English, , 342kb
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.
Article from oecdObserver, Breaking ranks.
English, , 1,092kb
This review of vocational education and training (VET) in Australia is part of ―Learning for Jobs‖, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
English, , 646kb
This review of vocational education and training (VET) is part of Learning for Jobs, the OECD policy study of VET – a programme of analytical work and individual country reviews designed to help countries make their VET systems more responsive to labour market needs.
Norway’s vocational education and training system has many strengths: good co-operation between employers, unions and vocational authorities and high-status vocational tracks in upper secondary education.
English, , 454kb
The OECD Policy Review of Vocational Education (VET) - Country reports: Norway
Spanish, , 53kb
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