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Canada
Using data from the Youth in Transition Survey (YITS), this paper provides an up-to-date description of educational and labour market pathways (or transitions) among Canadian youth.
3-December-2008
English, , 317kb
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-December-2008
English, , 554kb
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-December-2008
English, , 251kb
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-December-2008
English, , 435kb
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-December-2008
English, , 169kb
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-December-2008
English, , 242kb
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-December-2008
English, , 61kb
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-December-2008
English, , 220kb
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-December-2008
English, , 111kb
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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AfghanistanAfrique du SudAlbanieAlgérieAllemagneAndorreAngolaAnguillaAntigua-et-BarbudaAntilles NéerlandaisesArabie SaouditeArgentineArménieArubaAustralieAutorité Nationale PalestinienneAutricheAzerbaïdjanBahamasBahreïnBangladeshBarbadeBelgiqueBelizeBermudesBhoutanBolivieBosnie-HerzégovineBotswanaBrunéi DarussalamBrésilBulgarieBurkina FasoBurundiBélarusBéninCambodgeCamerounCanadaCap-VertCaïmanes, ÎlesCentrafricaine, RépubliqueChiliChine (République populaire de)ChypreColombieComoresCongo, La République Démocratique duCoréeCorée, République Populaire Démocratique deCosta RicaCroatieCubaCôte D'ivoireDanemarkDjiboutiDominicaine, RépubliqueDominiqueEgypteEl SalvadorEmirats Arabes UnisEquateurErythréeEspagneEstonieEtats Fédérés de MicronésieEtats-UnisEthiopieex-République yougouslave de Macédoine (ERYM)FidjiFinlandeFranceGabonGambieGhanaGibraltarGrenadeGroenlandGrèceGuamGuatemalaGuerneseyGuinée ÉquatorialeGuinée-BissauGuinéeeGuyanaGuyane FrançaiseGéorgieGéorgie du Sud et les Îles Sandwich du SudHaïtiHondurasHong Kong, ChineHongrieIle BouvetIle ChristmasIle de ManIle MauriceIles Cocos (Keeling)Iles CookIles FéroéIles Mariannes du NordIles MarshallIles Mineures Éloignées des États-UnisIles Vierges BritanniquesIles Vierges des États-UnisIndeIndonésieIraqIrlandeIslandeIsraëlItalieJamaïqueJaponJerseyJordanieKazakstanKenyaKirghizistanKiribatiKoweïtl'Union européenneLao, République Démocratique Populairele Taipei chinoisLesothoLettonieLibanLibyeLibériaLiechtensteinLituanieLuxembourgMacaoMadagascarMalaisieMalawiMaldivesMaliMalteMarocMauritanieMayotteMexiqueMoldovaMonacoMongolieMontserratMonténégroMozambiqueMyanmarNamibieNauruNicaraguaNigerNigériaNiouéNorfolk, ÎleNorvègeNouvelle-CalédonieNouvelle-ZélandeNépalOmanOugandaOuzbékistanPakistanPalaosPanamaPapouasie-Nouvelle-GuinéeParaguayPays-BasPhilippinesPitcairnPolognePolynésie FrançaisePorto RicoPortugalPérouQatarRoumanieRoyaume-UniRussie, Fédération deRwandaRépublique du CongoRépublique Islamique d' IranRépublique TchèqueSahara OccidentalSaint-Kitts-et-NevisSaint-MarinSaint-Pierre-et-MiquelonSaint-Siège (État de la Cité du Vatican)Saint-Vincent-et-les GrenadinesSainte-HélèneSainte-LucieSalomon, ÎlesSamoaSamoa AméricainesSao Tomé-et-PrincipeSerbieSerbie et Monténégro (avant juin 2006)SeychellesSierra LeoneSingapourSlovaquieSlovénieSomalieSoudanSoudan du SudSri LankaSuisseSurinameSuèdeSvalbard et Île Jan MayenSwazilandSyrienne, République ArabeSénégalTadjikistanTanzanieTchadTerres Australes FrançaisesTerritoire Britannique de l' Océan IndienThaïlandeTimor-Leste (Timor Oriental)TogoTokelauTongaTrinité-et-TobagoTunisieTurkménistanTurks et Caïques, ÎlesTurquieTuvaluUkraineUruguayVanuatuVenezuelaViêt NamWallis et FutunaYémenZambieZimbabwe
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