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Books on the topic 'Educational marke'

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Published: 30 May 2022
Last updated: 31 May 2022

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1

Whitfield, Keith. Staying on in full time education: The educational participation rate of 16 year olds. [Coventry]: University of Warwick, Institute for Employment Research, 1989.

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2

Kirkpatrick, Jerry. Montessori, dewey, and capitalism: Educational theory for a free market in education. Claremont, Calif: TLJ Books, 2008.

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3

Kirkpatrick, Jerry. Montessori, Dewey, and capitalism: Educational theory for a free market in education. Claremont, Calif: TLJ Books, 2008.

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4

Kirkpatrick, Jerry. Montessori, dewey, and capitalism: Educational theory for a free market in education. Claremont, Calif: TLJ Books, 2008.

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5

Gregorich, Barbara. Writing for the educational market. Portland, Me. (P.O. Box 658, Portland 04104-0658): J. Weston Walch, 1990.

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6

Mallick, Senaul H. Education market survey: Pakistan. [s.l.]: Education Counselling Service, 1995.

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7

Achieving accountability in higher education: Balancing public, academic, and market demands. San Francisco, CA: Jossey-Bass, 2005.

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8

Poor students: Market-oriented education reform. Delhi: Kalpaz Publications, 2014.

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9

Silvernail, David L. England's market system of education: Lessons for American policy makers. New York: NCREST, 1997.

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10

Universities & globalization: To market, to market. Mahwah, N.J: L. Erlbaum Associates, 2005.

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11

Evsin, Maksim, and Valeriy Spesivcev. Financial markets. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045026.

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Tutorial on the discipline "Financial markets" covers all the course topics provided by the curriculum: the role and function of financial markets in the economy; securities market; the derivatives market; institutions of financial markets. Contains a large number of modern examples and test tasks of different difficulty options that will allow to generate the required Federal state educational standards of professional competence. Meets the requirements of Federal state educational standards of higher education of the last generation. For students enrolled in the direction 38.03.01 "Economics", it may be useful to undergraduate students of other areas.
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12

Lang, Kevin. Education and labor-market discrimination. Cambridge, MA: National Bureau of Economic Research, 2006.

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13

Lang, Kevin. Education and labor-market discrimination. Cambridge, Mass: National Bureau of Economic Research, 2006.

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14

L'éducation dans les "pays les moins avancés" : quelle marge de manœuvre? Paris: L'Harmattan, 1999.

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15

Council, British. Higher education market survey: China. [London]: British Council, 1985.

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16

Coulson, Andrew J. Market education: The unknown history. Bowling Green, OH: Social Philosophy & Policy Center, 1999.

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17

Brown, Roger. Higher education and the market. New York, NY: Routledge, 2010.

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18

Klyuchevskaya, Irina. Technology of formation and promotion of a hotel product. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1225039.

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The specifics of the formation and promotion of a hotel product related to the peculiarities of the development of the hotel services market are considered, tools and strategies for promoting a hotel product are analyzed. The issues of advertising and PR activities of hotels, Internet technology of promotion, formation of the image and brand of a hotel enterprise are covered. At the end of each chapter, tasks and questions are given to consolidate the theoretical material. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of educational institutions of higher education studying in the areas of training 43.03.03 "Hotel business" and 43.03.02 "Tourism" (bachelor's degree level), and for students of secondary vocational education institutions studying in the specialty 43.02.11 "Hotel service". It can be used to train students of organizations of additional professional education, students of both full-time and distance learning, and individual chapters can be useful for college students.
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19

The market approach to education: An analysis of America's first voucher program. Princeton, N.J: Princeton University Press, 2000.

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20

Bellan, Sandra L. Annotated inventory of educational and labour market data sources and research. [Edmonton?]: Alberta Education, 1996.

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21

College, Further Education Staff, ed. Invisible assets: FE in the educational market place. Bristol: Staff College, 1992.

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22

Elliott, Michael W. Capital market products for risk financing: An educational monograph with exercises. Malvern, PA: Insurance Institute of America, 2000.

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23

Yang-su, Chin, ed. Ollain kyoyuk sŏbisŭ sijang punsŏk. Sejong T'ŭkpyŏl Chach'isi: Kongjŏng Kŏrae Wiwŏnhoe, 2012.

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24

Polónyi, István. Az oktatás gazdaságtana. Budapest: Osiris, 2002.

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25

Anikin, Boris, and Irina Rudaya. Outsourcing and outstaffing: high management technologies. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1442619.

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The textbook contains a theoretical generalization of the directions of outsourcing and outstaffing development as technologies of modern management. The conceptual apparatus of outsourcing and outstaffing, the essence of individual forms and types of outsourcing, the content and main stages of the implementation of an outsourcing project are considered. The spheres of application of outsourcing and outstaffing in the management of the organization are defined, the features of knowledge outsourcing are highlighted. Practical examples are given and trends in the development of the outsourcing and outstaffing services market in Russia and abroad are identified. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the direction of training 38.03.02 "Management", undergraduates and postgraduates, teachers and researchers of educational institutions of higher education, as well as students of the system of additional professional education, managers of various levels of management, specialists in management consulting.
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26

Tsakloglou, Panos. Education and inequality in Greece. Bonn, Germany: IZA, 2005.

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27

Illusory freedoms: Liberalism, education, and the market. Malden, MA: Blackwell Publishers, 1997.

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28

O'Neill, Norman. Education and the local labour market. Hull: University of Hull, 2001.

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29

Alon, Ilan, and John R. Mclntyre, eds. Business Education and Emerging Market Economies. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/b100339.

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30

Hu, Wan. Education, Translation and Global Market Pressures. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8207-8.

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31

Evsin, Maksim, and Valeriy Spesivcev. Financial markets. Workshop. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013015.

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A workshop on the subject "Financial markets" covers all the course topics provided by the curriculum: the role and function of financial markets in the economy; securities market; market of derivative financial instruments; financial markets; regional financial markets. Contains practical and test tasks of different difficulty options that will allow to generate the required GEF professional competence. Comply with Federal state educational standards of higher education of the last generation. Designed for undergraduate and graduate students in areas of training and 38.04.01 38.03.01 "Economics", and can also be useful for all the participants of the financial market, which only began to know its basics.
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32

Tyulin, Andrey, and Aleksandr Chursin. Management of competitiveness of products. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1081761.

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The textbook contains the basics of the theory and practice of management by competitiveness of products in the current market conditions. It describes new approaches to management of competitiveness of production taking into account features of knowledge-based industries — the main driving forces of the Russian economy. Considers the practical issues of managing competitiveness in order to enhance the competitiveness of the organization in terms of digitalization of the economy. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of educational institutions of higher education studying in areas of training 38.04.02 "Management" (master level) and 38.04.01 "Economy" (master level), as well as graduate students and University professors engaged in training in these areas. Can be recommended to managers and specialists of companies, involved in the process of management competitiveness of the organization products.
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33

Dunn, Dana S., and Maureen A. McCarthy. The Capstone Course in Psychology as Liberal Education Opportunity. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0010.

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This chapter is about applying the strengths of liberal education to a particular arena: the capstone course in the psychology major. A capstone course marks a final educational experience in an undergraduate curriculum as well as the beginning of a student’s next learning opportunity in the world of work or graduate or professional education. It argues that liberal education should be an integral concern when crafting capstone courses for psychology students, founded on two seemingly incompatible goals. Firstly, that relatively few psychology majors will have careers in the discipline; and so should graduate with skills grounded in liberal education that will help them make their way in the world beyond campus. Secondly, that psychology majors should have a final, in-depth educational experience that allows them to think, act, and communicate like academic psychologists.
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34

Brighouse, Harry, and David Schmidtz. Debating Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.001.0001.

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Debating Education puts two leading scholars in conversation with each other on the subject of education—specifically, what role, if any, markets should play in policy reform. Each advances nuanced arguments and responds to the other, presenting contrasting views on education as a public good. One author argues on behalf of a market-driven approach, making the case that educational opportunities do not need to be equal in order to be good. The ideal of education is not equally preparing students to win a race but maximally preparing each student to make a contribution. The other focuses on inequality, particularly the unequal distribution of rewards. The argument is that justice requires prioritizing the prospects of the bottom 30 percent of the population, whose life prospects are much worse than justice would demand, given the current wealth of society. The moral imperative of education should be to improve this group’s range of opportunities. This part of the book expresses serious skepticism that market mechanisms are capable of this task, due to imperfections in educational markets, a lack of appropriate regulations, political influence, and other systemic obstacles.
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35

Coulson, Andrew J. Market Education. Taylor & Francis Group, 2017.

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36

Market Education. Routledge, 2017. http://dx.doi.org/10.4324/9780203786291.

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37

Boyask, Ruth. Pluralist Publics in Market Driven Education: Towards More Democracy in Educational Reform. Bloomsbury Publishing Plc, 2020.

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38

Writing for the Educational Market. iUniverse, 2000.

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39

1944-, Harvey James, and Educational Resources Information Center (U.S.), eds. The market for educational software. [Santa Monica, CA]: Rand, Critical Technologies Institute, 1995.

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40

Education And Social Change in China: Inequality in a Market Economy. M.E. Sharpe, 2006.

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41

1951-, Postiglione Gerard A., ed. Education and social change in China: Inequality in a market economy. Armonk, NY: M.E. Sharpe, 2006.

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42

Education And Social Change in China: Inequality in a Market Economy. East Gate Book, 2006.

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43

Cash in on Today's Educational Market. Perception Pubns, 1985.

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44

(Firm), Packaged Facts, ed. The U.S. children's educational software market. New York: Packaged Facts, 1997.

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45

Sandberg, Johan, and Moira Nelson. Social Investment in Latin America. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0025.

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This chapter aims to understand the viability of the SIA in Latin America by focusing on the extent to which conditional cash transfers (CCTs) fulfil the stock, flow, and buffer functions of social investment. Despite evidence that CCTs make important social investment contributions, our analysis shows that they are inadequately supported by policies impacting before (e.g. early childhood education and care (ECEC), and preschool), during (e.g. educational reforms to increase quality of teaching and learning), and after educational trajectories (e.g. labour-market policies). This points to the vast importance of policy context in planning, designing, and implementing social investments. Programmes like CCTs have, to date, been implemented on the margins of existing welfare and social policy systems, and gaps could be addressed in the short and medium term through a comprehensive SIA that ideally pursues three interrelated objectives.
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46

Organisation for Economic Co-operation and Development. and Seminar on Education Reform in Relation to the Needs of the Labour Market (1995 : Bled, Slovenia), eds. Education reform in relation to the needs of the labour market. Paris: Organisation for Economic Co-operation and Development, 1995.

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47

Sidorkin, Alexander. Labor of Learning: Market and the Next Generation of Educational Reform. BRILL, 2009.

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48

Assaad, Ragui, and Mongi Boughzala, eds. The Tunisian Labor Market in an Era of Transition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799863.001.0001.

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This book offers a comprehensive and deep examination of the key labor market issues in Tunisia, including the size, structure, and evolution of the labor force, employment and unemployment, wage formation, gender differences, education, and migration. Unemployment has been the most challenging issue for decades. Because it has been persistently high and particularly acute for youth, university graduates, and women, special attention is paid to youth and women in the labor market and to the structure, education, and evolution of the labor force. Despite the falling-off of its population growth, Tunisia continues to experience strong labor supply pressures due to the rapid growth of higher education graduates and the mismatch between the skills produced by the education system and those needed by the market. The lack of good formal jobs, the segmentation of the labor market and the income and wage inequalities are also the outcome of the regulations and institutions governing the labor market. Women in the lagging regions and educated young women face the most serious insertion challenges. Yet, young women’s educational attainment has exceeded that of young men. And women have also made substantial progress in gaining greater control over their lives and their wellbeing. Although severe forms of child labor are not widespread, 6 percent of children are involved in unpaid activities within the household, and dropout of school remains an important issue. The evolution and effects of migration are also examined.
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49

Uk Educational Furniture and Furnishings Market, 2003. Aktrin Furniture Research, 2003.

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50

Reilly, John E., Romeo V. Turcan, and Larissa Bugaian. Discovering University Autonomy: The Global Market Paradox of Stakeholder and Educational Values in Higher Education. Palgrave Macmillan, 2015.

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