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33rd session of its General Conference in October 2005. The text was prepared through three
drafting meetings where all countries in the world were invited as well as various non-
governmental organizations. Within the OECD, the Guidelines were launched in 2003 by the
Governing Board of the Centre for Educational Research and Innovation (CERI).
This publication provides an international framework to protect students and other stakeholders
from low-quality provision and disreputable providers. It sets out how all stake holders of cross
boarder education could share responsibilities, while respecting the diversity of higher education
systems.
5.2.6.3 c) Thematic Review on Adult learning
This review contributes towards making lifelong learning a reality for all. This review examines
the organization, management and delivery of tertiary education in twenty three countries. The
main purpose is to understand adults' access and participation in education and training and to
enhance policies and approaches to increase incentives for adults to undertake learning activities
in OECD countries. It also attempts to provide answers on how to improve learning opportunities
for low skilled adults and sustain and increase employability. The first comparative report was
published in 2003. OECD supports and promotes lifelong learning; as the knowledge is growing
and transforming so rapidly that learning is not restricted to institutional life only but throughout
the life. Furthermore lifelong learning does not means that adults and their education on the day
of graduation, but it means they must go on actively learning throughout their lives.
5.2.6.4 d) AHELO-Assessment of Higher Education Learning Outcomes
In order to know whether graduating students are well equipped with the skills, competencies
and knowledge that are needed in the job market, OECD education ministers, in 2008, discussed
the idea of “evaluation of the quality” of the higher education institutions. And in January 2010,
OECD launched a project to assess the knowledge and competencies of undergraduate students
who are at the end of their first three or four year bachelor degree at higher education level. This
program has been named “Assessment of Higher Education Learning Outcomes” or AHELO.
This feasibility study for this project will be administered from July 2011 to December 2012 in
the 150 participating institution from fifteen countries, which have been grouped under three
headings.