L'Organisation de Coopération et de Développement Économiques (OCDE) est une organisation économique intergouvernementale comptant 35 pays membres, fondée en 1961 pour stimuler le progrès économique et le commerce mondial. Elle sert de forum aux pays engagés en faveur de la démocratie et de l'économie de marché, offrant une plateforme pour comparer les expériences politiques, rechercher des solutions aux problèmes communs, identifier les bonnes pratiques et coordonner les politiques nationales et internationales. L'OCDE trouve son origine dans l'Organisation Européenne de Coopération Économique (OECE), créée en 1948 pour aider à l'administration du Plan Marshall. En 1961, l'OECE a été réformée en OCDE, élargissant l'adhésion à des États non européens. La plupart des membres de l'OCDE sont des économies à revenu élevé considérées comme des pays développés, dont le siège est à Paris, en France, et qui sont financées par les contributions des États membres.
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