Dissertationen zum Thema „India Education“
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Lysyk, Roksolana. „Chemistry education in India“. Thesis, КНУТД, 2017. https://er.knutd.edu.ua/handle/123456789/6591.
Der volle Inhalt der QuelleKeikung, Anjo L. „Theological education by extension in India /“. Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Der volle Inhalt der QuelleKataria, Sanjay. „Libraries in Higher Education in India“. University Librarians Association of Sri Lanka, 2007. http://hdl.handle.net/10150/106230.
Der volle Inhalt der QuelleThis was presented at the Third International Conference of the University Librarians Association of Sri Lanka, held on 8 and 9 June 2007, Galadari Hotel Colombo, Sri Lanka. The presentation briefly discusses the genesis of the education system in India from third century to present scenario. This includes formal and informal education, Gurukul and Traditional System, Scientific and Technical Education. The higher education system includes role of the guiding and quality controlling authorities such as UGC, AICTE, NACC etc. The state of libraries in higher education institutions in India and their role is the main consideration of the presentation. The development of academic institutions and their libraries have been discussed from the point of view of government as well as public sector. The presentation also discusses problems related to finance and other issues. The state owned academic institutions face severe financial crisis as the axe falls on the libraries affecting the higher education system and intellectual growth. The major issues of automation, digitization, copyright, institutional repository, consortium support, networks support, staff resistance, training etc. also find due attention in the presentation. It also emphasizes the need of overall restructuring and reframing higher education policies as envisaged by the D.S. Kothari commission expecting six percent budget allocation on higher education. A few recommendations to the UGC are included. The presentation closes with the remarks on emerging trends and future perspectives in the field of libraries in higher education in India.
Amato, Sarah. „Non-formal education, voluntary agencies and the role of the women's movement in educational development in India“. Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66255.
Der volle Inhalt der QuelleShimray, David Luiyainao. „Educational philosophy in India compared and contrasted with Christian philosophy of education“. Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Der volle Inhalt der QuelleTigadi, Nageshwar. „LEGAL EDUCATION IN THE REPUBLIC OF INDIA“. Thesis, Сучасна правова освіта: [матеріали VIІ Міжнародної науково-практичної конференції, Київ, Національний авіаційний університет, 23 лютого 2018 р.]. – Тернопіль: «Вектор», 2018, 2018. http://er.nau.edu.ua/handle/NAU/32833.
Der volle Inhalt der QuelleSteinberg, Mary BM. „On the Demand for Education in India“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467486.
Der volle Inhalt der QuelleEconomics
Kawatra, P. S., und Neeraj Kumar Singh. „E-learning in LIS education in India“. School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105799.
Der volle Inhalt der QuelleMishra, Pawan Kumar. „Constitutional contours of right to education and education system in India“. Thesis, University of North Bengal, 2008. http://hdl.handle.net/123456789/1301.
Der volle Inhalt der QuelleMichael, Nisha Jacintha. „Educators’ Attitudes towards Inclusive Education in Bangalore, India“. Thesis, Griffith University, 2017. http://hdl.handle.net/10072/367160.
Der volle Inhalt der QuelleThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Klien, Shira. „Education in India : market failures and political considerations“. Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1930/.
Der volle Inhalt der QuelleDeuchar, Andrew. „Middle class youth and education in neoliberal India“. Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/99ffd3395b9af65c18441554fb0ba6770279dbe2c92dcaa563ec64796d310dc2/1011684/64847_downloaded_stream_72.pdf.
Der volle Inhalt der QuelleO'Brien, Catherine 1955. „Education for sustainable community development : Barefoot College, Tilonia, India“. Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35032.
Der volle Inhalt der QuelleThe Barefoot College, in India has developed an education process for sustainable community development and has experience with reinventing the concepts of education and development. Their process has broad implications for educators, policy makers, academics and the general public in the South and North.
The main objective of this study was to examine the essential characteristics of an education process which contribute to sustainable community development as exemplified by the Barefoot College. The participatory research data has been used to extend theoretical perspectives on sustainability and education and to reinforce new directions for research on education and sustainable communities.
Students of the Barefoot College emerge as potential partners for the development of their communities. They learn skills to support themselves and to facilitate sustainable community development. Specific implications for applications of the Barefoot College process to Western education are suggested.
Nogueira, Martins Analice. „Environmental Education and Gender: Voices from India and Brazil“. Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30213.
Der volle Inhalt der QuelleO'Brien, Catherine. „Education for sustainable community development, Barefoot College, Tilonia, India“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0020/NQ44536.pdf.
Der volle Inhalt der QuelleBhagavan, Manu Belur. „Sovereign spheres : princes, education and empire in colonial India /“. New Delhi : Oxford University Press, 2003. http://catalogue.bnf.fr/ark:/12148/cb400296194.
Der volle Inhalt der QuelleSliwka, Anne. „Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)“. Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.
Der volle Inhalt der QuelleSawleshwarkar, Shailendra Nagorao. „Analysing a Global Health Education Framework for Public Health Education Programs in India“. Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25089.
Der volle Inhalt der QuelleGao, Qianyun. „Parental Bargaining and Gender Gap in Primary Education Expenditure“. Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1696.
Der volle Inhalt der QuelleMullikottu, Veettil Mukundan. „The control of education: a multilevel analysis of continuity and change in two districts of Kerala, India“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244634.
Der volle Inhalt der QuelleHeron, Pauline M. „Literacy for women in village India“. Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66140.
Der volle Inhalt der QuelleSrivastava, Prachi. „Putting developing country partners first : a case study examining the contributing factors of developing country partner ownership in a development project“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64194.pdf.
Der volle Inhalt der QuelleMadhani, Taslim. „Constructions of Muslim identity : women and the education reform movement in colonial India“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98555.
Der volle Inhalt der QuelleRoy, Aparna. „A comparative study of special education in India and China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741941.
Der volle Inhalt der QuelleGuy, Judith Helen. „The International Baccalaureate in India : a study of privatisation in a changing educational context“. Thesis, Faculty of Education and Social Work, 2010. http://hdl.handle.net/2123/16345.
Der volle Inhalt der QuelleSahai, Nupur. „COUNSELORS’ PERCEPTIONS OF INTEGRATING INDIAN/EASTERN AND WESTERN COUNSELING APPROACHES IN INDIA“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1381.
Der volle Inhalt der QuelleWeaver, Caroline Louise. „Colonialism, culture and visual education in British India, 1854-1891“. Thesis, Online version, 1997. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.267749.
Der volle Inhalt der QuelleMiller, Sheila. „Determinants of parental attitudes regarding girls' education in rural India“. CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4155.
Der volle Inhalt der QuelleGarg, Nupur M. B. A. Massachusetts Institute of Technology. „Low cost private education in India : challenges and way forward“. Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65779.
Der volle Inhalt der QuelleCataloged from PDF version of thesis.
Includes bibliographical references (p. 82-86).
The Low Cost Private School phenomenon has gained momentum and increased visibility in recent years as researchers have begun to map and record the existence of millions of private schools that cater to the education needs of the economically disadvantaged in developing countries. These schools are profit oriented market enterprises, charging fees in the range of US$ 2 to US$ 15 per month while competing with free-of-cost government schools. Yet, they continue to thrive and grow in numbers. This thesis explores the factors that have led to the existence of a market driven private sector solution in a segment widely dominated by government provision of services and tries to understand the rationale supporting their existence. The thesis also delves into the question of whether low cost private schools are genuinely serving the purpose they are expected to. And whether these poorly financed, ill equipped profit making enterprises are the rights means to educating millions of children. The thesis also discusses the perspectives, experiences and challenges of different players in the low cost private education ecosystem. It closes with an understanding of the need for private sector involvement in providing education to the lower income segment and suggestions for the way forward for regulators, policy makers and the industry.
by Nupur Garg.
M.B.A.
Nageshwar, Tigadi. „Сurrent requirements of legal education in the Republic of India“. Thesis, Тернопіль: Вектор, 2020. http://er.nau.edu.ua/handle/NAU/41787.
Der volle Inhalt der QuelleKaur, Balpreet. „Improving higher education in India : the students' and government's perceptions“. Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/3384.
Der volle Inhalt der QuelleO ensino superior na Índia tem desempenhado um papel importante no desenvolvimento económico e social do país. A educação é considerada como uma ferramenta fundamental na promoção da cultura e da igualdade entre os cidadãos. Embora sendo essencial para promover mais oportunidades para todos, o aumento do auto-financiamento por parte das instituições de ensino superior, em virtude das pressões governamentais, resultando, por vezes, em privatizações, tornou a educação inacessível para alguns. Actualmente apenas 7%da população entre os 18 e os 24 anos participam no ensino superior. Este estudo procura analisar as percepções do governo e dos estudantes relativamente às diferentes formas que podem ser utilizadas para melhorar o sistema de ensino superior. Um estudo foi desenvolvido baseado na análise de conteúdo de documentos oficiais do Ministério da Educação e do discurso dos estudantes recolhidos através de 17 entrevistas. A análise revela diferenças entre as percepções do governo e dos alunos às quais subjazem, igualmente, diferenças entre as concepções que ambos possuem relativamente aos papéis consignados ao ensino superior na sociedade. ABSTRACT: Higher education in India has played a significant role in the economic as well as social development. Education is considererd as an important tool to promote country’s culture and equality amongst the citizens. Although it seems essential to provide more opportunities to everyone, the growth of self-financing institutions encouraged by the government, resulting in privatisation, has made education out of reach. At present only 7 percent of youth in the age group of 18-24 participate in higher education. This study tries to analyse government and students’ perceptions about the different ways higher education in India can be improved. A qualitative study was developed based on content analysis of government documents and 17 students’ interviews. The analysis reveals differences between students and government perceptions that translate also different conceptions about higher education roles in society.
Röder, Holger. „Software engineering education at university level in India and Germany“. [S.l. : s.n.], 2006. http://nbn-resolving.de/urn:nbn:de:bsz:93-opus-26201.
Der volle Inhalt der QuelleGaddis, Jason O'Neal. „Theological education in India balancing doctrinal soundness and cultural relevance /“. Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Der volle Inhalt der QuelleBorker, Hem. „Educational journeys and everyday aspirations : making of 'kamil momina' in a girls' madrasa“. Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711987.
Der volle Inhalt der QuelleBurch, Isabella. „Realizing the Right to Education: An Evaluation of Education Policy in Six States of India“. Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1363.
Der volle Inhalt der QuelleArora, Jagdish, und Pawan Agrawal. „Indian Digital Library in Engineering Science and Technology (INDEST) Consortium: Consortia-Based Subscription to Electronic Resources for Technical Education System in India: A Government of India Initiative“. Information and Library Network Centre, 2003. http://hdl.handle.net/10150/105608.
Der volle Inhalt der QuelleLobo, Antoinette Iris Grace. „A comparative study of educational disadvantage in India within the Anglo-Indian community : a historical and contemporary analysis“. Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10006585/.
Der volle Inhalt der QuelleEzer, Jonathan Frederick. „The interplay of institutional forces behind higher ICT education in India“. Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1831/.
Der volle Inhalt der QuelleGill, Manpreet Kaur. „Globalisation, neoliberalism and the transformation of higher education in Punjab, India“. Thesis, SOAS, University of London, 2017. http://eprints.soas.ac.uk/26668/.
Der volle Inhalt der QuelleMukherjee, Anirban. „Tribal education in India : an examination of cultural imposition and inequality“. Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1520.
Der volle Inhalt der QuelleDaniel, R. (Rohit). „Quality early childhood education at low fees:case study in Chennai, India“. Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201908172772.
Der volle Inhalt der QuelleMilosevic, Vedrana. „Women's impact on development in India“. Thesis, Växjö University, School of Management and Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7121.
Der volle Inhalt der QuelleIndia is the world’s largest democracy where 1 186 200 000 people live and almost half of these are women. So how does women’s situation effect India’s development. This essay focuses on secondary education, female labor force participation and active population growth and measures their affect on Human Development Index (HDI). The literature shows a positive effect of all explanatory variables on HDI. In other an effective resource allocation towards words women might be the key for India to reach higher living standards. It is indeed a question of effective resource allocation because women in India don’t enjoy the same freedoms and rights as men which will clearly effect the countries resource allocation and the HDI
Varma, Anushree. „The embroidered word : using traditional songs to educate women in India“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29518.pdf.
Der volle Inhalt der QuelleVyakarnam, Shailendra. „The social relevance of postgraduate management education : a case study of India“. Thesis, Cranfield University, 1987. http://hdl.handle.net/1826/4172.
Der volle Inhalt der QuelleSutherland, Laura A. „Right to Education - From Policy to Practice: Social Exclusion and Gender in Delhi's Primary Education System“. Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35008.
Der volle Inhalt der QuelleGhosh, Dastidar Sayantan. „Essays on public education expenditure, trade openness and economic growth of India“. Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/1feac28f-1c23-42cd-933b-4b56de653c4f.
Der volle Inhalt der QuelleRahman, Sharafuddin Adnan. „The role of engineering education in development a case study of India“. Thesis, Georgia Institute of Technology, 1986. http://hdl.handle.net/1853/30336.
Der volle Inhalt der QuelleArthur, Linda. „Education reform in developing countries : decentralisation with reference to India and Pakistan“. Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401500.
Der volle Inhalt der QuelleKothari, Anjali. „That common ground : education, marriage and family in middle-class, urban India“. Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020768/.
Der volle Inhalt der QuelleDodson, Michael S. „Orientalism, Sanskrit scholarship, and education in colonial North India, ca. 1775-1875“. Thesis, University of Cambridge, 2003. https://www.repository.cam.ac.uk/handle/1810/272104.
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