Latest Documents


3-August-2007

English, , 732kb

Recognising non-formal and informal learning: Country Background Report - Italy

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.

3-August-2007

English, , 1,104kb

Recognising non-formal and informal learning: Country Background Report - Slovenia

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.

1-August-2007

English, , 946kb

Recognising non-formal and informal learning: Country Background Report - Czech Republic

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.

26-July-2007

English, , 1,076kb

Equity in Education Thematic Review Country Analytical Report - Federation of Russia

The Russian system of education has been developing as the result of social, cultural, and economic changes of the early 90-s. But at present we can see that the significance of the particular factors of transformation that is specific to Russia is declining as tendencies common to the majority of modern countries are coming to the forefront. While choosing strategic parameters for the development of the educational system it is

26-July-2007

English, , 678kb

Equity in Education Thematic Review Country Analytical Report - Flemish Community of Belgium

The revision of 1993 confirmed the new federal structure of the Belgian State. Today, besides the municipalities and the provinces, there are three levels of decision-making with their respective structures of legislative and executive power: the central State, the Communities, and the Regions. Three cultural Communities -the Flemish, the French-language and the German-language -and three economic Regions -Flemish, Walloon, and

27-June-2007

English

Reviews of National Policies for Education: Higher Education in Kazakhstan

This book gives a brief overview of regional issues and the history of post-secondary education in Kazakhstan and describes the development of higher and tertiary education in the country since the transition began, along with a set of key recommendations for improvements.

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20-June-2007

English, , 1,652kb

Thematic Review of Tertiary Education - Country Note for Croatia

This Country Note on Croatia forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.

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19-June-2007

English, , 1,620kb

Thematic Review of Tertiary Education - Country Background Report - Croatia

This Country Background Report for Croatia was prepared for the Republic of Croatia's Ministry of Science, Education and Sports as an input to the OECD Thematic Review of Tertiary Education.

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12-June-2007

English, , 1,625kb

Thematic Review of Tertiary Education - Country Background Report - Australia

This Country Background Report for Australia was prepared for the Australian Department of Education, Science and Training as an input to the OECD Thematic Review of Tertiary Education.

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25-mai-2007

Français

Systèmes de certification: Des passerelles pour apprendre à tout âge

On s’accorde de plus en plus à reconnaître que les systèmes de certification ont un rôle crucial à jouer pour améliorer la qualité de la formation tout au long de la vie et en augmenter la fréquence. Les auteurs présentent neuf stratégies destinées à promouvoir la formation tout au long de la vie.

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