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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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For many years the school system in the United States has measured success by the number of dollars spent, computers and textbooks purchased, and programs created. Moreover, the measures of success have not focused on academic achievement.
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The Guidelines for Quality Provision in Cross-border Higher Education provide an international framework to protect students and other stakeholders from low-quality provision and disreputable providers.
CERI - The Internationalisation of Tertiary Education: Related documents and publications
Many OECD countries have recently experienced rapid growth in tertiary education. This review will examine how the organisation, management and delivery of tertiary education can help countries achieve their economic and social objectives.
A team of four to six reviewers undertakes an intensive case study visit, which aims to provide the review team with a variety of perspectives on tertiary education policy. It includes discussions with a wide range of informants.
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This document sets out guidelines for the content and format of the Country Background Reports.
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This Country Background Report for the OECD review of the Norwegian tertiary education system has been written by NIFU STEP, an independent research foundation, on behalf of the Ministry of Education and Research.