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Hungary’s Belvárosi Tanoda Secondary School offers an informal, flexible environment and alternative teaching methods for students who have had problems in other schools.
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In presenting this case study of an innovative school building in Scotland, the author describes its unique design features, conveys the viewpoints of the users, client and design team, and reveals the lessons learned.
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Šoštanj Primary School offers a learning process which can enrich traditional forms of schooling. It demonstrates how a school, including its infrastructure, can influence family life and the environment, creating new social patterns and a local identity.
This report includes an overview of the Netherlands' tertiary education system; an account of trends and developments; an analysis of the strengths and challenges in tertiary education in the Netherlands; and recommendations for future policy development.
English, , 1,008kb
This Country Background Report for Chile was prepared by Daniel Uribe and Juan Salamanca of the Higher Education Division at the Ministry of Education of Chile as an input to the OECD Thematic review of Tertiary Education.
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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.
This report will act as a useful resource tool for researchers and policy makers when designing new national AL surveys or when optimising existing surveys. Results are focussed by a summary of conclusions, recommendations and example questions at the end of each section.
AHELO focuses on an assessment of students’ knowledge and skills towards the end of a three or four-year degree programme. The assessment will be based on a written test of the competencies of students, and will be computer delivered.