The authors present nine policy responses to the lifelong learning agenda that countries have adopted and that relate directly to their national qualifications system. They also identify twenty mechanisms, or concrete linkages, between national qualifications systems and lifelong learning goals.
English, , 220kb
How might the changing labour market transform higher education ? Expert meeting OCDE/CERI 12-13 Feb. 2007
English, , 88kb
In the context of rapid expansion of tertiary education: Is there now ‘over-supply’ of graduates? Is there evidence of ‘over-qualification’ and skill mismatch? Are students studying the ‘right type’ of subjects at tertiary level? In particular, is there a shortage of science and technology graduates? Does the type of institution matter for labour market prospects?
English, , 161kb
In April 2005, the Government set up a Globalisation Council, with representation from employers, trade unions, major education and research institutions and companies advising the Government on a strategy for Denmark in the global economy. The council came up with a strategy published in April 2006 containing 350 specific initiatives; two thirds of which concern education, training and research.
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This paper was commissioned by the Education and Training Policy Division in the framework of the Thematic Review of Tertiary Education.
English, , 707kb
The paper is concerned with the spatial condition of school buildings and the preconditions it contains for encouraging and facilitating learning through a social, cultural and informational interface.
English, , 1,103kb
The paper describes past, present and future directions in education infrastructure policy in Mexico in the context of the development of guidelines and regulations on quality in Mexico’s educational facilities.
English, , 846kb
The Evaluation School Building Indices Quality System aims to develop principles, methodology and appropriate indices for the evaluation of the educational infrastructures in the Greek State.
English, , 553kb
This paper presents three experiences on evaluation projects in Portugal over the last 10 to 15 years: characteristics of existing school property; diagnosis of existing laboratories in secondary schools; and a general survey of school facilities.
English, , 411kb
This paper presents the methodology and preliminary results of a post-occupancy evaluation, which is currently being conducted at the Galopim de Carvalho School in Lisbon.