Français, , 2,501kb
En Hongrie, le Lycée Belvárosi Tanoda propose un environnement flexible et informel ainsi que des méthodes pédagogiques alternatives aux élèves ayant abandonné leurs études dans d’autres établissements.
This report includes an overview of the Netherlands' tertiary education system; an account of trends and developments; an analysis of the strengths and challenges in tertiary education in the Netherlands; and recommendations for future policy development.
English, , 1,008kb
This Country Background Report for Chile was prepared by Daniel Uribe and Juan Salamanca of the Higher Education Division at the Ministry of Education of Chile as an input to the OECD Thematic review of Tertiary Education.
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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.
Programme for Co-operation with Non-Member Economies - co-operation with China
Étude de faisabilité de l’OCDE pour l’évaluation internationale des résultats de l’enseignement supérieur (AHELO)
This report will act as a useful resource tool for researchers and policy makers when designing new national AL surveys or when optimising existing surveys. Results are focussed by a summary of conclusions, recommendations and example questions at the end of each section.
AHELO focuses on an assessment of students’ knowledge and skills towards the end of a three or four-year degree programme. The assessment will be based on a written test of the competencies of students, and will be computer delivered.
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.