Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices

This report, based on an OECD review in 22 countries, explores the advantages of recognising non-formal and informal learning outcomes, takes stock of existing policies and practices, and recommends how to organise recognition of these learning systems.

Related Documents

• Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices (Japanese version)

Reviews of National Policies for Education: Higher Education in Egypt 2010

This book represents an independent review of Egypt’s higher education system and focuses on areas in need of attention by policy makers and stakeholders.

Related Documents

• Reviews of National Policies for Education: Higher Education in Egypt 2010 - Executive Summary
• Reviews of National Policies for Education: Higher Education in Egypt 2010 in Arabic

OECD Thematic Review on Migrant Education International Questionnaire: Migrant Education Policies in Response to Longstanding Diversity - United Kingdom

As part of the OECD review on migrant education, countries were invited to provide information on their national migrant education policies. Note that this information is in addition to the full country background reports provided by the six countries participating in the policy review: Austria, Denmark, Ireland, the Netherlands, Norway and Sweden. The attached information was provided by the United Kingdom using a standard

OECD Reviews of Migrant Education - Sweden

Compared to their native Swedish peers, immigrant students, on average, have weaker education outcomes at all levels of education. Nearing the end of compulsory education, at age 15, there are very significant performance disadvantages for immigrant students.

OECD Reviews of Migrant Education - Denmark

The immigrant population in Denmark is one of the smallest in Western Europe, but it is made up of highly diverse groups coming from about 200 different countries.

OECD Reviews of Migrant Education - Netherlands

Immigrants with low levels of education are at a severe disadvantage in the Dutch labour market compared to their native peers – and this gap is far more pronounced than in the OECD on average.

Join the OECD Centre for Effective Learning Environments (CELE)

This page gives details of how to join the OECD Centre for Effective Learning Envinroments, including who is eligible to join.

CELE Brochure Spanish

CELE Brochure Spanish

Also Available

Final report on the OECD Review of the Secondary School Building Modernisation Review in Portugal

The OECD Centre for Effective Learning Environments has completed a review of the secondary school building modernisation programme in Portugal. The review was carried out during 2009 to provide an objective assessment of the programme to the Portuguese government.

Online Education Database

Includes statistics on personnel, expenditure, foreign student enrollments, graduates by age and field of education, enrollment by type of institution and total population by sex and age.