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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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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 Country Background Report for Iceland was prepared for the Ministry of Education, Science and Culture as an input to the OECD Thematic review of Tertiary Education.
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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.
The objectives of the WEI programme are to: explore education indicator methodologies; reach consensus on a set of common policy concerns amenable to cross-national comparison and agree upon a set of key indicators that reflect these concerns; review methods and data collection instruments needed to develop these measures; and set the direction for further developmental work and analysis beyond this initial set of indicators. This
This publication provides policy guidance in an area that has been given little policy priority until recent years. It brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults’ participation in learning.
Summary of the results of the OECD's Definition and Selection of Competencies (DeSeCo) Project which provides a framework that could guide the longer-term extension of PISA assessments into new competency domains.