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Artykuły w czasopismach na temat "Contemporary education systems"
Fisher, J. F. "International Education Systems and Contemporary Education Reforms". Comparative Studies of South Asia, Africa and the Middle East 26, nr 1 (1.01.2006): 148–49. http://dx.doi.org/10.1215/1089201x-2005-017.
Pełny tekst źródłaFarhan, Ishaq, i Mahmoud Rashdan. "Towards Developing Contemporary Education Theory". American Journal of Islam and Society 7, nr 1 (1.03.1990): 103–7. http://dx.doi.org/10.35632/ajis.v7i1.2674.
Pełny tekst źródłaPanov, Hilda. "FROM CONTEMPORARY MANAGEMENT TO CONTEMPORARY EDUCATION". KNOWLEDGE INTERNATIONAL JOURNAL 31, nr 6 (5.06.2019): 1873–76. http://dx.doi.org/10.35120/kij31061873p.
Pełny tekst źródłaEGUZ, Sule. "Contemporary Education Systems: The Case of United States". Eurasia Proceedings of Educational and Social Sciences 33 (3.01.2024): 126–34. http://dx.doi.org/10.55549/epess.1413353.
Pełny tekst źródłaRuchin, V. A., i A. V. Ruchin. "Education Systems in Contemporary Society: Social and Philosophical Analysis". Vestnik Povolzhskogo instituta upravleniya 20, nr 2 (2020): 76–85. http://dx.doi.org/10.22394/1682-2358-2020-2-76-85.
Pełny tekst źródłaAberšek, Boris, i Andrej Flogie. "Smart Education Systems Supported by ICT and AI". Applied Sciences 13, nr 19 (27.09.2023): 10756. http://dx.doi.org/10.3390/app131910756.
Pełny tekst źródłaJiménez, Robert T., i Patrick H. Smith. "Mesoamerican Literacies: Indigenous Writing Systems and Contemporary Possibilities". Reading Research Quarterly 43, nr 1 (styczeń 2008): 28–46. http://dx.doi.org/10.1598/rrq.43.1.3.
Pełny tekst źródłaSilva, Jorge Natalino da, i Joelma Gonçalves de Souza. "Contemporary school". RCMOS - Revista Científica Multidisciplinar O Saber 2, nr 1 (22.01.2024): 23–30. http://dx.doi.org/10.51473/rcmos.v2i1.313.
Pełny tekst źródłaCarter, Nancy F. "Sources: International Education: An Encyclopedia of Contemporary Issues and Systems". Reference & User Services Quarterly 53, nr 3 (1.03.2014): 279. http://dx.doi.org/10.5860/rusq.53n3.279a.
Pełny tekst źródłaShadiyeva, Dilfuza. "Revolutionizing Language Teaching: Integrating Modern Pedagogical Technologies into Education Systems". International Journal for Research in Applied Science and Engineering Technology 12, nr 3 (31.03.2024): 1325–27. http://dx.doi.org/10.22214/ijraset.2024.59119.
Pełny tekst źródłaRozprawy doktorskie na temat "Contemporary education systems"
Turner, Charlotte. "Exploring Social Issues and Value Systems in Contemporary Art Education". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/16.
Pełny tekst źródłaHallett, Nigel. "Ontological developments in contemporary art and their implications for value systems in art education". Thesis, Cardiff Metropolitan University, 2012. http://hdl.handle.net/10369/5924.
Pełny tekst źródłaGrant, Brianne Alia May. "Where hope lives : an examination of the relationship between protagonists and education systems in contemporary native North American young adult fiction". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7322.
Pełny tekst źródłaASPINALL, ROBERT. "Policies for 'Internationalizaton' in the Contemporary Japanese Education System". 名古屋大学大学院国際言語文化研究科, 2000. http://hdl.handle.net/2237/8022.
Pełny tekst źródłaYoung, Kathryn, i edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN ONGOING COLONIAL LEGACY: CONTEMPORARY EDUCATION BELIEFS AND PRACTICES IN PAPUA NEW GUINEA". Deakin University. School of Education / School of Social & Cultural Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040726.102645.
Pełny tekst źródłaBaker, Sally. "'Like a fish in water' : aspects of the contemporary United Kingdom higher education system as intended and as constructed". Thesis, Bangor University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420650.
Pełny tekst źródłaChariet, Mounira. "Les transformations de l'Algérie contemporaine au prisme des usages du français". Thesis, Aix-Marseille, 2020. http://www.theses.fr/2020AIXM0014.
Pełny tekst źródłaThis thesis in political sociology analyses French language to elucidate social transformation in Algeria since 1962. In the aftermath of independence, language was vested with a key role. The policy of "Arabisation" aimed to break with the colonial state. French had to be eradicated in order to Arabise. Today this option has not been abandoned, but contemporary Algerian society operates with a regular plurilinguism in which French plays a complex role including: selection mechanisms for university, language of work, social prestige, migration strategies. This thesis focuses on two periods on both sides of the civil conflict (1990s): the period of the project of nation building, characterised by "the revolutionary zeal" (Arabisation, Socialism, the construction of a national narrative built around the war of liberation...) which had the support of the population until the events of October 1988 and the period of the 2000s during which the exhausted society was characterised by a repudiation of politics, anomie, despair and the sense of hogra (suspicion, exclusion). In between these two periods, the civil conflict pushed many questions raised following the liberation in the background. This thesis has attempted to reveal varying statuses accorded to French language drawing on a wide range of data sources including cultural materials such as films and diverse social spaces, with a particular focus on the field of educational. It shows that the languages used can shed light on the gap between political logics and social logics. This hiatus has only been exacerbated in more recent years and tests of Algerian history
Davis, Linda Agatha. "Curriculum rhetoric and contemporary practice in the Bahamian primary school system". Thesis, 1992. http://hdl.handle.net/2429/6839.
Pełny tekst źródłaTsai, Ing-Tzyy, i 蔡英子. "A comparative study: system reform and contemporary paradigm in early childhood education and care in Taiwan and Japan". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ft9hsv.
Pełny tekst źródła淡江大學
日本語文學系碩士班
104
The purpose of this paper is to investigate and compare the Early Childhood Education and Care paradigm reforms in Taiwan and Japan. Starting in the 1960s, the topic of preschooler education and care has received considerable attention by education and welfare authorities alike, a concern that finally resulted in the 2006 education policy of kindergarten and nursery school integration. By a delay of 34 years, the new integrated paradigm was introduced in Taiwan in the late 1990s and became fully established in 2011. The thesis is divided into three sections. The first section analyzes and compares the pre-reform educational practices and regulations of the two nations. The second section focuses on the educational and institutional reforms in both countries. The last section discusses the contemporary policies and paradigms of Early Childhood Education and Care in Taiwan and Japan.
Bostani, Fateme. "Children’s right to “proper education” in contemporary Iran : a critical legal essay with an ethical and empirical approach towards improving Iranian governance". Thèse, 2019. http://hdl.handle.net/1866/23506.
Pełny tekst źródłaThe research takes place in the current daily life of the educational sphere in Iran. It should be noted that Iran is a non-Western and Islamic state, but nonetheless adhered to the rather Western principles of the International Convention on the Rights of the Child. This research is part of a continuity of research in support of human rights. It offers a path of empowerment to Iranian groups open to democracy, but also to educational movements concerned with the fundamental rights of the person. Divided into four chapters, the hybrid questioning of the thesis leads to a critical interdisciplinary essay benefiting the three disciplines of law, philosophy and empirical study. Facing the international and Iranian legal system from a classical legal view, the philosophical chapter tends to respond to the question of “what could be considered not just the right to education, but the right to a “proper” education based in ethical and philosophical grounds in the sense that it would better suit Iranian culture and social habits than an allegedly “universal” [occidental] classical legal conception?". The empirical chapter, then, looks for the “Iranian social representations of the children’s rights that reveal the gap between the ideal expressed concept of “proper education” and day-to-day life of children?” with an advocative approach. From a philosophical view —more precisely from virtue ethics stand point—the thesis proposes the concept of "right to proper education" as a critical approach to the international and internal positions of the right to education for children. "Proper education" is presented as a moral and legal right for children under the category of developmental rights which serves the right to an open future and the right to maximizing self-fulfillment. It is also a conception of the right to education harmonized with the current Iranian Islamic context. From an empirical standpoint, starting from a typical inductive approach of the Human Rights Advocacy approach and based on more than eighty (80) interviews with children and teachers, the gaps between the official laws and the ways in which they are experienced, mobilized, thought of or denied in the sphere of today Iranian education, are observed and analyzed. Finally, the critical legal essay suggests the Iranian governance to be open to a shift toward a modern contractual authority in educational system to be more compatible with the psycho-emotional needs of children and at the same time to apply the virtue ethics political advice to move toward a liberal form of educational policies that promotes the virtues of autonomy and toleration. These are all crucial information for wise Iranian legislative governance rooted in an Islamic pursuit of virtues as well as the happiness of children.
Książki na temat "Contemporary education systems"
Al-Bataineh, Adel T. International education systems and contemporary reforms. Lanham, MD: University Press of America, 2005.
Znajdź pełny tekst źródłaJha, Rajeev Indramani. Kathak dance education: Contemporary systems, problems and suggestions. Delhi: B.R. Rhythms, 2015.
Znajdź pełny tekst źródłaMeletiou-Mavrotheris, Maria, Efi Paparistodemou i Katerina Mavrou. Integrating touch-enabled and mobile devices into contemporary mathematics education. Hershey PA: Information Science Reference, 2015.
Znajdź pełny tekst źródłaKerry, Dunn, red. The contemporary applications of a systems approach to education: Models for effective reform. Lanham, MD: University Press of America, 2007.
Znajdź pełny tekst źródłaKerry, Dunn, red. The contemporary applications of a systems approach to education: Models for effective reform. Lanham, MD: University Press of America, 2007.
Znajdź pełny tekst źródłaMathew, Gwanfogbe. Anglophone & francophone educational systems in Cameroon--: An overview in comparative contemporary and historical perspectives. [Yaoundé]: Educational Research Group, 1998.
Znajdź pełny tekst źródła1942-, Leithwood K. A., i Musella Donald, red. Understanding school system administration: Studiesof the contemporary chief education officer. London: Falmer, 1991.
Znajdź pełny tekst źródłaA, Leithwood Kenneth, i Musella Donald F, red. Understanding school system administration: Studies of the contemporary chief education officer. London: Falmer, 1991.
Znajdź pełny tekst źródłaBertrand, Yves. Contemporary theories and practice in education. Madison, Wis: Magna Publications, 1995.
Znajdź pełny tekst źródłaBertrand, Yves. Contemporary theories and practice in education. Wyd. 2. Madison, Wis: Atwood Pub., 2003.
Znajdź pełny tekst źródłaCzęści książek na temat "Contemporary education systems"
Hopkins, Neil. "Contemporary Education and Education Systems". W Democratic Socialism and Education: New Perspectives on Policy and Practice, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18937-2_1.
Pełny tekst źródłaGumbo, Mishack T. "Alternative Knowledge Systems". W Contemporary Issues in Technology Education, 87–105. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3106-9_6.
Pełny tekst źródłaHallström, Jonas. "Feedback in Technological Systems". W Contemporary Issues in Technology Education, 153–70. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_8.
Pełny tekst źródłaAxell, Cecilia. "Indigenous Technological Knowledge Systems Education: Technology Education in a Sámi School". W Contemporary Issues in Technology Education, 75–101. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1396-1_6.
Pełny tekst źródłaNorström, Per. "Technological Systems in National Standards and Curricula". W Contemporary Issues in Technology Education, 35–51. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_3.
Pełny tekst źródłaEngström, Susanne, i Maria Svensson. "An Educational Model for Teaching About Technological Systems". W Contemporary Issues in Technology Education, 109–26. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_6.
Pełny tekst źródłaAdewusi, Adeniran Gregory. "The Contemporary State of Education in South Africa". W The Education Systems of Africa, 1–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_20-1.
Pełny tekst źródłaAdewusi, Adeniran Gregory. "The Contemporary State of Education in South Africa". W The Education Systems of Africa, 421–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_20.
Pełny tekst źródłaHallström, Jonas. "Teaching and Learning About Technological Systems: A Research Synthesis". W Contemporary Issues in Technology Education, 235–49. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_12.
Pełny tekst źródłaMioduser, David. "Young Students’ Perceptions of Control Systems and Adaptive Robots". W Contemporary Issues in Technology Education, 129–52. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_7.
Pełny tekst źródłaStreszczenia konferencji na temat "Contemporary education systems"
Perugini, Saverio, i David J. Wright. "Developing a Contemporary and Innovative Operating Systems Course". W SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293734.
Pełny tekst źródłaKaulins, Janis, Raimonds Ernsteins, Ivars Kudrenickis, Anita Lontone i Ilga Zilniece. "Municipal Thematical and Territorial Indicator Systems for Sustainable Socio-Ecological Coastal Governance". W Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.141.
Pełny tekst źródłaK. Barsky a, Constance, i Stanislaw D. Glazek b. "21st Century Ergonomic Education From Little e to Big E". W Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100377.
Pełny tekst źródłaZhao, Wei, i Yan Liu. "Training of Contemporary University students and the Education of Innovative Talents". W 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.114.
Pełny tekst źródłaMikelsone, Elina, i Elita Liela. "Bridging the Gap of Idea Management Systems Application and Organizational Effectiveness with Adaptive Structuration Theory". W Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.045.
Pełny tekst źródłaJotsov, Vladimir. "Emotion-Aware Education and Research Systems". W InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3385.
Pełny tekst źródłaZhamaletdinova, E. Kh, i O. K. Kalashnikova. "CONTEMPORARY DIGITAL APPROACH TO THE SPANISH LANGUAGE TEACHING FOR FUTURE SPECIALISTS IN THE SPHERE OF INTELLECTUAL TRANSPORT SYSTEMS". W Intelligent transport systems. Russian University of Transport, 2024. http://dx.doi.org/10.30932/9785002446094-2024-844-851.
Pełny tekst źródłaBułat, Radosław, i Łukasz Popławski. "Sustainable Development of Rural Communities in Poland – an Attempt to Apply Genetic Algorithms and Expert Systems in Decision Making Process". W Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.049.
Pełny tekst źródłaTamošiūnas, Andrius. "Challenges of MCA in Public Investment Projects". W Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.057.
Pełny tekst źródłaCui, Yong. "Construction of Literacy Education Model for Contemporary College Students Based on DQR Framework". W ICISCAE 2021: 2021 IEEE 4th International Conference on Information Systems and Computer Aided Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3482632.3483177.
Pełny tekst źródłaRaporty organizacyjne na temat "Contemporary education systems"
London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), luty 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.
Pełny tekst źródłaAmbekar, Neelima, Divya Jain, Vishal Patel, Arvind Sakat, Abhishek Shah i Nagma Shah. Exploring Education's Role in Sustainable Urbanisation through PUKAR's Youth Fellowship Program. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1707.2024.
Pełny tekst źródłaLondon, Jonathan D. Adoption, Adaption, and the Iterative Challenges of Scaling up in Vietnam: Policy Entrepreneurship and System Coherence in a Major Pedagogical Reform. Research on Improving Systems of Education (RISE), marzec 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/11.
Pełny tekst źródłaJaramillo-Echeverri, Juliana, i Andrés Álvarez. The persistence of segregation in education: Evidence from historical elites and ethnic surnames in Colombia. Banco de la República, czerwiec 2023. http://dx.doi.org/10.32468/chee.58.
Pełny tekst źródłaErdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, grudzień 2020. http://dx.doi.org/10.26414/gt009.
Pełny tekst źródłaLavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.
Pełny tekst źródłaRivadeneira, Alex. Attached once, attached forever: The persistent effects of concertaje in Ecuador. Banco de México, kwiecień 2024. http://dx.doi.org/10.36095/banxico/di.2024.01.
Pełny tekst źródłaKhemani, Shreya, Jharna Sahu, Maya Yadav i Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.
Pełny tekst źródłaBarradas, Ricardo. Why does the nexus between finance and inequality break in times of financialization? Empirical evidence for the European Union countries. DINÂMIA'CET-Iscte, 2023. http://dx.doi.org/10.15847/dinamiacet-iul.wp.2023.01.
Pełny tekst źródłaRankin, Nicole, Deborah McGregor, Candice Donnelly, Bethany Van Dort, Richard De Abreu Lourenco, Anne Cust i Emily Stone. Lung cancer screening using low-dose computed tomography for high risk populations: Investigating effectiveness and screening program implementation considerations: An Evidence Check rapid review brokered by the Sax Institute (www.saxinstitute.org.au) for the Cancer Institute NSW. The Sax Institute, październik 2019. http://dx.doi.org/10.57022/clzt5093.
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