flag Belgium

NB:Under this heading, publications & documents are displayed in chronological order. You can also sort them by document category or by topic.


Improving school leadership - summary english vol 2

28-Aug-2008

Summary of a book of case studies examining innovative approaches to sharing leadership across schools in Belgium (Flanders), Finland and the United Kingdom (England) and leadership development prgrammes for system improvement in Australia and Austria.

Belgian websites on agri-environmental issues

16-Jun-2008

Links to sites from Belgium on agri-environmental issues.

Economic Policy Reforms: Going for Growth 2008 - Belgium Country Note

04-Mar-2008

This note, taken from Chapter 2 of Economic Policy Reforms: Going for Growth 2008, contains information about the progress in implementing reforms in line with the 2007 priorities for Belgium. 

Teaching, Learning and Assessment for Adults: Improving Foundation Skills/Case Study: Belgium

08-Feb-2008

David J. Rosen and Inge De Meyer

This case study features two exemplary programmes in the Flemish formal adult education sector.

Belgium Background Report/Teaching, Learning and Assessment for Adults

25-Jan-2008

This background report refers to the education for adults with basic skill needs in Belgium-Flanders.

Belgium Fisheries Services

18-Jan-2008

Country inventory from Belgium on fisheries services, submitted in 2007.

Creditor Reporting System (CRS) Profile for Belgium

03-Jan-2008

A CRS profile details the information the OECD holds on the DAC members' Official Development Assistance commitments and briefly describes the CRS codes used to proxy aid-for-trade categories. The CRS codes record the sector of destination of an activity and not the nature of the activity per se

Recognising non-formal and informal learning: Country Background Report - Belgium (Flanders)

01-Jan-2008

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.