Gotowe bibliografie tematyczne / Tertiary education

Gotowa bibliografia na temat „Tertiary education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 5 sierpnia 2024

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Artykuły w czasopismach na temat "Tertiary education"

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Hwa, Ang Peng. "Tertiary Education". Asia Pacific Media Educator 22, nr 1 (czerwiec 2012): 101–5. http://dx.doi.org/10.1177/1326365x1202200111.

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Bordon, Yvonne. "Tertiary education". Nature Reviews Immunology 14, nr 5 (7.04.2014): 284–85. http://dx.doi.org/10.1038/nri3663.

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Lycel L., Pacheco, Escordial Cristyflor M. i Moraca Aladino. "Entrepreneurial Engagement of the Tertiary Education Subsidy (TES) Grantees in Central Philippines State University". 13th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 13, nr 1 (16.06.2022): 1. http://dx.doi.org/10.35609/gcbssproceeding.2022.1(81).

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The Unified Student Financial Assistance System for Tertiary Education or UniFAST is the government agency in charge of implementing the Universal Access to Quality Tertiratry Education Act (RA 10931). The UniFAST was created in 2015 by virtue of RA 10687 as a system to unify existing government student financial assistance programs for Tertiary Education in the Philippines. It will ensure that deserving Filipinos are given equitable access to educational opportunities. One of these, the Tertiary Education Subsidy or TES. Subsidy as a form of financial assistance plays an important role to augment financial incapacities of students enrolled in Higher Education Institutions or HEIs (Avery, 2014). Through RA 10931 which was passed into law on August 3, 2017, the citizens were allowed full access to quality education by providing adequate funding and increasing participation rate in the tertiary education. This further gives chances to the poor but deserving students to reach their goals and finish a degree. The Implementing Rules and regulations (IRR) of this law recognizes the complementary roles of public and private Higher Educations Institutions and Technical-Vocational Institutions in the tertiary education system, and the invaluable contribution of private tertiary institutions to the education system. As been embedded in our Philippine Constitution, the quality education is an inalienable right of all Filipinos and it is the policy of the State to protect and promote the rights of students to quality education at all levels. Keywords: tertiary education subsidy, grantees, entrepreneurial, engagement
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Spalding, Sid. "Biometrics in tertiary education". Biometric Technology Today 2011, nr 5 (maj 2011): 8–9. http://dx.doi.org/10.1016/s0969-4765(11)70094-7.

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Saunders, Ian W., i Michael Walker. "TQM in Tertiary Education". International Journal of Quality & Reliability Management 8, nr 5 (maj 1991): 91–102. http://dx.doi.org/10.1108/eb002922.

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BEPPU, Toshiyuki. "Engineering Design Education for Japanese Tertiary Education". Journal of JSEE 59, nr 4 (2011): 72–79. http://dx.doi.org/10.4307/jsee.59.4_72.

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Quije, Clint Joy M., Rogielou P. Andam i Maricelle M. Nueva. "Tertiary Education Teachers’ Perception on Block Scheduling: Advantages and Disadvantages in Tertiary Education". International Journal of Research and Innovation in Social Science VIII, nr III (2024): 87–99. http://dx.doi.org/10.47772/ijriss.2024.803007.

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Block scheduling is a way of designing class schedules where fewer courses are offered for a shorter number of meetings yet increasing the number of class hours per day, thus still covers the required number of hours for a course. This study was conducted to determine the perception of professional course teachers and general education course teachers toward block scheduling. It employed comparative descriptive design considering 76 teachers at a tertiary school in Tangub City. These teachers were chosen using convenience sampling technique. A researcher-made survey questionnaire with seventeen (17) statements was used to gather the teachers’ perception on the advantages and disadvantages of using block scheduling. The results revealed that the tertiary education teachers agree on all the statements describing the advantages of Block Scheduling. Professional course teachers agreed on the disadvantages of block scheduling. However, general education course teachers disagreed on most of the disadvantages of block scheduling. The advantages of Block scheduling are more favored by the general education course teachers than the Professional course teachers while the latter agree more on the disadvantages of block scheduling than the former. It was recommended that the institution can continue implementing block scheduling specially for online classes.
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Tierney, William G. "Systemic Responsiveness in Tertiary Education". Higher Education Management and Policy 16, nr 2 (24.09.2004): 73–93. http://dx.doi.org/10.1787/hemp-v16-art17-en.

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Naga Pawan, Y. V. R., i K. Bhanu Prakash. "Block Chain for Tertiary Education". Journal of Engineering Education Transformations 33 (31.01.2020): 608. http://dx.doi.org/10.16920/jeet/2020/v33i0/150130.

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Price, Martin F. "Tertiary Education for Mountain Needs". Mountain Research and Development 27, nr 1 (luty 2007): 89. http://dx.doi.org/10.1659/0276-4741(2007)27[89:tefmn]2.0.co;2.

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Rozprawy doktorskie na temat "Tertiary education"

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溫家豪 i Kar-ho Calvin Wan. "Government policy on tertiary education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41006094.

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Wan, Kar-ho Calvin. "Government policy on tertiary education". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

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Papadopoulou, Maria. "Tertiary education and employment : Exploring the relationship between tertiary education, employment and overqualification across the EU". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158436.

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The dominant human capital theory-based perspective that education is crucial for economic success and employment has affected national and regional policies in education and employment worldwide. The present thesis critically assesses the target for increased number of tertiary education graduates in the current EU agenda for growth and employment (Europe 2020 Strategy). This target presumes that employment is positively related with tertiary education qualifications, and that there is an increasing demand for highly educated workers in the EU labour markets. Based on Eurostat data, our findings indicate that (i) more public spending on tertiary education does not seem to be associated with higher employment rates of graduates in the EU countries; (ii) in more than half of the EU28 member states, unemployment rates are not related with increased number of graduates; (iii) in most of the remaining EU countries, the increase in graduates is associated with higher graduates’ unemployment rates; (iv) increased number of tertiary education graduates relates with higher overqualification rates in the majority of the EU countries. These results accord with previous studies which find that investment in education alone is inadequate to explain complex socio-economic phenomena, such as graduates’ employment/unemployment. Moreover, they further support previous research works, which question the proclaimed increased need for highly educated workers in the EU labour markets. This, in turn, suggests that common European policies which target at increasing horizontally the number of graduates may further deteriorate the existing problem of overqualification in the EU. Without downplaying the importance of education and skills in employment, the current thesis contemplates that the disproportionate emphasis on the role of tertiary education in employment may falsely cultivate the perception that education per se can be the main solution for unemployment. Thus, it is likely to conceal the wider socio-economic reasons that influence a person’s ability to find, secure and advance in his/her job. Last, but not least, this perspective narrows down the role of tertiary education confining it to economic and employment purposes.
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Agherdien, Nuraan. "Investigating student readiness for tertiary education". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020593.

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Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions that prepare students for tertiary education. For this study student readiness refers to the ability of students to meet the basic requirements to successfully enrol for a course without remedial assistance and to successfully complete their studies in the recommended timeframe. The target population of this study focussed on students who registered on a full-time basis for the National Diploma in Human Resource Management for the academic year 2014 (n=117). A self-administered questionnaire was distributed to the students and an open-ended questionnaire additionally to the lecturers who teach first-year Human Resource Management students. The study was subjected to various statistical techniques such as Cronbach‟s alpha, t-tests, Pearson moment product correlation and Cohen‟s d. In doing so an improved insight into student readiness and success was developed. The main findings of the study indicated that there is a relationship between the type of schooling and readiness factors as statistical significance was noted. In addition, students who scored high on readiness factors were more likely to succeed in tertiary education. Moreover the number of interventions students is exposed to positively influence student readiness and success. This study has contributed to the body of knowledge which relates to the broader educational environment in South Africa and provides recommendations to address student readiness and success.
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Mackie, Diana Mary. "Computer-enhanced learning in tertiary education". Thesis, Edinburgh Napier University, 1991. http://researchrepository.napier.ac.uk/Output/7310.

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It is widely accepted that mathematics courses for science and engineering undergraduates should aim to develop an enquiring and creative approach to mathematics together with good communication skills. Due to their versatili ty, computatonal power and graphical capabilities, computers can play a significant role in developing these skills. A review of the development of computer-assisted learning of mathematics established that a new investigative approach could exploit the potential of the computer. For this project, two comprehensive computer-based learning packages were developed. The content and educational objectives of the packages were determined by consultation with mathematics lecturers. These objectives were to encourage investigative work, to facilitate problem solving and to enhance student understanding of certain algorithms and topics. The packages were evaluated over a four-year period, whilst in regular use in the mathematical sciences laboratories at Napier Polytechnic as part of the curriculum of several degree courses. During the formative evaluation, modifications and improvements were incorporated. The second stage of the evaluation comprised an investigation of the impact of the packages on the mathematics curriculum. In particular, changes in teaching approaches, learning outcomes and student attitudes towards mathematics were studied through observation, questionnaires and interviews. The feasibility of transfer of the materials developed to other higher educational establishments was also examined. The study identified an increase in the use of graphical methods to explore the behaviour of functions, numerical methods and models, more emphasis on investigative work, and more analysis and interpretation of results. Improved communication skills were also noted. It was deduced that the computer-based approaches adopted had fostered the development of higher cognitive skills, thus leading to an enhanced quality of learning.
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Buntting, Catherine Michelle. "Educational issues in introductory tertiary biology". The University of Waikato, 2006. http://hdl.handle.net/10289/2616.

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The work presented in this thesis focuses on educational issues in first-year biology courses at university. First-year courses are important because they have the potential to influence student retention and subsequent subject selection choices, as well as learning at higher levels. Further, biology is considered to be an important enabling subject in New Zealand because of the Government's drive towards a biotechnology-based knowledge economy. Specifically, the work in this thesis explores the educational implications of the increasingly diverse academic backgrounds of students entering first-year biology courses on teaching and learning in these courses. A social constructivist view of learning is adopted, in which prior knowledge of the learners is considered to have a significant influence on their learning. The social context of learning interactions also is considered to be important. The research involved three phases: identification of prior knowledge assumed by faculty; identification of actual prior knowledge of students; and the implementation and evaluation of an intervention programme based on concept mapping. In order to investigate faculty assumptions of student prior knowledge, 35 faculty from six New Zealand universities were interviewed. Document analysis and classroom observations provided data triangulation. The findings for this phase of the research suggest that faculty were aware of the diverse prior knowledge of students, and reported a tension between teaching from scratch in order to accommodate those with very limited prior knowledge; and the risk of boring those with more extensive relevant backgrounds. A range of concepts that are not explained during teaching (i.e., concepts it is assumed students understand) were identified, including biology-specific concepts and relevant chemical and mathematical concepts. In the second phase, research findings from phase one were used to develop a prior knowledge questionnaire administered in two successive years to all students enrolled in first-year biology courses at one New Zealand university. Data analysis for this phase suggests that although students with more extensive prior biology study were more likely to have a scientifically acceptable understanding of some key concepts, this was not true of all the concepts that were investigated, including chemical and mathematical concepts. The data also point to differences between what faculty expect students to know, and what students actually know. Furthermore, few students, regardless of the extent of prior biology study, were able to demonstrate understanding of the relationships between important biological concepts. In the third phase of the research, an intervention based on concept mapping was implemented and evaluated. Two of the six weekly tutorial classes associated with two first-year biology courses were used for the purposes of the intervention. The intervention differed from the other concept mapping studies reported in the literature in that its implementation was of long duration, viz., a period of 11 weeks. Students who participated in the intervention reported in 'tutorial experience questionnaires' and subsequent interviews that concept mapping helped them to learn the biology content covered during lectures, and to identify links between concepts. A large proportion of participants indicated that they used concept mapping for biology study outside of the intervention tutorial classes, and in some cases in other courses of study. Classroom management strategies appeared to contribute to the positive views about the use of concept mapping during tutorials. Specifically, the tutor modelled the use of concept mapping, but students were also given opportunities to construct their own maps. The role of the tutor in guiding discussions with students and providing feedback was also viewed as being important. Detailed analysis of course assessment tasks suggests that concept mapping enhanced learning for test questions that require understanding of links between concepts. Where tasks require only the recall of facts, concept mapping does not appear to make a statistically significant difference to student performance. The findings from the concept mapping intervention thus suggest that although concept mapping is a strategy that can be used effectively in tertiary biology tutorial classes, it is more worthwhile if the type of deep learning that is encouraged by the use of concept mapping is also the type of learning required to successfully complete assessment tasks. This raises the issue of whether the type of learning faculty specify in course objectives is the type of learning they actually seek to develop in course delivery and associated assessment regimes.
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Chan, Elsie Siu King, i mikewood@deakin edu au. "New educational service products : Tertiary EC/EB education - the Asia-Pacific region". Deakin University. School of Information Systems, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.150155.

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Electronic Commerce (EC) / Electronic Business (EB) has been (and is expected to continue to be) a dynamic, rapidly evolving area of technology, requiring skilled people with up-to-date knowledge and skills. The global community has required (and still requires) tertiary academic programs to prepare and train these people quickly. In the late nineties, following a tidal wave of tertiary EC program development in the United States, new tertiary programs began to appear in the Asia-Pacific (AP) region to satisfy this need, over a very short period of time. This research project aims to examine whether the development and effectiveness of tertiary EC/EB educational programs can be enhanced through employing a particular marketing paradigm. Four regions - Australia, New Zealand, Hong Kong SAR and the Republic of Singapore — were selected from the AP region, for this study. Based on a review of marketing literature, an inductive approach is adopted to build a model for new educational service product offerings. I also provide a description and comprehensive analysis of EC/EB education, and explore the model empirically, examining how it applies to the way EC education programs have been developed, to date. Essentially, this project consists of two major activities: theory building and theory testing – and is divided into three parts. Part 1: Preliminary study – literature review for theory building. This section of the thesis provides a literature review of the domains of curriculum development, EC/EB program development and management, EC/EB component models and new service product development. Part 2 : Understanding the marketplace – quantitative analysis. This section comprises five major surveys which provide an understanding of EC/EB education. Part 3 : In-depth analysis – qualitative research for theory testing. This section discusses the results of the multiple case studies of EC/EB degree programs undertaken over a five year period. The results of this project highlight both theoretical and practical aspects of the topic. In terms of the theoretical aspect, I provide a contribution to existing theory concerning the planning and development of new tertiary education programs. Research into academic course development in the past has tended to assume that all program development is pedagogically based and influenced. There is an assumption that people only develop academic programs and academic courses for pedagogic reasons. What this research project has done is to suggest that there are, in fact, many possible reasons for developing new programs and that, although these reasons might be pedagogic in nature, they can also be industry-focased, and market-oriented in the following ways: -the university is shaping the way it is perceived by the public – that is, the market; -the university is highlighting where its expertise lies. This led me to a form of new service product development consistent with the new image of the university. There is a clear need for diverse models for program development which accommodate the dynamic roles of modern universities. My research project develops such a model based on conditions in the Asia-Pacific region, and discusses findings arising from the overall project, which can be used to improve new educational program offerings in future, in both the Asia-Pacific and, I suggest, in other regions. This potential use of my findings highlights the practical contribution made by the research Project.
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Chabthanom, Ladda. "Critical literacies in a Thai tertiary education context /". [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19018.pdf.

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Mackinven, Kathryn. "Blended learning in tertiary education : a science perspective". Thesis, University of Canterbury. School of Education Studies and Leadership, 2015. http://hdl.handle.net/10092/10861.

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Blended learning has been suggested as having the potential to transform tertiary education through its ability to provide flexible learning options, cost reductions and high quality educational experiences. Combining the benefits of both the face-to-face and online learning environments, blended learning provides opportunities for tertiary education organisations to improve the engagement, satisfaction and achievement of students. Tertiary science is experiencing issues with student recruitment and retention due to it being complex and challenging to learn and often poorly taught. Blended learning, therefore, with its ability to support visualisation of abstract scientific processes, critical thinking and attitudes to science could provide a means to encourage students to study science. However, to date, most studies on blended learning in undergraduate science have focused on evaluating the implementation of a particular blended approach within a small number of science classes or have considered only the teacher or student perspective. This study sought to explore both lecturer and student experiences of blended learning within undergraduate science whilst also considering the institutional context within which science teaching and learning operates. A case study methodology was used to investigate blended learning in undergraduate science in a New Zealand university. Data collection methods included interviews with university management, lecturers and students. Management interviews were used to determine the university’s stage of blended learning adoption and to provide the institutional context for the study. Lecturer and student interviews provided a rich description of each group’s experiences and perspectives of blended learning in science. These were supplemented with lecturer and student surveys which provided breadth to the findings. The findings revealed both the institutional and disciplinary context influence lecturer and student perspectives of blended learning. They also highlighted the similarities between lecturer and student experiences. Lecturer perspectives and issues have long been taken into consideration by tertiary organisations when planning their blended learning implementation. However, this study suggested that student needs and support are equally as important and recommended that they receive the same attention.
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Le, Anh Hai. "Tertiary Hospitality Education in Vietnam: An Exploratory Study". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365951.

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The travel and tourism sector has become an increasingly important driver of growth and prosperity for many countries, with a reported contribution of around 9% of the World’s GDP and employment in 2013 (Crotti & Misrahi, 2015). In Vietnam this sector accounted for over $US 7 billion, or around 4.6% of 2013 GDP. While this is a significant contribution to the economy, it is markedly less than the contribution of the sector in neighbouring Thailand, with a contribution of $US 35 billion, or 9% of GDP. Given the comparatively low contribution of the tourism sector to the economy, a more in-depth exploration of aspects of the industry are worthy of further consideration. One such aspect is the human resources, the key factor exerting a major impact on the services delivered by the industry. This study focuses on the preparation of such resources through tertiary education. The aim of the study was to explore factors influencing effective tertiary hospitality higher education (HE) in Vietnam that supports the on-going development of the industry through the availability of quality human resources. In addition, the study assesses the alignment between the knowledge and skills developed in education institutions, and those required by industry professionals.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Książki na temat "Tertiary education"

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Organisation for economic co-operation and development. Redefining tertiary education. Paris: OECD Publications, 1998.

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Committee, Professional Council for Religious Education Examinations. Secondary/tertiary religious education. Isleworth, Middlesex: CEM/PCFRE, 1987.

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Tynan, Belinda, Tricia McLaughlin, Andrea Chester, Catherine Hall-van den Elsen i Belinda Kennedy, red. Transformations in Tertiary Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2.

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Salmi, Jamil. The Tertiary Education Imperative. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-128-5.

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Chʻan-hŭi, Yi, i Hanʼguk Kyoyuk Kaebarwŏn, red. Universalization of tertiary education. Seoul, Korea: Korean Educational Development Institute, 2008.

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Bradshaw, David. Tertiary non-advanced education. Birmingham: INLOGOV, 1986.

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Organisation for Economic Co-operation and Development., red. Tertiary education in Portugal. Paris: OECD, 2007.

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Commission, Sierra Leone Tertiary Education. Statutory Instrument: The Tertiary Education Commission (Tertiary Education Institutions) Regulations, 2006. Sierra Leone: Government Printing Department, 2006.

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Savelyeva, Tamara, i Gao Fang, red. Sustainable Tertiary Education in Asia. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5104-6.

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Effah, Paul. Report on funding tertiary education. Accra: National Council for Tertiary Education, 1998.

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Części książek na temat "Tertiary education"

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Lambert, Steve. "Tertiary Education". W Encyclopedia of the UN Sustainable Development Goals, 884–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_55.

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Lambert, Steve. "Tertiary Education". W Encyclopedia of the UN Sustainable Development Goals, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69902-8_55-1.

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Coupland, Mary, Peter K. Dunn, Linda Galligan, Greg Oates i Sven Trenholm. "Tertiary Mathematics Education". W Research in Mathematics Education in Australasia 2012-2015, 187–211. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1419-2_10.

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Griffin, Des. "Universities and Tertiary Education". W Explorations of Educational Purpose, 229–50. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01994-9_13.

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Salmi, Jamil. "The Contribution of Tertiary Education". W The Tertiary Education Imperative, 31–69. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-128-5_2.

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Tharapos, Meredith, i Brendan T. O’Connell. "Teaching Strategies Employed in Transnational Education". W Transformations in Tertiary Education, 89–100. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_8.

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Murray, Gabrielle, Rachel Wilson i Bronwyn Clarke. "Engaging for Belonging". W Transformations in Tertiary Education, 3–9. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_1.

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Jandug-Montera, Lilibeth, i Meetu Aggarwal. "Preparing Future Global Management Accountants Through COIL: Evaluation of Processes and Outcomes". W Transformations in Tertiary Education, 119–34. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_10.

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Lan, Lam Hong, i Belinda Kennedy. "Engaging Students in a Multicultural Class Through Scaffolded Learning Innovation". W Transformations in Tertiary Education, 135–43. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_11.

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De Sisto, Marco, i Genevieve Dickinson. "Investigating Strategies for Developing Cultural Intelligence: A Creative Learning Experience to Enhance Student Transition to a Global Workforce". W Transformations in Tertiary Education, 145–61. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_12.

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Streszczenia konferencji na temat "Tertiary education"

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"Mechatronics in tertiary education". W 2017 IEEE International Conference on Mechatronics (ICM). IEEE, 2017. http://dx.doi.org/10.1109/icmech.2017.7921141.

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Marinič, Peter, i Pavel Pecina. "IS TERTIARY EDUCATION WORTH IT?" W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1607.

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Országhová, Dana. "Tertiary Education System in Slovakia". W International Scientific Days 2018. Wolters Kluwer ČR, Prague, 2018. http://dx.doi.org/10.15414/isd2018.s9.11.

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Gueudet, Ghislaine, i Irene Biza. "Mathematics Education at Tertiary Level". W The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0026.

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Herout, Lukas. "AUDIOVISUAL STUDY SUPPORTS IN TERTIARY EDUCATION". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1912.

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Huebner, Ewa, Derek Bem i Chun Ruan. "Computer Forensics Tertiary Education in Australia". W 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.310.

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Florou, Giannoula, Sofia Anastasiadou i Stavros Valsamidis. "E-LEARNING AND TERTIARY EDUCATION STUDENTS". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1982.

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Rizwan, Sidra, i Afshan Huma. "ACCESS & EQUITY IN TERTIARY EDUCATION". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0041.

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Franco Leal, Noelia, i Rosalia Diaz-Carrion. "GAMIFICATION IN TERTIARY EDUCATION: ROOM SCAPE". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0802.

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Hegde, Gopalkrishna M., i Andrew T. Sabaratnam. "Photonics for mechanical engineering in tertiary education". W Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468698.

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Raporty organizacyjne na temat "Tertiary education"

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Jun, Dukwoo, Paul Vanderberg, Meekyung Shin i Jiyoun Seo. The Role of Tertiary Education for Green Transition. Manila, Philippines: Asian Development Bank, luty 2024. http://dx.doi.org/10.22617/brf240008-2.

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Castelló-Climent, Amparo, Abhiroop Mukhopadhyay i Ravinder. Transforming rural economies through tertiary education: Evidence from India. UNU-WIDER, lipiec 2023. http://dx.doi.org/10.35188/unu-wider/2023/397-0.

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Stampini, Marco, i Sophie Gardiner. Returns to Education in Suriname. Inter-American Development Bank, lipiec 2013. http://dx.doi.org/10.18235/0009119.

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We analyze the relationship between education and employment in Suriname, using data from a 2007 IDB household survey (representative nationally and at the level of three macro areas: Urban Coast, Rural Coast and Interior). We find that education brings returns in terms of both likelihood of employment (particularly for women) and higher earnings. Completed primary, junior secondary, senior secondary and tertiary education increase the probability of employment by 12%, 19%, 86% and 84% respectively, relative to the base category of no-schooling or incomplete primary. In addition, senior secondary and tertiary education lead to 46% and 81% higher earnings, relative to peer individuals with junior secondary education or less. These returns to education are relatively high in the context of the Caribbean. Nonetheless, higher educational achievements are associated with a transition towards public sector jobs, suggesting that the private sector is scarcely dynamic, and unable to attract skilled workers.
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Dassanayake, Wajira, Gayani Hewagama i Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, sierpień 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.
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Contreras, M. Ignacia, Suzanne Duryea i Claudia Martínez. The Effect of the Pandemic on the Transition to Tertiary Education in Chile: A Focus on Students with Disabilities. Inter-American Development Bank, maj 2023. http://dx.doi.org/10.18235/0004862.

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Using a rich set of administrative data, we study the effect of the COVID-19 pandemic on the transition to tertiary education for students with disabilities in Chile. Enrollment rates in primary and secondary education in Chile differ by less than 2 percentage points for students with or without disabilities, but there is an approximately 17 percentage point gap in enrollment in tertiary education. Our difference in differences analysis finds that the pandemic significantly decreased the probability of students with disabilities taking the admission test to tertiary education and enrolling in high-quality tertiary institutions, increasing the inequality in tertiary education. While the pandemic affected the transition to higher education for all students in Chile, students with disabilities were more adversely affected. Understanding how the pandemic has affected opportunities for students with disabilities is critical for informing policies of inclusion.
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Calónico, Sebastián, i Hugo R. Ñopo. Returns to Private Education in Peru. Inter-American Development Bank, marzec 2007. http://dx.doi.org/10.18235/0010873.

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The private provision of educational services has been representing an increasing fraction of the Peruvian schooling system, especially in recent decades. While there have been many claims about the differences in quality between private and public schools, there is no complete assessment of the different impacts of these two type of providers on the labor markets. This paper attempts to provide such a comprehensive overview by exploring private-public differences in the individual returns to education in Urban Peru. Exploiting a rich pair of data sets (ENNIV 1997 and 2000) that include questions on type of education (public vs. private) for each educational level (primary, secondary, technical tertiary and university tertiary) to a representative sample of adults, this paper measures the differences in labor earnings for all possible educational trajectories. The results indicate higher returns to education for those who attended private schools than those who attended the public system. Nonetheless, these higher returns also show higher dispersion, reflecting wider quality heterogeneity within the private system. The private-public differences in returns are more pronounced at the secondary than at any other educational level. On the other hand, the private-public differences in returns from technical education are almost nonexistent. A cohort approach paired with a rolling-windows technique allows us to capture generational evolutions of the private-public differences. The results indicate that these differences have been increasing during the last two decades.
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Bentley-Gray, Daisy. Talanoa: Pushing Boundaries to Promote Pacific Ways of Being in Aotearoa New Zealand Tertiary Education. Unitec ePress, wrzesień 2023. http://dx.doi.org/10.34074/ocds.102.

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The survival of Pacific societies is partly attributed to the ability of Pacific ancestors to transmit stories from generation to generation through myths and legends, stories of creation, songs, oratory, art and natural environments. This paper explores the importance of the practice of Talanoa as a concept and a research tool in promoting Pacific knowledge systems and practices in tertiary education in Aotearoa New Zealand. Talanoa was utilised as the primary research method to gather narratives about how Talanoa is incorporated, from Pacific staff in various roles in tertiary education in a culturally safe and relevant way, both face to face and online. The author also conducted an online survey to gather information about how or whether Talanoa is used widely by Pacific staff in an Aotearoa New Zealand tertiary institution, Unitec New Zealand Limited, before it transitioned fully into the national institute, Te Pūkenga. The research analysed existing literature to ensure that it adds value to this repertoire of knowledge and research. The significance of recognising and acknowledging Pacific oral traditions will add value to and enhance Pacific ways of knowing and engagement in any context. The outcome of this study supports the inclusion of Talanoa as a tool that can be used successfully in tertiary education.
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Nietschke, Yung. Australian Strategic Partnerships in Remote Education. Australian Council for Educational Research, październik 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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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi i Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), wrzesień 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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Alfonso, Mariana. Credit Constraints and the Demand for Higher Education in Latin America. Inter-American Development Bank, czerwiec 2009. http://dx.doi.org/10.18235/0011069.

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This paper presents information about a theoretical model that provides different interpretations for the correlation between family wealth and tertiary education enrollment; the empirical model; a description of data sources and the main variables used in the analysis.
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