English, , 256kb
This paper provides a typology of the existing national systems of quality assurance in tertiary education, a summary of advantages and disadvantages of different approaches to quality assurance and an account of the current empirical evidence on the effects of quality assurance mechanisms.
English, , 304kb
This paper was commissioned by the Education and Training Policy Division in the framework of the Thematic Review of Tertiary Education.
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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, , 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, , 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, , 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.
View reports relating to a review of higher education institution support of regional development. These reports focus on Atlantic Canada.
English, , 908kb
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.
English, , 866kb
This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends.