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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.
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The Guidelines for Quality Provision in Cross-border Higher Education provide an international framework to protect students and other stakeholders from low-quality provision and disreputable providers.
CERI - The Internationalisation of Tertiary Education: Related documents and publications
Cet ouvrage réunit les principaux enseignements qui se dégagent de l’expérience de 17 pays de l’OCDE, en fournissant des informations concrètes sur les stratégies mises en œuvre pour améliorer la participation des adultes à la formation.
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This document sets out guidelines for the content and format of the Country Background Reports.
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Ce document explique les directives pour le contenu et la mise en forme des rapports généraux des pays.
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This Country Background Report for Iceland was prepared for the Ministry of Education, Science and Culture as an input to the OECD Thematic review of Tertiary Education.
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This Country Background Report for the OECD review of the Norwegian tertiary education system has been written by NIFU STEP, an independent research foundation, on behalf of the Ministry of Education and Research.
The experience of Russian and foreign universities in technology commercialisation will be the subject of discussions in Saratov on 14-15 November 2005. These discussions will build on the results of past workshops (Moscow 2002, Ekaterinburg 2003 and St. Petersburg 2004) and will involve participants from the OECD, CRDF, the Russian Ministry for Education and Science, OECD member governments and a number of Russian and non-Russian
The objectives of the WEI programme are to: explore education indicator methodologies; reach consensus on a set of common policy concerns amenable to cross-national comparison and agree upon a set of key indicators that reflect these concerns; review methods and data collection instruments needed to develop these measures; and set the direction for further developmental work and analysis beyond this initial set of indicators. This