OECD Home › Directorate for Education and Skills › By Country › Netherlands
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The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries.
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This activity gathers information about qualification systems in participating countries; examines the impact of different qualification policies on lifelong learning; and helps countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems.
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This report is a contribution to the comparative international research of the Higher Education Funding Council for England (HEFCE) and the OECD Program on Institutional Management in Higher Education (IMHE).The project of the HEFCE and IMHE Program is a contribution to the development of higher education policy and management in a number of countries by learning from each other’s experiences and by ensuring the effectiveness of
This major project was carried out to assist governments with designing and implementing teacher policies to improve teaching and learning in schools. View a report on the Netherlands, one of 25 countries that took part.
The OECD Centre for Effective Learning Environments (CELE) promotes the exchange and analysis of policy, research and experience in all matters related to educational building.
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The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.
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Since 1986, the institutional system of quality assessment (QA) in the Netherlands, or "onderwijsvisitaties" has been carried out by the VSNU, an association of Dutch universities consisting of the fourteen institutions of higher education which ...
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In 1993, the Executive Board of Delft University of Technology (DUT) formulated a new strategic plan "Towards a new Engagement" which outlined the university policy for the next decade. This plan positioned DUT as a leading technical university i...
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Like in most other countries after World War II, in the Netherlands the traditional system of educational quality control came to a definite end. This system was characterised by small numbers of students and intensive personal contact between th...
Those who manage schools and educational systems today have an arduous task as schools everywhere are being asked to do more than ever before. They also face a complex world and seemingly endless pressures on resources and demands for better perf...