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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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This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2007, contains information about the progress in implementing reforms in line with the 2006 priorities for Canada.
View reports relating to a review of higher education institution support of regional development. These reports focus on Atlantic Canada.
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The focus of the project is on the interaction between HEIs and recognised regions in terms of national administration. It is therefore anticipated that the participants will be HEIs, the regions with which they have some history of joint working, and public authorities responsible for territorial and higher education development at the national and sub-national scale. Ideally the region would include more than one HEI in order to
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This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2006, contains information about the progress in implementing reforms in line with the 2005 priorities for Canada. In addition to passing of legislation or other decisions to implement reforms, the note records earlier stages of reform, such as government announcements and draft legislation presented to parliaments.
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This note, taken from Chapter 3 of Economic Policy Reforms, focuses on key structural policy priorities for Canada, supported by a comparative analysis of the indicators in Chapter 2. The note also presents individual structural indicators of economic and labour market performance as well as comparative indicators for the key policy priorities listed.
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Presented at "Taking Fear out of Schools", an International Policy conference co-organised by the OECD, the Norwegian Ministry of Education and Research, the Directorate for Primary and Secondary Education and Stavanger University College, (5-8 September 2004, Stavanger, Norway)
This major project was carried out to assist governments with designing and implementing teacher policies to improve teaching and learning in schools. View reports on Canada, one of 25 countries that took part.
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In April 2002 the OECD Education Committee launched the major Activity Attracting, Developing and Retaining Effective Teachers. This is a collaborative project to assist governments design and implement teacher policies to improve teaching and learning in schools. The project is to be concluded in 2004 when the final synthesis report is published.
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The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.