Thematische Bibliographien / Tertiary education level / Bücher

Bücher zum Thema „Tertiary education level“

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Autor: Grafiati
Veröffentlicht am 22. Juli 2024

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1

Ross, Lisa. Environmental education in Bangladesh at the tertiary level. Dhaka: Bangladesh Centre for Advanced Studies, 1995.

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2

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. New York, NY (809 United Nations Plaza, New York 10017-3580): Institute of International Education, 1989.

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3

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. New York, NY: Institute of International Education, 1994.

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4

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. New York, NY (809 United Nations Plaza, New York 10017-3580): Institute of International Education, 1989.

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5

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. New York, NY (809 United Nations Plaza, New York 10017-3580): Institute of International Education, 1989.

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6

Christensen, Peter. The road forward?: Alternative assessment for Aboriginal and Torres Strait Islander students at tertiary level. Canberra: Dept. of Employment, Education, Training and Youth Affairs, 1997.

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7

Australia. Committee to Review Australian Studies in Tertiary Education. Windows onto worlds: Studying Australia at tertiary level : the report of the Committee to Review Australian Studies in Tertiary Education. Canberra: Australian Govt. Pub. Service, 1987.

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8

Barkat, Abul. Situational analysis of sexual harassment at tertiary level education institutes in and around Dhaka. Dhaka: UN Women, 2013.

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9

Statistics, UNESCO Institute for. The Caribbean and Latin America: English, Dutch and French-speaking countries, good neighbours, Caribbean students at the tertiary level of education. Canada: UNESCO Institute for Statistics, 2001.

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10

Moore, Euna A. A review of tertiary level courses in Barbados relevant to sustainable development in the Caribbean. [Mona, Jamaica]: University of the West Indies, Centre for Environment and Development, 1994.

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11

Cai, Jigang. Zhongguo da xue Ying yu jiao xue lu zai he fang: A way out for EFL at tertiary level education in mainland China. 8. Aufl. Shanghai: Shanghai jiao tong da xue chu ban she, 2012.

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12

National Conference on Teaching & Learning at Tertiary Level in Bangladesh (1st 2011 Daffodil International University). Conference proceedings of the National Conference on Teaching & Learning at Tertiary Level in Bangladesh, December 30, 2011: "employability focus in higher education : the what, why, and how?". Dhaka: Daffodil International University, 2011.

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13

Iwugo, K. O. Tertiary level education and training in water and environmental control technology: African perspectives : an inaugural lecture delivered at the University of Lagos on Wednesday, April 24, 1991. Lagos: University of Lagos Press, 1991.

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14

Macquarie University. Graduate School of the Environment. und Unesco, Hrsg. A Greener Pacific: Environmental education at a general level in tertiary institutions of the Pacific sub-region : proceedings of a seminar and workshops 24-28 September 1989 held at the Graduate School of the Environment, Macquarie University, Sydney 1989. North Ryde [N.S.W.]: Graduate School of the Environment, Macquarie University, 1990.

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15

Sanden, Maarten van der, Ben Herbergs und K. F. Wakker. Delfts goud: Leven en werk van achttien markante hoogleraren. Delft: Technische Universiteit Delft, 2002.

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16

Samuel, John. Educational initiatives at the tertiary level for black South Africans: Constraints, changes, and challenges. New York: IIE (Institute of International Education), 1992.

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17

Institute of Policy Studies (Colombo, Sri Lanka), Hrsg. Responding to future challenges in education and training: Policy issues at the higher and tertiary levels. Colombo, Sri Lanka: Institute of Policy Studies, 1995.

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18

Spolsky, Bernard, und Eun Sung Park. English Education at the Tertiary Level in Asia. Taylor & Francis Group, 2018.

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19

Macpherson, Alice, und Christina Page. Level Two Peer Tutoring Fundamentals and Integration Workbook. Kwantlen Polytechnic University Publishing, 2019.

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20

Macpherson, Alice, und Christina Page. Level One Peer Tutoring Fundamentals and Integration Workbook. Kwantlen Polytechnic University Publishing, 2020.

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21

Teffera, Fekadu. Planning the development of tertiary level education for Ethiopia: A manpower planning objective. 1986.

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22

Spolsky, Bernard, und E. U. N. Sung PARK. English Education at the Tertiary Level in Asia: Trends and Challenges. Taylor & Francis Group, 2017.

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23

Identifying Potential For Equitable Access To Tertiary Level Science Digging For Gold. Springer, 2010.

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24

Rollnick, Marissa. Identifying Potential for Equitable Access to Tertiary Level Science: Digging for Gold. Springer, 2014.

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25

Rollnick, Marissa. Identifying Potential for Equitable Access to Tertiary Level Science: Digging for Gold. Springer London, Limited, 2010.

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26

Spolsky, Bernard, und Eun Sung Park. English Education at the Tertiary Level in Asia: From Policy to Practice. Taylor & Francis Group, 2017.

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27

Spolsky, Bernard, und Eun Sung Park. English Education at the Tertiary Level in Asia: From Policy to Practice. Taylor & Francis Group, 2017.

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28

Teffera, Fekadu. Planning the development of tertiary level education for Ethiopia: a manpower planning perspective. 1986.

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29

Australia. Windows onto worlds: Studying Australia at tertiary level : The report of the Committee to Review Australian Studies in Tertiary Education. Australian Govt. Pub. Service, 1987.

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30

Comba, Julia Teresa. Study of the supervision of students, in clinical settings, in Diploma level registered nurse preparatory programmes, in the Australian tertiary education sector. 1989.

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31

Sahoo, Dukhabandhu, Diptimayee Mishra, Auro Kumar Sahoo, Phendulwa Zikhona Makunga und Jayanti Behera. Regional and subregional analyses of macroeconomic policy strategies for growth and equality in Southern Africa. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/933-4.

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We investigate the relevance of beta (β, absolute and conditional) and sigma (σ) convergence in the economies of the Common Monetary Area of Southern Africa and in the provinces of the Republic of South Africa using panel data, allowing an understanding of growth and inequality in the region. The region has experienced β- and σ-convergence; however, growth rates of per capita gross domestic product are low at aggregate and sectoral levels. At sectoral level, the performance of the tertiary sector is better than that of the primary and secondary sectors. The relatively poor performance of the primary and secondary sectors needs policy attention. For the provinces of South Africa, capital expenditure on key sectors such as education and health can enhance growth rate, whereas the overall revenue expenditure retards growth. Therefore, provinces’ capital budgets need to be managed well within the limitation of revenue expenditure to avoid fiscal imbalances.
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32

Dandago, Kabiru Isa. Time management in the life of a scholar. UUM Press, 2015. http://dx.doi.org/10.32890/9789670876221.

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Time management is a subject that concerns everybody: Male and female; rich and poor; young and old; leaders and followers; educated and uneducated; etc.It is a challenge that has to be faced squarely by everyone who is interested in accomplishing his/her tasks within the limited time available, and this time is equally endowed. This book is specifically focused on scholars, as role models for effective time management.These scholars could be at the primary school level, secondary school level, tertiary educational institutions (universities, polytechnics, colleges of education, etc.), research institutes/centers, etc.It is a challenge for them to lead other time users on effective management and utilization of time and also to go deep into research on various aspects of time management, so as to establish acceptable principles, models and theories on the subject matter.Although the book has the scholar in mind, other users of time in the various sectors of any economy would find this book very interesting and very useful.Good time management is the key factor to achieve so much more within the 24-hour-period endowed equally to mankind.Over the 24 years of his working life in the University, the authors has come to realist that most scholars in educational system and those in other levels of the educational sector are not according time management the attentions it deserves.The required attentions are: (i) in respect of its effective management to achieve desire results; and (ii) in respect of promoting it an a subject of study at various levels.This book is an attempt to address these two issues.
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33

Czura, Anna, und Melinda Dooly, Hrsg. Assessing virtual exchange in foreign language courses at tertiary level. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.59.9782383720102.

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This volume is an important output of the ASSESSnet, an EU-funded project that aimed at investigating assessment practices in Virtual Exchange (VE) projects in Foreign Language (FL) courses at tertiary level. It starts with the discussion of selected aspects of VE and assessment design, and a summary of ASSESSnet project results. The following chapters present real-life examples of planning and administering assessment in VE projects in diverse educational settings. The descriptions of case studies are often supplemented by concrete examples of task descriptions, assessment rubrics, self-assessment prompts, and examples of student outputs. This volume is produced for practitioners by practitioners and may be of interest to teachers, teacher educators, school authorities and policy makers interested in introducing VE or improving the quality of the existing projects.
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34

Aleshkovskiy, I. A., G. F. Belyaeva, A. T. Gasparishvili, K. E. Ziskin, A. A. Ionov, O. V. Kruhmaleva, V. V. Lysenko et al. The education system of a Russian region: a comprehensive analysis. Kemerovo State University, 2021. http://dx.doi.org/10.21603/978-5-8353-2648-8.

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The monograph was prepared within a project of the Vernadsky-Kuzbass Scientific and Educational Consortium. It presents a comprehensive study of the 2010–2018 education system of Kuzbass carried out by the Center for Education Development Strategy at M.V. Lomonosov Moscow State University. The study compared the education systems in Kuzbass and other regions of Russia, drawing on related statistical data and reference materials. It also involved sociological surveys to identify the attitude of educators at three levels – general secondary, secondary vocational and tertiary – to the development of the regional education system. The authors’ conclusions and recommendations became a basis for the Strategy of Education Development in Kuzbass. The book is addressed to professionals working in education, management and sociology of education, as well as those with a general interest in the problems and trends of modern education.
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35

Cole, Ester, und Maria Kokai, Hrsg. Consultation and Mental Health Interventions in School Settings. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00583-000.

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This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.A comprehensive guide to meeting the psychological needs of students in school settings This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.
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36

Braae, Nick, und Lesley Brook. Creating and Evaluating Impact: A Resource for Creative Arts Researchers. Otago Polytechnic Press, 2024. http://dx.doi.org/10.34074/book.312.

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The concept of “impact” has grown in currency and prevalence in New Zealand research environments over recent decades. In 2015, the Ministry of Business, Innovation and Employment (MBIE) established the “joint pillars of excellence and impact for the research system.” In a 2019 position paper, MBIE updated this vision, calling for publicly-funded research to maintain “line-of-sight to impact” whereby “each researcher and institution understands their part in the bigger picture – how their activities have or could contribute, directly or indirectly, to the shared endeavour of impact for New Zealand.” Concurrently, The Report of the PBRF Review Panel in 2018 had research impact as a recurring theme, with the authors noting “[the] persistent concerns about the ability of peer review panels to assess the quality of research engagement and impact [...] and the contributions that many researchers make to a vibrant research environment” (p. 62). They suggested that their recommended changes would “place more value on the impact of research” and “provide a more obvious pathway for staff to have the impact of their research recognised” (p. 65). Since then, the Sector Reference Group – responsible for making recommendations to the Tertiary Education Commission (TEC) about the design of PBRF – has established a working definition for research impact: “a positive effect on, change, or benefit to society, culture, the environment, or the economy at any level, outside the research environment” (p. 11). This definition is close to that used by MBIE: “a change to the economy, society or environment, beyond contribution to knowledge and skills in research organisations.” The aim of this publication is to explore how notions of “impact” operate and can be translated into a creative arts research environment.
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37

Gibbon, Trish, Hrsg. Driving Change. African Minds, 2014. http://dx.doi.org/10.47622/9781920677435.

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Driving Changetells a story that exemplifies a basic law of physics, known to all the application of a relatively small lever can shift weight, create movement and initiate change far in excess of its own size. It tells a story about a particular instance of development co-operation, relatively modest in scope and aim that has nonetheless achieved remarkable things and has been held up as an exemplar of its kind. It does not tell a story of flawless execution and perfectly achieved outcomes: it is instead a narrative that gives some insight into the structural and organisational arrangements, the institutional and individual commitments, and above all, the work, intelligence and passion of its participants, which made the South Africa Norway Tertiary Education Development (SANTED) Programme a noteworthy success.
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38

Murano, Dana M., und Richard D. Roberts. Traversing the Gap Between College and Workforce Readiness: Anything But a “Bridge Too Far”! Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0014.

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This chapter reviews Chapters 11–13. Each chapter offers possible solutions for bridging the apparent gap between college and workforce readiness while inherently highlighting ways in which these two readiness domains are analogous. Across the chapters, an integrative framework for studying noncognitive skills across putative domains remains elusive, although it is possible. The authors also discuss various approaches to the measurement of noncognitive skills and both practical and policy implications. This chapter focuses on next steps that can be taken in an effort to resolve issues surrounding measurement and the organizational framework. It also advocates for social–emotional learning programs at the primary, secondary, and tertiary education levels to foster these skills. Juxtaposed, these chapters elucidate the current state of college and workforce readiness, potential pathways through which measurement of necessary skills can be improved, and a compelling means by which to bridge the gap between college and workforce readiness.
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