Latest Documents


  • 12-January-2009

    English

    Review of Higher Education Institutions in Regional Development 2008-10: The Campinas Metropolitan Region (CMR), Brazil

    The Campinas Metropolitan Region (CMR) participates in the Reviews of Higher Education Institutions (HEIs) in Regional Development 2008-10. This site informs about the region, its higher education institutions, and the role its HEIs play in regional development

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  • 10-December-2008

    English, , 1,135kb

    Recognising non-formal and informal learning: Country Background Report - Chile

    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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  • 3-December-2008

    English, , 169kb

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

    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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  • 3-December-2008

    English, , 435kb

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

    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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  • 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.

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  • 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.

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  • 3-December-2008

    English

    Higher Education to 2030 (Vol. 1): Demography

    Higher Education to 2030 (Vol. 1): Demography will be of interest to higher education stakeholders such as policy makers, managers of higher education institutions, academics, researchers, and students – as well as to all readers interested in social issues.

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  • 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.

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  • 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.

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  • 3-December-2008

    English, , 251kb

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

    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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