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Zeitschriftenartikel zum Thema "The Education System5"
Howladar, Dr Mita. „Barriers and Opportunities of Inclusive Education in Present Educational System“. International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (30.06.2018): 2018–25. http://dx.doi.org/10.31142/ijtsrd14290.
Der volle Inhalt der QuelleAlokhon, Alikarieva. „THE QUALITY MANAGEMENT SYSTEM OF EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS“. International Journal of Advance Scientific Research 4, Nr. 5 (01.05.2024): 137–43. http://dx.doi.org/10.37547/ijasr-04-05-26.
Der volle Inhalt der QuelleRamírez Díaz, José Antonio. „Configuraciones disciplinares para la producc ión científica en la educación de México. Una revisión desde la sociología de la educación y la formación del Sistema Educativo“. Nóesis. Revista de Ciencias Sociales y Humanidades 30, Nr. 58 (November 2020): 1–31. http://dx.doi.org/10.20983/noesis.2020.2.1.
Der volle Inhalt der QuelleA. R., Sattarov. „ORGANIZATION OF INDEPENDENT EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS USING MOBILE LEARNING SYSTEMS“. International Journal of Pedagogics 4, Nr. 2 (01.02.2024): 13–16. http://dx.doi.org/10.37547/ijp/volume04issue02-03.
Der volle Inhalt der QuelleNyugap, Charly R. „Restructuring Cameroon’s Educational System Towards Ensuring Quality Education for Children with Visual Impairment“. International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (31.10.2018): 1172–82. http://dx.doi.org/10.31142/ijtsrd18843.
Der volle Inhalt der QuelleSingh, Manisha. „Evolving Educational Landscapes: A Comparative Analysis of Women's Education in Traditional and Modern Systems“. International Journal of Science and Research (IJSR) 13, Nr. 3 (05.03.2024): 1206–8. http://dx.doi.org/10.21275/sr24318123939.
Der volle Inhalt der QuelleAnisimov, Nikolay. „Dual education system“. Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 8 (September 2020): 190–96. http://dx.doi.org/10.33251/2522-1477-2020-8-190-196.
Der volle Inhalt der QuelleRuzikulova, Nigora Sh. „USING THE DIDACTIC CAPABILITIES OF INTERACTIVE EDUCATIONAL RESOURCES TO IMPROVE THE PRIMARY EDUCATION SYSTEM“. American Journal of Interdisciplinary Innovations and Research 04, Nr. 11 (01.11.2022): 34–39. http://dx.doi.org/10.37547/tajiir/volume04issue11-06.
Der volle Inhalt der QuelleCostello, Monica. „Systemic Compliance Complaints: Making IDEA's Enforcement Provisions a Reality“. University of Michigan Journal of Law Reform, Nr. 41.2 (2008): 507. http://dx.doi.org/10.36646/mjlr.41.2.systemic.
Der volle Inhalt der QuelleРудий-Трипольський, Владислав. „Взаємодія систем і технологій навчання у забезпеченні ефективності формування професійної компетентності здобувачів вищої освіти в умовах медичного закладу“. Теоретичні і прикладні проблеми психології, Nr. 1(57)Т2 (2022): 49–59. http://dx.doi.org/10.33216/2219-2654-2022-57-1-2-49-59.
Der volle Inhalt der QuelleDissertationen zum Thema "The Education System5"
Zangmo, Zinpai. „Educational policy borrowing in the Bhutanese education system“. Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.
Der volle Inhalt der QuelleBuckner, Marjorie M. „Parents' Expressed Educational Dissent in Middle School Education Systems“. UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/38.
Der volle Inhalt der QuelleAscher, Tamar. „The role of educational belief systems in teacher education“. Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340825.
Der volle Inhalt der Quelle黃月雲 und Yuen-wan Wong. „Educational ideas in the analects and the Hong Kong education system“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40676109.
Der volle Inhalt der QuelleGxwati, Ntombizandile Irene. „The education management information system of the Free State Department of Education : a systems analysis“. Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.
Der volle Inhalt der QuelleENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.
Sahai, Esha T. „Women, innovation, entrepreneurship : essays on designing and improving education“. Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.
Der volle Inhalt der QuelleCataloged from PDF version of thesis.
Includes bibliographical references (pages 69-76).
Entrepreneurship and Entrepreneur are not gender-neutral concepts.[1] In the United States, men are twice as likely to be involved in entrepreneurship than women. Women have founded or led only 11% of venture capital backed US firms. Moreover, women-led firms have received only 7% of venture capital.[2] Clearly, there is a serious dearth of women in entrepreneurship. Research has shown that education can have an impact on gender segregation of aspirations, and that it acts as a barrier for women to move into historically male-dominated roles with higher earning potential. In higher education, gender segregation results in a variety of disciplines including entrepreneurship.[3] In this thesis, we examine the problem and recommend solutions to improve entrepreneurship and innovation education and entrepreneurial opportunities for women. We look at Science, Technology, Engineering, Mathematics (STEM) programs focused on increasing participation of women in STEM and map them to entrepreneurship. Furthermore, we discuss the programs and resources available to women entrepreneurs. We recommend designing new programs and investing in resources for women innovators and entrepreneurs.
by Esha T. Sahai.
S.M. in Engineering and Management
Åsberg, Samira. „Social Networks in Education: A Facebook-Based Educational Platform“. Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.
Der volle Inhalt der QuelleMcCusker, Kerri A. „Intelligent assessment and learner personalisation in adaptive educational systems for STEM Education“. Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675465.
Der volle Inhalt der QuelleSPADA, ALICE. „Education for Society in Educational Systems A Comparative Study on Social Competences“. Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241101.
Der volle Inhalt der QuelleEducating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.
Meth, Halli Elaine. „DecaFS: A Modular Distributed File System to Facilitate Distributed Systems Education“. DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1206.
Der volle Inhalt der QuelleBücher zum Thema "The Education System5"
Fullan, Michael. All systems go: The change imperative for whole system reform. Thousand Oaks, Calif: Corwin Press, 2010.
Den vollen Inhalt der Quelle findenKramarov, Sergey, Vladimir Khramov, Elena Grebenyuk und Anatoly Bocharov. Fundamentals of the ergotechnical approach to the formation of an electronic educational environment. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02086-9.
Der volle Inhalt der QuelleRebecca, Marlow-Ferguson, Hrsg. World education encyclopedia: A survey of educational systems worldwide. 2. Aufl. Detroit: Gale Group/Thomson Learning, 2002.
Den vollen Inhalt der Quelle findenHeterick, Robert C. A single system image: An information systems strategy. Boulder, Colo: CAUSE--The Professional Association for Computing and Information Technology in Higher Education, 1988.
Den vollen Inhalt der Quelle findenElliot, Sergio. Distance education systems. Rome: Food and Agriculture Organization of the United Nations, 1990.
Den vollen Inhalt der Quelle findenI, Dekker E., und Van Schalkwyk O. J, Hrsg. Modern education systems. Durban: Butterworths, 1989.
Den vollen Inhalt der Quelle findenBaker, Bruce D. Financing education systems. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2008.
Den vollen Inhalt der Quelle findenGagarina, Larisa, und Yuliya Shevnina. Fundamentals of information systems design and development. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1872684.
Der volle Inhalt der QuelleNikolaeva, Svetlana. The system of ecological education of preschoolers. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1860514.
Der volle Inhalt der QuelleBrezinka, Wolfgang. Educational aims, educational means, educational success: Contributions to a system of science of education. Aldershot, Hants, England: Avebury, 1997.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "The Education System5"
Lo Bianco, Joseph. „Educational Linguistics and Education Systems“. In The Handbook of Educational Linguistics, 113–26. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch9.
Der volle Inhalt der QuelleScott, David. „Global Education and Educational Reform“. In Education Systems and Learners, 101–7. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59884-4_6.
Der volle Inhalt der QuelleErdoğan Coşkun, Aynur. „Conceptions of Society and Education Paradigm in the Twenty-First Century“. In Educational Theory in the 21st Century, 141–71. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_7.
Der volle Inhalt der QuelleHatos, Adrian. „Education Systems“. In Encyclopedia of Quality of Life and Well-Being Research, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_844-2.
Der volle Inhalt der QuelleHatos, Adrian. „Education Systems“. In Encyclopedia of Quality of Life and Well-Being Research, 2015–22. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_844.
Der volle Inhalt der QuelleGruzdeva, Marina L., Olga I. Vaganova, Svetlana N. Kaznacheeva, Natalia V. Bystrova und Anna V. Chanchina. „Modern Educational Technologies in Professional Education“. In Lecture Notes in Networks and Systems, 1097–103. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15160-7_110.
Der volle Inhalt der QuelleCóndor-Herrera, Omar, und Carlos Ramos-Galarza. „Educational Technological Game for Children’s Education“. In Advances in Intelligent Systems and Computing, 273–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68017-6_41.
Der volle Inhalt der QuellePerniu, Dana, Ileana Manciulea, Cristina Salca Rotaru und Camelia Draghici. „Open Educational Resources for Environmental Education“. In Advances in Intelligent Systems and Computing, 327–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67209-6_35.
Der volle Inhalt der QuelleXu, Guobin, Yanhui Chen und Lianhua Xu. „Education System“. In Understanding Western Culture, 117–48. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8150-7_5.
Der volle Inhalt der QuelleGriffiths, Tom G. „Critical World-Systems Education for Progressive System Change“. In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_326-1.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "The Education System5"
Axinte, Teofan Narcis. „Educational Policy and Education Management. Study Case: Israel“. In Eighth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/limen.2022.275.
Der volle Inhalt der QuelleWaks, Shlomo. „Engineering Education: Prospective Research Issues“. In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.
Der volle Inhalt der QuelleM. Abu-Samaha, Ala, und Rima Shishakly. „Assessment of School Information System Utilization in the UAE Primary Schools“. In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.
Der volle Inhalt der QuelleCAZACIOC, Nadejda, und Ileana Simona ȘEREMET. „Designul educațional al proiectelor STE(A)M“. In Inter/transdisciplinary approaches in the teaching of the real sciences, (STEAM concept) = Abordări inter/transdisciplinare în predarea ştiinţelor reale, (concept STEAM). Ion Creangă Pedagogical State University, 2023. http://dx.doi.org/10.46727/c.steam-2023.p451-458.
Der volle Inhalt der QuelleIskandarova, Gulbahor. „ASSUMPTION OF WORD MEANING IN LEARNING UZBEKI AS A SECOND LANGUAGE“. In TEACHING UZBEK LANGUAGE ABROAD: THEORY AND PRACTICE OF EDUCATION. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.2024.16.4/emsn3216.
Der volle Inhalt der QuelleKarabanova, I. V., und М. А. Karabanova. „CONTEMPORARY STATE OF EDUCATIONAL SYSTEM“. In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/50.
Der volle Inhalt der QuelleMARIAN (TUTUNARU), Tatiana. „APPROACHING ”QUALITY OF EDUCATION” IN ROMANIAN AND FINNISH EDUCATION SYSTEMS“. In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.11.
Der volle Inhalt der QuelleConstantinescu, Maria, und Vlad ionut Dumitrache. „THE IMPACT OF COVID 19 ON THE ROMANIAN MILITARY EDUCATION“. In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-003.
Der volle Inhalt der QuelleCondruzbacescu, Monica. „PROMOTING OPEN EDUCATION AND FREE EDUCATIONAL RESOURCES“. In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-039.
Der volle Inhalt der QuelleBulatova, Olena, Yurii Chentukov und Tetyana Marena. „The impact of military conflicts on the educational component of national economic security“. In Conferinta stiintifica internationala "Strategii si politici de management in economia contemporana", editia VII. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/icspm2022.01.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "The Education System5"
London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), Februar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.
Der volle Inhalt der QuelleLondon, Jonathan D., und Bich-Hang Duong. The Politics of Education and Learning in Vietnam: Contributions to a Theory of Embedded Accountabilities. Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe10.
Der volle Inhalt der QuelleLondon, Jonathan. Vietnam’s Education System: How Coherent Is It for Learning? Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/131.
Der volle Inhalt der QuelleBulatetska, Lesya V., Vitaliy V. Bulatetskyi, Tetyana O. Hryshanovych, Yulia S. Pavlenko, Tetyana I. Cheprasova und Andrey V. Pikilnyak. Operation system features and cloud services for lecturer work. [б. в.], Juni 2021. http://dx.doi.org/10.31812/123456789/4443.
Der volle Inhalt der QuelleValko, Nataliia V., Nataliya O. Kushnir und Viacheslav V. Osadchyi. Cloud technologies for STEM education. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3882.
Der volle Inhalt der QuelleSilberstein, Jason, und Marla Spivack. Applying Systems Thinking to Education: Using the RISE Systems Framework to Diagnose Education Systems. Research on Improving Systems of Education (RISE), Januar 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/051.
Der volle Inhalt der QuelleSpivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.
Der volle Inhalt der QuelleNietschke, Yung, Anna Dabrowski, Maya Conway und Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.
Der volle Inhalt der QuelleDabrowski, Anna, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry und Maya Conway. Readiness, response, and recovery: The impacts of COVID-19 on education systems in Asia. Australian Council for Educational Research, September 2022. http://dx.doi.org/10.37517/978-1-74286-689-5.
Der volle Inhalt der QuelleKaffenberger, Michelle, und Marla Spivack. System Coherence for Learning: Applications of the RISE Education Systems Framework. Research on Improving Systems of Education (RISE), Januar 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/086.
Der volle Inhalt der Quelle