Latest Documents


  • 13-September-2007

    English, , 650kb

    Thematic Review of Tertiary Education - Country Note for Estonia

    This Country Note on Estonia 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.

    Related Documents
  • 3-September-2007

    English, , 1,179kb

    Recognising non-formal and informal learning: Country Background Report - United Kingdom

    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-September-2007

    English, , 2,773kb

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

    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. &

  • 10-August-2007

    English, , 156kb

    Assessing Higher Education Learning Outcomes: Summary of a First Meeting of Experts

    For some aspects of higher education outputs and outcomes, numerous indicators exist at both national and international levels. However, for other aspects, and most notably for the learning outcomes of higher education, available data are much more limited.

  • 10-August-2007

    English, , 208kb

    Assessing Higher Education Learning Outcomes: Summary of the Second Meeting of Experts

    The main purpose of the second meeting of experts was to consider existing approaches to the assessment of higher education learning outcomes and to explore the design of a study to assess the feasibility of pursuing such work in an international comparative context.

  • 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.

  • 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

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