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International organisations and the evaluation of education systems
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This article seeks to develop research involving a macro-level critical comparative analysis of reference documents produced by international organisations
(UNDP, OECD, UNESCO, the World Bank and the European Union) which guide world
education policy decisions. The primary objective was to consider the key guidelines currently defined for education in terms of major millennium goals.
In other words, to what extent do education policy evaluation and monitoring
indicators incorporate the new paradigm of lifelong learning as a human development model, and meet the millennium development goals in a context of globalisation?
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Education and training policy Lifelong learning Comparative education Sustainable development Indicators Personal development Education and training evaluation