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.
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.
Danish, , 364kb
Norwegian, , 359kb
English, , 121kb
This note contrasts key findings for the partner country Chile with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
Czech, , 559kb
Korean, , 562kb
German, , 398kb