Canada


  • 10-February-2010

    English

    Impact of Proficiency on Early Entrants to the Labour Market (EDU Working Paper No. 29)

    The primary purpose of the report is to explore the impact of PISA reading scores on the early labour market outcomes of young Canadians of the Youth in Transition Survey.

  • 10-February-2010

    English

    Les Clés de la réussite: Impact des connaissances et compétences à l'âge de 15 ans sur le parcours des jeunes canadiens

    Les Clés de la Réussite présente les résultats d'une étude qui a été menée au Canada. Le but de l'étude est le suivi du parcours, sur presque dix ans, de jeunes Canadiens qui ont participé au test du PISA en 2000.

  • 3-December-2008

    English, , 111kb

    Recognising non-formal and informal learning: Country Background Report - Canada (Northwest Territories)

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

  • 3-December-2008

    English, , 242kb

    Recognising non-formal and informal learning: Country Background Report - Canada (Newfoundland and Labrador)

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

  • 3-December-2008

    English, , 220kb

    Recognising non-formal and informal learning: Country Background Report - Canada (Alberta)

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

  • 3-December-2008

    English, , 342kb

    Recognising non-formal and informal learning: Country Background Report - Canada (Manitoba)

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

  • 3-December-2008

    English, , 317kb

    Recognising non-formal and informal learning: Country Background Report - Canada (New Brunswick)

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

  • 3-December-2008

    English, , 61kb

    Recognising non-formal and informal learning: Country Background Report - Canada (Prince Edward Island)

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

  • 3-December-2008

    English, , 435kb

    Recognising non-formal and informal learning: Country Background Report - Canada (Pan-Canadian Overview)

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

  • 3-December-2008

    English, , 554kb

    Recognising non-formal and informal learning: Country Background Report - Canada (Ontario)

    The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.

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