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English, , 417kb
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.
Spanish, , 1,834kb
English, , 1,879kb
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.
Programme for Co-operation with Non-Member Economies - co-operation with China
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.
This review is based on co-operation between the OECD and non-member economies around the world. It is particularly interesting for those involved in educational policy, as well as for professionals directly working in the education system of South Africa.
The report presents an analysis of the trends and developments in tertiary education; a synthesis of research-based evidence on the impact of tertiary-education policies;innovative and successful policies and practices that countries have implemented and tertiary-education policy options.