This Flash Eurobarometer survey asked citizens to report their patterns of interaction with people of different cultural backgrounds, and to inquire about their general attitude towards cultural diversity and specifically, the upcoming events of the of the Year of Intercultural Dialogue in the EU.
DI - 4/12/2007
The recent PISA education test ranking is focused on science and also assessed mathematics and reading. This report surveys the key competencies of 15-year-old students and is administered every three years in the OECD member countries and a group of partner countries. (Executive summary).
DI - 20/11/2007
The aim of this report –published on November 2007- is to set out the main cultural statistics comparable at European level. Selected tables and graphs describe different areas of the cultural field for the 27 EU Member States, the candidate countries and the EFTA countries.
Report of the Advisory Committee on Cultural Diplomacy authorized by the US Congress and published on September 2005. It includes recommendations to the Secretary of State to promote an effective cultural diplomacy in US foreign policy
UNESCO has been emphasizing the concept of “knowledge societies”, which stresses plurality and diversity instead of a global uniformity in order to bridge the digital divide and to form an inclusive information society. An important theme of this concept is that of multilingualism for cultural diversity and participation for all the languages in cyberspace. There is a growing concern that in the efforts to bridge the digital divide, hundreds of local languages may be side-stepped, albeit unintentionally.
The Pew Hispanic Center is dedicated to improving understanding of the diverse Hispanic population in the United States and to chronicling Latinos’ growing impact on the nation. The Center conducts nonpartisan research on Latino trends in demographics, economics, education, immigration and identity, and its polls and nationwide surveys explore Latino attitudes on public policy issues as well as their beliefs, values and experiences. This report was originally published as a chapter in Trends 2005, a Pew Research Center reference book that examines current developments and long term trends on issues such as politics, religion and public life, the media, the internet, the Hispanic people, the states, and national and global public opinion.
Governments and donor countries are curtailing progress towards Education for All (EFA) – and broader poverty reduction – by according only marginal attention to the 771 million adults living without basic literacy skills, says the fourth edition of the EFA Global Monitoring Report, “Literacy for life”. “Literacy is a right and a foundation for further learning that must be tackled through quality schooling for all children, vastly expanded literacy programmes for youth and adults, and policies to enrich the literate environment,” says Nicholas Burnett, the Report’s director.
This report present first results from the PISA 2003 assessment, which focused on mathematics. It shows that average performance inthe group of the 25 OECD countries for which data can be compared has increased in one of the two content areas of mathematics that was measured in both 2000 and 2003, while performance in science, reading and the other comparable area of mathematics has essentially remained unchanged. However, this report also looks at a wider range of educational outcomes that include student's motivation to learn, their beliefs abouth themselves and their learning strategies
Quality is at the heart of education. It influences what students learn, how well they learn and what benefits they draw from their education. As many governments strive to expand basic education, they also face the challenge of ensuring that students stay in school long enough to acquire the knowledge they need to cope in a rapidly changing world. Assessments show that this is not happening in many countries. This Report published by UNESCO reviews research evidence on the multiple factors that determine quality, and maps out key policies for improving the teaching and learning process, especially in low-income countries. It monitors international assistance to education and progress towards the six goals of Education for All, to which over 160 countries committed themselves in 2000, at the World Education Forum
