Afrique du Sud


  • 18-November-2014

    English

    A Skills beyond School Review of South Africa

    Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on South Africa looks at these and other questions.

  • 10-août-2012

    Français

    Renforcer la compétitivité des universités grâce à leur aménagement

    Quelque 120 participants venus de 19 pays ont assisté à la conférence CELE « Enhancing University Competitiveness through Educational Facilities » (Séoul, 18-20 juin).

    Also Available
  • 18-September-2008

    English

    Reviews of National Policies for Education - South Africa

    This review is based on co-operation between the OECD and non-member economies around the world. It is particularly interesting for those involved in educational policy, as well as for professionals directly working in the education system of South Africa.

  • 15-August-2008

    English, , 32kb

    Joint Statement by the South African Minister of Finance, Trevor A. Manuel, and the OECD Secretary-General, Angel Gurría, regarding Enhanced Engagement between South Africa and the OECD

    The world is rapidly transforming and a number of dynamic emerging economies,including South Africa, have become major players and trading partners with the members of the Organisation for Economic Co-operation and Development(OECD). In this context, the OECD Members have recognised the need for theOrganisation to become more open and relevant in order to realise its strategicgoal of becoming an important hub for dialogue on globally

    Related Documents
  • 3-August-2007

    English, , 617kb

    Recognising non-formal and informal learning: Country Background Report - South Africa

    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.