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18-March-2002
English, , 42kb
According to the dictionary, knowledge is the sum of what is known, the body of truth, information and principles acquired by mankind. Knowledge is related to intellectual capacities, but it is also linked to observation and experience.
1-February-2002
English
Reform of education, training and human resource development is an integral part of the transition to a democratic society and market economy. Lithuania has made progress in all these areas since reform began in 1990. The challenge for the Minist...
21-January-2002
English
Reviews of national policies for education are most prominent among a range of activities that lead to analyses of education policy development and implementation in response to or anticipation of wider economic and social trends and developments.
21-January-2002
English
The thematic review of the first years of tertiary education, was organised as part of the regular programme of education policy reviews.
11-December-2001
Italian
11-December-2001
English
In 1999 long-term aims were set by China for the development of all types of education towards the year 2010. The goal for tertiary education was to achieve an enrolment ratio of 15% of the 18-22 age group. There are fairly clear indications that...
7-December-2001
English
Learning is an essential basis for progress in the 'knowledge society'; it is critical for economic growth and social welfare. OECD Member countries have committed themselves to making lifelong learning a reality for all. But the resources requir...
4-December-2001
English
Are students well prepared to meet the challenges of the future? Are they able to analyse, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? These are questions that parents, students,...
21-November-2001
English
The goal of achieving lifelong learning is ambitious in its aims to engage all citizens in the process of learning. It is complex because it breaks with past education reforms by defining in new ways the content, place, timing and duration of learning.
20-November-2001
English
The importance of knowledge, skills, and competencies to individuals and society is widely accepted among policymakers in OECD countries. At least at the discourse level, a well-educated, knowledgeable, highly qualified citizenry is seen as playing an eminent role in facing the challenges of the present and the future. To date, the major impetus in OECD countries for efforts in the area of key competencies has come from the business
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