Relevant bibliographies by topics / Department of Missionary Education

Academic literature on the topic 'Department of Missionary Education'

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Published: 27 July 2024
Last updated: 29 July 2024

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Journal articles on the topic "Department of Missionary Education"

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Weiler, Kathleen. "Mabel Carney at Teachers College: From Home Missionary to White Ally." Teachers College Record: The Voice of Scholarship in Education 107, no. 12 (December 2005): 2599–633. http://dx.doi.org/10.1177/016146810510701203.

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This article discusses the career of Mabel Carney, head of the Department of Rural Education at Teachers College from 1918 to 1941. Carney was deeply involved with African American and African education, traveling to Africa and the American South, teaching courses on “Negro education,” and working closely with both African and African American graduate students. When she retired from Teachers College in 1942, she was given an honorary doctorate from Howard University for her support of African American education. She died in 1968. Carney is barely mentioned in educational histories of the period. Her life and contributions to African American struggles for higher education reveal a little-known history. But her story also illuminates the instability of conceptions of race, the uneasy positioning of white women reformers, and the ways that progressive white educators’ understandings of race changed in the interwar years in response to broader political events and social movements.
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BELLENOIT, HAYDEN J. A. "Missionary Education, Religion and Knowledge in India, c.1880–1915." Modern Asian Studies 41, no. 2 (January 18, 2007): 369–94. http://dx.doi.org/10.1017/s0026749x05002143.

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Christian missionaries were some of the most influential actors in colonial India. Yet they only began working recently in relation to larger British influence in the subcontinent. Originally banned from the territories of the East India Company for fears of upsetting Indian religious sensibilities, they were allowed to operate after 1843 in parallel with a rising Utilitarian and evangelist fervour in Britain and within particular Company circles; the latter often blurred the distinctions between ‘moral improvement’, civilisation and Christianity. Missionaries were influential in the debate over sati and the subsequent outlaw of its practice. Protestant encounters with Hinduism and Islam were defined by the rhetoric of ‘heathen’ and ‘unbelievers’, as missionaries derided the ‘idolatry’ of Hinduism and ‘bigotry’ of Islam. Some of the first mission schools established were in the Bombay Presidency, Bengal and the Punjab. During this period missionaries ascribed utility to the corpus of western scholarship as an ally against Indian religions. They hoped to ‘prove’ their falsehoods. The primary way to do this was through western education, arguing that western scholarship was saturated with Christian morals and that such ethoses would transform Indians accordingly. This was a period when the symmetry between Christianity and western scholarship was championed by missionaries such as John Murdoch and Alexander Duff. After the Indian Mutiny (1857–8), missionaries were held in check (at least officially) by the colonial state as a means of avoiding upsetting Indian religious sensibilities. Yet, ironically, in northern India missionaries came to be relied upon by a cash-strapped Education Department. They came to dominate education and were credited with doing much to push the frontiers of western pedagogy in their efforts to propagate their faith.
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Amatsimbi, Herberth Misigo, and D. Neville Masika. "Pioneer Friends Harambee Schools in Western Kenya." International Journal for Innovation Education and Research 1, no. 4 (December 31, 2013): 84–94. http://dx.doi.org/10.31686/ijier.vol1.iss4.128.

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Friends African Mission (FAM) set forth an education department to train corps of African teachers- evangelists. The pioneer teacher-evangelists formed the basis of a new Luhyia elite that helped transform Luhyia society. And as education became more relevant in the emerging colonial structure, African Christians began to demand for more schools, learning in English and higher education, at a pace that neither the government nor the missionaries could match. Consequently, African Christians began thinking of establishing government and missionary supported independent schools. The case of the proposed Mbale School and the successive establishment of Chavakali day secondary school illustrate this point. The influence of the Chavakali experiment on secondary education in Kenya was deep and lasting, because it revealed what local self-help could achieve.
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Abramov, Sergey. "Spiritual and moral personal development in a summer children’s camp: from the experience of educational work of students of the department of pedagogy of St. Tikhon’s Orthodox University for the humanities." St. Tikhons' University Review. Series IV. Pedagogy. Psychology 66 (September 30, 2022): 56–66. http://dx.doi.org/10.15382/sturiv202266.56-66.

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The article examines the activities of the Pedagogical Faculty of the Orthodox St. Tikhon's University for the Humanities in the field of leisure pedagogy. The fea-tures of this activity in the context of spiritual and moral education of children are analyzed and the following conclusions are drawn: Various types of practices are an important form of the leisure activity of a future Orthodox teacher in the context of spiritual and moral education of children. Practice programs should be carefully prepared and include both traditional and innovative creative pedagogical approaches. The latter include the creation of an innovative program "The soul must work", the implementation of which was carried out in the conditions of the children's sanatorium complex "Pearl of Russia" in Anapa, which is the base of the summer practice of the pedagogical faculty. The main content of the program was a system of knowledge, skills, attitudes and beliefs aimed at the formation of spirituality, morality in the organization of children's free time. The content of the program was implemented through the missionary and pedagogical system of the children's sanatorium complex "Gemchujyna Rossii" created on the basis of the pedagogical faculty, which included the following functions: Pastoral care, Missionary activity, Scientific and pedagogical activity. This system operated on the basis of a set of educational principles, methods and means of secular and Orthodox-oriented pedagogy based on the factor of a holistic approach in the formation of a child's personality, taking into account religious (spiritual and moral), ethical and patriotic values. One of the main conditions for the successful implementation of the functions of the missionary-pedagogical system was the "mutual action" of all the above-mentioned methods, forms and means, with the obligatory observance of the creative informal approach, the principles of naturalness, cooperation, voluntari-ness, variability and complementarity.The missionary and pedagogical system of the children's sanatorium complex "Pearl of Russia" has been functioning effectively for more than ten years, which determines the right direction of the activity of the pedagogical Faculty of the Or-thodox St. Tikhon's University for the Humanities in the field of leisure pedagogy.
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Chapple, Eve, and Helen Raptis. "From Integration to Segregation: Government Education Policy and the School at Telegraph Creek, British Columbia, 1906–1951." Journal of the Canadian Historical Association 24, no. 1 (May 12, 2014): 131–62. http://dx.doi.org/10.7202/1024999ar.

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This article explores the unique circumstances surrounding the provincial school at Telegraph Creek in northwestern British Columbia, which was initially established for white settler children by Presbyterian missionaries in 1906. Local public school trustees permitted the attendance of Indigenous (specifically Tahltan) children year after year to maintain the minimum enrolment required to receive provincial funding. Combined with an annual tuition grant from the Department of Indian Affairs for the schooling of status Indian children, the Telegraph Creek public school functioned as an integrated school until provincial, federal, and missionary authorities interfered in the 1940s. This paper demonstrates how decisions made by both provincial and Indian Affairs officials leading up to the 1949 cost-sharing agreement to build a new school at Telegraph Creek were far from benign. Indigenous children in northwest British Columbia became the objects of a post-war educational policy that promoted integrated schooling and, ironically, facilitated segregation.
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Molodchikova, Tatiana S. "RURAL SCHOOLS AND INDIGENOUS EDUCATION IN YUCATAN (MEXICO) IN THE 1930S." History and Archives 6, no. 1 (2024): 45–57. http://dx.doi.org/10.28995/2658-6541-2024-6-1-45-57.

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In the early 1930s, the cultural policy of Mexico in relation to the rural population was finally adopted and the main instruments for the consolidation of the post-revolutionary state were determined. The first priority in post-revolutionary Mexico was to carry out a large-scale education reform among the rural Indigenous population. The article considers the key points of the rural schools project in Mexico in the 1930s and the characteristics of its practical implementation in the state of Yucatan. The study of the issue was made possible due to the wide involvement of the archival materials that constitute the fund of the “Department of Rural Schools” of the Historical Archives in the Ministry of Public Education of Mexico, in particular, the methodological works written for missionary teachers, the reports of school inspectors and rural schools directors. The analysis of the office documents from the Mexican Ministry of Public Education demonstrated a discrepancy between the expectations of the education reform as part of the strategy for the integration of the indigenous population, and its practical results. The study of the educational policies of the post-revolutionary Mexican government in the state of Yucatan made it possible to conclude on the passive resistance of the rural population to the new socio-cultural elements in the country, as well as to understand the specifics of the interaction between the different levels of government in the region in the field of education policy.
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Ivanov, Viktor. "PAROCHIAL SCHOOLS ROLE IN TRANSBAIKAL OLD BELIEVERS EDUCATION (THE CASE OF KHASURTA AND UNEGETEI VILLAGES OF TRANSBAIKAL AREA IN THE EARLY XXTH CENTURY)." Socio-economic and humanitarian magazine, no. 2 (May 24, 2024): 154–70. http://dx.doi.org/10.36718/2500-1825-2024-2-154-170.

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The paper examines the history of the creation of rural parochial schools in the Old Believer villages of Transbaikalia at the beginning of the twentieth century using the example of the villages of Khasurta and Unegetei. These villages are notable for the fact that they were formed at the beginning of the 19th century by baptized Buryats of the Khorinsky department, who converted to the Old Believers. They formed a separate clan administration - Kurbinskoe. Analysis of the materials showed that the literacy schools founded in 1903 in two villages of the society, Khasurta and Unegetei, had their own buildings in 1910 and were the only cultural and educational center of the Kurba Valley. With the assistance of missionary Orthodox priests, children of baptized non-Russians and Old Believers peasants were involved in the educational process, increasing the level of literacy among the population. The education system of parochial schools included subjects of a religious nature, but the educational component was not strictly ecclesiastical. Children at school also received natural and humanitarian knowledge. The parochial schools created at the beginning of the twentieth century “survived” the historical stage of the transition of the old pre-revolutionary education system to the new Soviet school. The education system on which the teaching of new schools in the first years of Soviet power was based, for the most part, relied on the traditional teaching methods of the old church school. The paper pays due attention to the work of a rural teacher who, despite everyday difficulties and meager funding, taught rural children to read and write. After the revolutionary events of 1917, the teacher was in the thick of all the affairs of rural activists, helping to transform the lives of rural residents.
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Unar, Narjis, Muhammad Arshad, and Tunio Shahnawaz. "Measuring University Students’ Satisfaction Level on their Courses Experiences." Academy of Education and Social Sciences Review 1, no. 1 (August 31, 2021): 51–61. http://dx.doi.org/10.48112/eassr.v1i1.49.

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The objective of this study is to determine how satisfied students are with the course experiences provided by the learning facilities in Pakistani universities. This study looks into the factors of what they think is important for their learning environment, because students are the key stakeholders of the learning and education system. On the other hand, the missionary objectives of any university is to provide quality education and produce better alumni, because students’ achievements not only contribute to their scholastic development, but also build the reputation of an institution. Therefore, to measure the students’ satisfaction level of their course experiences, a self-structured survey questionnaire was used to collect the required data from students of different departments. A number of 141 master’s level students were identified from a local university. The data illustrated that the students’ satisfaction level in the provision of courses was low on given choices, like motivational characteristics, ICT application, and life-long learning skills; moderately satisfied for development of analytical and reflective thinking skills; and high level of satisfaction on all these elements except choices that have been reported of low importance.
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Lapushkina, Alina. "The History of Togoland Under the British Rule (1914‒1956)." Uchenie zapiski Instituta Afriki RAN 66, no. 1 (March 20, 2024): 93–109. http://dx.doi.org/10.31132/2412-5717-2024-66-1-93-109.

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The article is devoted to the history of British Togoland, in particular, the central part of the Volta region (southeast of modern Ghana). The time frame of the study covers the period from the First World War to the incorporation of the Volta region into the Gold Coast. During the pre-colonial period, the region was a zone of active commercial networks, both in the slave trade and in a wide range of goods, which varied according to local and international demand. The ethnic majority living in the region is the Ewe group of peoples. The transition from the German colonial rule (1890–1914) – a short-term, but fundamentally important factor for the history of the region – led to the need of the Bremen missionaries work adaptation to the new conditions, the formation of Ewe’s own synod and political associations. Until 1957, the inhabitants of the central part of the Volta region tried to defend their right to unite the territory of the former German Togoland and maintain contacts with the Germans. The management of Togoland was also complicated by the location of the colonial government’s main office in the Gold Coast: by 1920s the Bremen missionary schools had already been transferred to the Gold Coast Department of Education, and the United Free Church of Scotland had to act as intermediaries between the British colonial government and German missionaries, most of the time remotely.
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Lazarev, Andrey Borisovich. "On the issue of recreating the former Church of the Presentation of the Lord in the Feldjegersky Corps as a departmental church of the State Feldegersky Service of the Russian Federation." Исторический журнал: научные исследования, no. 4 (April 2024): 1–20. http://dx.doi.org/10.7256/2454-0609.2024.4.70860.

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The study subject is recreation of the former Church of the Presentation of the Lord at the Feldjegersky Corps as departmental church of the Russian Federation Feldegersky Service. The study objects are the works of the researchers studying the Church history, archives and periodicals covering the Church history and the Russian Federation legal acts. The study is relevant because of increasing activities of organizations and individuals aimed at eliminating or changing traditional Russian spiritual and moral values. The issue discussed in this article is a proposed measure for the Russian Federation to counter emerging threats. The article uses the following methods: historical and legal analysis and synthesis, systemic-structural, functional and formallogic approaches. The subject itself presents scientific novelty, as it has not been previously explored by other researchers. The article for the first time accumulates the works of Church history researchers and provides new sources, containing new information about the Church history. The article concludes that it is possible to recreate this Church as a departmental temple of Feldegersky Service and that this meets the interests of the Russian Federation, the Russian Orthodox Church and the Russian Federation State Feldegersky Service, which in this regard would benefit from the interaction, that will enable the latter to expand the program of patriotic, historical and ethical education of its employees. This in its turn will increase the level of historical knowledge, patriotism and compliance with ethical standards and rules as well as standards of official conduct among its employees. The Russian Orthodox Church will be able to legally carry out its missionary activities in the State Feldegersky Service of Russia. For Feldegersky Service employees, the Church will become a place to unite them, transmit traditional spiritual and cultural values, historical traditions, and support them additionally in their official tasks.
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Dissertations / Theses on the topic "Department of Missionary Education"

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Hedinger, Mark R. "Towards a paradigm of integrated missionary training." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Ingleby, Jonathan Cecil. "Education as a missionary tool : a study in Christian missionary education by English Protestant missionaries in India, with special reference to cultural change." Thesis, Open University, 1998. http://oro.open.ac.uk/57870/.

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In the long nineteenth century all the English Protestant missionary societies in India used education as a missionary tool. This study examines their reasons for doing so and their attempts to implement various educational strategies. It also examines the theological and educational ideas that they brought with them from England, and the continuing pressures exerted on them by their English supporters. The way in which the missionaries adjusted to their new context and their relationship with the government and with the local culture are also studied. The thesis argues that missionary education had considerable impact on the culture in which it took place, but that it was not always the impact that the missionaries had intended. Similarly the culture affected the choices which the missionaries made. Missionary strategies changed as they experienced failure and success in achieving their aims. Attention is paid to the political, as well as the cultural, context of the missionaries. While the missionaries' educational aims were to some extent formulated in dialogue with government, the study suggests that the missionaries and the government had significantly different educational strategies. A clear cut distinction is drawn between the education aimed at the nation's elite through English medium higher education and the attempt to educate at a village level in the vernacular languages. The thesis argues that the latter was more successful in terms of the missionaries' long term aims. Finally, the thesis also argues that 'raising up a native agency' was the missionaries' initial purpose in founding schools and colleges. For a number of reasons they were often diverted from this aim in the intervening years. It became their strategy again, however, at the end of the period.
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Bellenoit, Hayden John-Andrew. "Missionary education, knowledge and north Indian society, c. 1880-1915." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:34c131ba-81a8-4454-99c1-fb62693dc657.

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This dissertation is a critical examination of education via what I have termed the 'educational enterprise' run by Anglican Christian missions in north India c.1880-1915. It will focus in particular on the Gangetic plain, parts of Bengal, the Punjab and Central Provinces. The example of the United Provinces will be used to give context to missionary- Government relations, but will engage with arguments in upper and eastern India (especially Bengal) which are relevant to this research. The network of schools, their aims, orientation, and the degrees to which they were dependent upon Indian agency will all be considered. The first chapter begins with a review of the literature on colonial knowledge and Christian missions, and gives a brief review of religious debate and discourse in pre-British India. It then establishes the Protestant Christian theological context of the early-mid nineteenth century and delineates its development from a pugnacious confrontational one into a positivist and universal theology towards the late nineteenth century. Chapter II establishes the moral and economic context of education in late nineteenth century UP, accounting for religious instruction, the economic rationale for subsidising mission schools, the relationship between the two. It will further define the relationship between missions and Government. Chapter III defines the means and ends of mission schools, considers the degree to which they were dependent upon Indian agency and the impact of religious dialogue upon 'representations' of India. The reception and contestation of both religious and secular knowledge are dealt with in Chapter IV. Indian contestations of Orientalist and Christocentric scholarship receive particular attention. The development of a secular and religiously-plural educational sphere, as a by-product of missionary education, will be investigated in Chapter V. It considers the devaluation of the curriculum, investigates student hostels, Indian nationalism and their contribution to constructive nationalism. The infrastructural shortcomings of education will be addressed in Chapter VI, and ascertain the degree to which the enterprise reproduced Indian, European, and Christian values. Chapter VII will conclude with a review and offer insights into the relationships between Orientalism, religion and colonial Indian society.
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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department Chairs: Seasoned & New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4151.

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The department chair position is the most critical role in a university. It is complex and filled with ambiguity. Seasoned and new department level leaders share journeys and strategies to address concerns/challenges/barriers for transitioning to leadership positions. Session offers potential/current academic leaders a forum to discuss challenges, strategies, and solutions.
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Rana, Zarak Mohamed Ali. "Colonial Educational Crossroads: Government and Missionary Contests and the Subjugation of Kenyan-Africans (1895-1936)." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29655.

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This thesis focuses on the period between 1895-1936 and examines how the British colonial administration (through the agency of the Church Missionary Society (CMS)) used formal education as a tool to subjugate and create what was considered as an obedient Kenyan-African workforce. It argues that a tenuous but mutually beneficial relationship developed between the colonial government and CMS. This relationship was driven by an evolving colonial mindset, geared towards notions of European supremacy, and which ultimately came at the great expense of the educational and civil rights of Kenyan-Africans. In the period prior to World War One, educational policies were endorsed by the colonial administration to maintain control over and segregate Kenyan-Africans from Europeans. By pressuring the CMS through controlled grants-in-aid, the colonial government was able to source a steady supply of vocationally trained workers for White settler farms. The theoretical framework of “knowledge transfer" is also used to examine these colonial interventions, allowing for a trace and comparison of educational and religious praxis across colonial borders, especially between India and Kenya. In the period following the Great War, the continued subjugation of Kenyan-Africans led to a growing resentment towards colonial rule and CMS pursuits, and inadvertently increased their desire for an advanced, English based, academic education. To suppress these educational and political desires, the colonial government consistently sought the support of the metropole through the use of favourable rhetoric. This support facilitated the introduction of more rigid educational policies, designed along racial, religious, and tribal lines. These early government and missionary contests eventually ignited what became the early struggles for Kenyan independence.
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Brynjolfson, Robert Walter. "Maximizing informal learning in an intentional missionary training community." Online full text .pdf document, available to Fuller patrons only. Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Enns, James. "Every Christian a missionary : fundamentalist education at Prairie Bible Institute, 1922-1947 /." PDF version available online, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64910.pdf.

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Enns, James. "Every Christian a missionary, fundamentalist education at Prairie Bible Institute, 1922-1947." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64910.pdf.

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Williams, Ronald Wayne. "Expanding missions education and involvement through an annual local church missionary conference." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Hardman, Arlene A. "Contextualization western missionary teaching methods and materials in a Hispanic context /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Books on the topic "Department of Missionary Education"

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Perth & Kinross Council. Education Department. Community education within the education department. Perth: Perth & Kinross Council, 1997.

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Unit, Scotland Scottish Executive Education Department Research. Education Department research 2000. Edinburgh: The Dept., 2000.

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Chester, David T. Education Department 1990: A resource manual for the Federal Education Department. [Washington, D.C.]: National Center for Education Information, 1990.

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Auditor, Colorado Office of State. Online education, Department of Education: Performance audit. Denver, Colo.]: State of Colorado, Office of State Auditor, 2006.

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New York (State). Dept. of Audit and Control. Division of Management Audit, ed. State Education Department, preschool handicapped education program. [Albany, N.Y: The Division, 1994.

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New York (State). Office of the State Comptroller. Division of Management Audit. State Education Department: Preschool Handicapped Education Program. [Albany, N.Y.?]: The Division, 1994.

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E, Diffendorfer Ralph. Missionary education in the Sunday school. Toronto: Sunday School Commission of the Church of England in Canada, 1997.

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Kyong-McClain, Jeff, and Joseph Tse-Hei Lee. From Missionary Education to Confucius Institutes. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003395454.

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Oregon. Dept. of Education. Department of Education: Alternative education and ADM reporting. Salem, OR: Secretary of State, Audits Division, 2007.

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Colorado. Office of State Auditor. Department of Education performance audit. [Denver, Colo: State of Colorado, Office of the State Auditor, 2001.

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Book chapters on the topic "Department of Missionary Education"

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McCulloch, Jock, and Pavla Miller. "Dissenting voices: 1902–1956." In Mining Gold and Manufacturing Ignorance, 297–320. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8327-6_11.

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AbstractThere were a number of medical experts who contested the Chamber’s claims about mine safety. The dissent began after 1910 and stretched well into the apartheid era. The dissenters included Drs John Mitchell, Eustace Cluver and Peter Allan, all at one time senior members of the South African Department of Public Health. There was also Dr A.H. Watt, the medical officer with Rand Insurance; Dr Basil Dormer, the Union’s Chief Tuberculosis Officer; Anthony Mavrogordato of the SAIMR; and Dr Gerrit Schepers, who served as a specialist with the Silicosis Bureau from 1944 until 1954. The dissenters pointed out that dust exposures in the mines and conditions in the compounds were unsafe; that infectious disease, most notably tuberculosis, was being spread from the mines to labour-sending areas; that the conduct of mine medicals was inadequate and was failing to pick up compensable disease; and that mine wages were so low that many families were malnourished. The lone dissenter to voice all of those concerns was Dr Neil Macvicar, who for almost forty years served as a medical missionary in the Eastern Cape. Macvicar, who worked initially in tuberculosis prevention programmes in Scotland, had first-hand knowledge of mine recruiting in Nyasaland. Macvicar’s views about prevention were conventional. He believed that tuberculosis could only be combatted by social change: governments must guarantee food security and promote the education of patients and their families on how to manage the disease.
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Hasinoff, Erin L. "Objects of Missionary Education." In Faith in Objects, 135–49. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230339729_9.

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Nwosu, Constance C., and Abiodun A. Adesegun. "Protestant Missionary Education in Nigeria." In International Handbooks of Religion and Education, 311–25. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_15.

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McCaffery, Peter. "Leading your department." In The Higher Education Manager’s Handbook, 91–141. Third edition. | New York : Routledge, 2019. | “First edition published by RoutledgeFalmer 2004”—T.p. verso. | Previous edition: 2010.: Routledge, 2018. http://dx.doi.org/10.4324/9781351249744-4.

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Burgess, Robert G. "Houses Staff and Department Staff." In Experiencing Comprehensive Education, 52–83. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003419723-5.

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Burgess, Robert G. "First Days in the Newsom Department." In Experiencing Comprehensive Education, 123–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003419723-8.

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Sengupta, Parna. "History of Protestant Missionary Education in India." In Handbook of Education Systems in South Asia, 1–16. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-3309-5_68-1.

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Sengupta, Parna. "History of Protestant Missionary Education in India." In Handbook of Education Systems in South Asia, 307–22. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0032-9_68.

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Chen, Huaiyu. "Sailing to China." In From Missionary Education to Confucius Institutes, 45–60. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003395454-5.

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Zheng, Yanqiu. "The International Education Constituency and the Student Turn in Sino-American Relations in the Mid-Twentieth Century." In From Missionary Education to Confucius Institutes, 119–35. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003395454-11.

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Conference papers on the topic "Department of Missionary Education"

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Shagzhina, Zoya. "THE MISSIONARY ACTIVITY OF THE ORTHODOX CHURCH AMONG THE BURYATS OF THE TUNKINSKY DEPARTMENT IN THE 19TH CENTURY." In ORTHODOXY AND DIPLOMACY IN THE ASIA-PACIFIC REGION. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0756-5-228-235.

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Han, Xiaomei. "The Tibetan Narrative of the Missionary Desideri in the 18th Century." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.172.

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Farid, Md. "Revisiting the Aim of Missionary Education in Bangladesh: The Case of Holy Cross Congregation." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881961.

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Yunjun, Fang. "Girls' Mission Schools by the Canadian Woman's Missionary Society in Szechwan (Sichuan), 1894-1952." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.82.

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"Control education crossing department boundaries." In Proceedings of the 1999 American Control Conference. IEEE, 1999. http://dx.doi.org/10.1109/acc.1999.783189.

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Ackermann, Jenny, Eamonn Casey, Seamus Collins, Anthony Hannon, and on behalf of Misean Cara On behalf of Misean Cara. "The Missionary Approach to Development: Ensuring Inclusive and Equitable Quality Education for the Most Marginalized." In ICSD 2021. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/environsciproc2022015026.

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Bareiss, Catherine. "Small Department Initiative." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162188.

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Taylor, Christopher, and Stephen Frezza. "Software Engineering Department Heads Workshop." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659287.

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Bower, Kevin C., and William J. Davis. "Department wide application of embedded indicators." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720306.

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Fusco, VF, and JAC Stewart. "Microwave Education in a University Engineering Department." In 21st European Microwave Conference, 1991. IEEE, 1991. http://dx.doi.org/10.1109/euma.1991.336340.

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Reports on the topic "Department of Missionary Education"

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Browning, Miriam F., Joan S. Creighton, and Debra F. Thompson. Department of Defense Information Systems Workforce: Education, Training, and Career Development. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada264930.

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Jones, L. R., J. L. McCaffery, and M. Gragen. Quality Assurance in Department of Defense Financial Management Education and Training Institutions. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada258780.

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Karlsson, Jenni, and Jenni Karlsson. Memories, machinery and manifestation : mainstreaming gender in a South African provincial education department. University of Kwazulu-Natal, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii061.

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Greebler, Carol S., and J. G. Suarez. An Education and Training Strategy for Total Quality Management in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada211942.

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Crawford, Claire, Rowena Crawford, and Wenchao (Michelle) Jin. The Outlook for Higher Education Spending by the Department for Business, Innovation and Skills. Institute for Fiscal Studies, November 2013. http://dx.doi.org/10.1920/re.ifs.2013.0086.

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Wright, Richard K., Lowell B. Anderson, Jerome Bracken, Marilyn C. Bracken, and Sheila A. Byrd. Review of Department of Defense Education Activity (DODEA) Schools. Volume I: Main Report and Appendixes. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385800.

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Fast, William. Factors Influencing the Effectiveness of Systems Engineering Training and Education in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada543993.

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Gould, III, and Jay W. Organizational Culture - Education of the Department of Defense Program Managers Under Defense Acquisition Workforce Improvement Act. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada279155.

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Anderson, Lowell B., Jerome Bracken, and Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385886.

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Nietschke, Yung. Australian Strategic Partnerships in Remote Education. Australian Council for Educational Research, October 2021. http://dx.doi.org/10.37517/978-1-74286-649-9.

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This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia's COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers.
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