This report analyses the obstacles and challenges encountered thus far in adapting a lifelong learning approach to policy making in education and training from pre-school to adult education and retraining in Hungary.

The Review of Inclusive Education in Portugal provides, from an international perspective, an independent analysis of major issues regarding diversity, equity and inclusion in education in Portugal, current policy initiatives, and possible future approaches.

This comprehensive review of education policies in Turkey covers primary, secondary, and vocational education and related issues. It finds that an improving economy and governmental continuity provide an unprecedented opportunity for reform.

The “OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland” provides an independent analysis meant to support Irish authorities in identifying ways to strengthen the resources and supports provided to students at risk of educational disadvantage in both DEIS and non-DEIS schools. The report serves three purposes: i) to provide insights and advice to Irish education authorities; ii) to help other countries understand the Irish approach to equitable education; and iii) to provide input for comparative analyses of the OECD Education for Inclusive Societies project. The scope for the analysis in this report covers primary and post-primary education. The focus areas of the review in Ireland are: i) governance, ii) resourcing; iii) capacity building; iv) school-level interventions and v) monitoring and evaluation. This report will be of interest in Ireland and other countries looking to improve the equity of students at risk of educational disadvantage in their education systems.

How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains?

This report evaluates the education reform agenda of Kazakhstan – its feasibility and focus – by taking stock of present-day strengths and weaknesses of the secondary education system.