English, , 245kb
This activity gathers information about qualification systems in participating countries; examines the impact of different qualification policies on lifelong learning; and helps countries to share know-how and policy experience gained from recent reforms and adjustments of qualification systems.
English, , 245kb
This report is a contribution to the comparative international research of the Higher Education Funding Council for England (HEFCE) and the OECD Program on Institutional Management in Higher Education (IMHE).The project of the HEFCE and IMHE Program is a contribution to the development of higher education policy and management in a number of countries by learning from each other’s experiences and by ensuring the effectiveness of
This major project was carried out to assist governments with designing and implementing teacher policies to improve teaching and learning in schools. View a report on the Netherlands, one of 25 countries that took part.
English, , 227kb
In this report, the country summarizes the main developments in competition law and policy in 2002.
Français, , 575kb
Is competition policy sufficiently integrated into the general policy framework for regulation? Competition policy is central to regulatory reform, because (as Chapter 2 shows) its principles and analysis provide a benchmark for assessing the qua...
English, , 230kb
In this report the country summarizes the main developments in competition law and policy in 2001-2002.
English, , 118kb
The OECD endorsed a review of policies for career information, guidance and counselling services in autumn 2000, for career information systems are a key to making lifelong learning a reality.
Organic agriculture showed a strong growth in recent years (annual growth up to 25%) and it is expected that its economic significance will increase sharply. There is a steady increase in the number of farms that are switching to organic agricu...
English, , 269kb
In this report, the country summarizes the main developments in competition law and policy in 2001.
English, , 80kb
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...