Latest Documents


  • 18-septembre-2001

    Français, , 200kb

    Systeme Neo-Zelandais de recherche et developpement en education : rapport de base

    Le Centre pour la recherche et l'innovation dans l'enseignement (CERI) de l'OCDE a lancé une série d'examens des systèmes nationaux de recherche et développement en éducation. L'objectif est de déterminer dans quelle mesure le système de R-D en é...

    Documents connexes
    Also AvailableEgalement disponible(s)
  • 6-septembre-2001

    Français

    Bibliothèques scolaires et centres de documentation / School Libraries and Resource Centres

    Les bibliothèques et les centres de ressources éducatives sont en évolution sous l’effet de nouvelles technologies et modalités d’apprentissage. Comment concevoir la bibliothèque de demain ? Quel rôle sera-t-elle amenée à jouer dans le système éducatif et dans la société en général ?&l

    Documents connexes
  • 1-September-2001

    English, , 429kb

    Thematic Review on Adult Learning - Switzerland: Country Note

    The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries.

  • 21-August-2001

    English, , 80kb

    Institutional Experiences of Quality Assessment in Higher Education - The University of Amsterdam (Netherlands)

    Like in most other countries after World War II, in the Netherlands the traditional system of educational quality control came to a definite end. This system was characterised by small numbers of students and intensive personal contact between th...

  • 21-August-2001

    English, , 114kb

    Institutional Experiences of Quality Assessment in Higher Education - Universidad Autonoma Metropolitana Mexico (Mexico)

    The Universidad Autónoma Metropolitana is one of the most important public universities in Mexico in the areas of both teaching and research; it offers 58 undergraduate degrees and 35 graduate-level degrees in highly diverse areas of knowledge, a...

  • 21-August-2001

    English, , 85kb

    Institutional Experiences of Quality Assessment in Higher Education - The University of Venice (Italy)

    In accordance with its Statute, Ca' Foscari University has as its aim cultural and scientific development and the propagation of knowledge through research and teaching. The University's area of activity is not only local, but national and intern...

  • 21-August-2001

    English, , 30kb

    Institutional Experiences of Quality Assessment in Higher Education - Discipline-based evaluation in Finland (Finland)

    The university degree system underwent considerable changes at the end of the 1970s: degrees based on subject levels were replaced by degree or study programmes, a credit called a "study week" (referring to c. 40 hours of study) was introduced as...

  • 21-August-2001

    English, , 118kb

    Institutional Experiences of Quality Assessment in Higher Education - The case of the University of Western Sydney, Nepean

    Reviews of quality initiatives in higher education have become a regular part of academic life throughout the western world. The University of Western Sydney Nepean (UWS Nepean) has agreed to participate in the project organised by the Organisat...

  • 21-August-2001

    English, , 71kb

    Institutional Experiences of Quality Assessment in Higher Education - The University of the Social Sciences, Toulouse I (France)

    At Toulouse 1, international outreach activities are twofold. The University works in a diversified partnership with several countries in western Europe and north America in the field of education (joint teaching networks and qualifications, exch...

  • 21-August-2001

    English, , 35kb

    Institutional Experiences of Quality Assessment in Higher Education - The Technical University - Delft (Netherlands)

    In 1993, the Executive Board of Delft University of Technology (DUT) formulated a new strategic plan "Towards a new Engagement" which outlined the university policy for the next decade. This plan positioned DUT as a leading technical university i...

  • << < 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 | 160 | 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 | 169 | 170 | 171 | 172 | 173 | 174 > >>