'Organizzazione per la Cooperazione e lo Sviluppo Economico (OCSE) è un'organizzazione economica intergovernativa con 35 paesi membri, fondata nel 1961 per stimolare il progresso economico e il commercio mondiale. Serve come forum per i paesi impegnati nella democrazia e nell'economia di mercato, offrendo una piattaforma per confrontare esperienze politiche, cercare soluzioni a problemi comuni, identificare le migliori pratiche e coordinare le politiche nazionali e internazionali. L'OCSE è nata dall'Organizzazione per la Cooperazione Economica Europea (OECE), istituita nel 1948 per assistere nell'amministrazione del Piano Marshall. Nel 1961, l'OECE è stata riformata nell'OCSE, ampliando l'adesione a stati non europei. La maggior parte dei membri dell'OCSE sono economie ad alto reddito considerate paesi sviluppati, con sede a Parigi, Francia, e finanziate dai contributi degli stati membri.
Seeks to provide a framework for analyzing the contribution to rural development of amenities considered as public goods, including flora and fauna, special ecosystems, recreational areas, historic sites, etc. These merit specific treatment because market forces alone cannot insure optimal provision or adequate reward for providing them to the public.
Students With Disabilities In Mainstream Schools
The rights of students with disabilities to be educated in their local mainstream school is becoming more and more accepted in most countries, and many reforms are being put in place to achieve this goal. Further, there is no reason to segregate disabled students in public education systems; instead, education systems need to be reconsidered to meet the needs of all students. Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise for such practices to be successful. The most detailed international comparative study ever carried out, this book shows that all students, whatever the type and extent of their disability, can be successfully included in mainstream schools, as long as certain safeguards are ensured. Nine areas emerge as being of crucial importance: funding models, systems of public accountability for schools, pupil assessment, curriculum development, adult-to-student ratios, the role of classroom assistants, the functioning of support services, the training of teachers and other professionals and community and parental involvement. The country case studies are complemented by comprehensive annexes describing how teachers can be most efficiently prepared for special education, and developing a procedure for cost-effectiveness analysis of special education. Further reading Related publications include Implementing Inclusive Education (1997), Post-compulsory Education for Disabled People (1997), and Integrating Students with Special Needs into Mainstream Schools (1995). Further work on the subject, to be released in 2000, will develop quantitative data analysis. Countries covered Australia Canada Denmark Germany Iceland Italy United Kingdom United States