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...
English, , 35kb
In 1993, the Executive Board of Delft University of Technology (DUT) formulated a new strategic plan "Towards a new Engagement" which outlined the university policy for the next decade. This plan positioned DUT as a leading technical university i...
English, , 17kb
Since 1986, the institutional system of quality assessment (QA) in the Netherlands, or "onderwijsvisitaties" has been carried out by the VSNU, an association of Dutch universities consisting of the fourteen institutions of higher education which ...
Les gestionnaires des établissements scolaires et des systèmes éducatifs n’ont pas la tâche facile car on demande partout aux écoles d’en faire davantage qu’autrefois. Ils sont en outre confrontés à un environnement complexe et soumis à des pressions sans fin, à la fois pour économiser les ressources et pour améliorer les performances. Comment les écoles et les systèmes éducatifs réagissent-ils face à ces défis majeurs ? Quel est le