Artykuły w czasopismach: „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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Hockman, Meira. "Curriculum design and tertiary education". International Journal of Mathematical Education in Science and Technology 36, nr 2-3 (15.03.2005): 175–91. http://dx.doi.org/10.1080/00207390412331316979.

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Holton, Derek. "Tertiary mathematics education for 2024". International Journal of Mathematical Education in Science and Technology 36, nr 2-3 (15.03.2005): 303–13. http://dx.doi.org/10.1080/00207390412331317031.

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Scott∗, Roger. "Politics, Markets and Tertiary Education". Journal of Tertiary Education Administration 9, nr 1 (maj 1987): 51–63. http://dx.doi.org/10.1080/0157603870090104.

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Field, Heather. "Integrating Tertiary Education in Europe". ANNALS of the American Academy of Political and Social Science 585, nr 1 (styczeń 2003): 182–95. http://dx.doi.org/10.1177/0002716202238574.

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Edwards, Shane, i Kieran Hewitson. "Indigenous Epistemologies in Tertiary Education". Australian Journal of Indigenous Education 37, S1 (2008): 96–102. http://dx.doi.org/10.1375/s1326011100000429.

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Abstract This paper contends that Indigenous epistemologies in educational curriculum can serve as powerful counter hegemonic action to dominant discourses. It then discusses how the implementation and application of Indigenous epistemologies in adult educational curricula can support intellectual sovereignty and positive identity construction for Indigenous wellbeing.

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Liston, Colleen. "Students in Transnational Tertiary Education". Higher Education in Europe 24, nr 3 (styczeń 1999): 425–37. http://dx.doi.org/10.1080/0379772990240310.

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Volkov, Arabella, i Michael Volkov. "Teamwork benefits in tertiary education". Education + Training 57, nr 3 (13.04.2015): 262–78. http://dx.doi.org/10.1108/et-02-2013-0025.

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Purpose – The purpose of this paper is to contribute to the understanding of the development of students’ skills in the context of team-based learning. Academics have heeded the call to incorporate team learning activities into the curricula, yet little is known of student perception of teamwork and whether they view it as beneficial to them and their future professional career. Further, this study presents an instructional framework to guide best practice in higher education practitioners with regard to the design of teamwork assessment. Design/methodology/approach – The paper adopts a qualitative approach utilising 190 students’ reflections to examine their perception of the benefits of teamwork and whether it will contribute to their future professional work. Findings – Results indicate students perceive team-based assessment tasks require them to adopt a deep approach to learning together with a deep approach to study, as well as improving their skills in the areas of collaboration, team unity and cultural diversity. Further, the study identified a best practice approach that higher education practitioners should adopt in teamwork assessment design giving this study both national and international significance and aids fellow educators in their practices. Research limitations/implications – Because of the chosen research approach, the results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications – The paper presents important implications for those involved in the development of assessment items where objectives include the development of team skills and quality learning outcomes. The findings are vital for unit and course planning and design generally, and assessment planning, design and processes, specifically, both nationally and internationally. Originality/value – This paper fulfils an identified need to study students’ perceptions of teamwork, whether they view it as beneficial to them and their future professional career, and presents a best practice approach for teamwork assessment design.

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Silsbury, Elizabeth. "Tertiary Music Education in Australia". British Journal of Music Education 5, nr 2 (lipiec 1988): 173–80. http://dx.doi.org/10.1017/s0265051700006513.

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During the Whitlam years, tertiary education burgeoned in Australia. Colleges of Advanced Education, most of them transformed Teachers' Colleges and unconvinced that their coaches would not turn out to be pumpkins after all, sprang up and/or expanded in city and country districts in all states. A national study carried out in 1977 showed that tertiary music and music education was everywhere healthy and in some places flourishing. In 1980 the Razor Gang went on a surgical rampage, perpetrating amalgamations in the name of economy on the GAEs, and forcing many of them into alliances as unwieldy as they were unholy. In 1987 a national review involving universities as well as GAEs was launched.Elizabeth Silsbury's article traces those changes, describes their effect on music and takes a punt on what might happen when the dust settles for the third time in less than 20 years.

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Madgett, Paul, Charles H. Belanger i Joan Mount. "Clusters, Innovation and Tertiary Education". Tertiary Education and Management 11, nr 4 (grudzień 2005): 337–54. http://dx.doi.org/10.1007/s11233-005-0983-4.

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Chatterji, Monojit. "Tertiary Education and Economic Growth". Regional Studies 32, nr 4 (czerwiec 1998): 349–54. http://dx.doi.org/10.1080/00343409850117807.

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Madgett, Paul, Charles H. Belanger i Joan Mount. "Clusters, innovation and tertiary education". Tertiary Education and Management 11, nr 4 (styczeń 2005): 337–54. http://dx.doi.org/10.1080/13583883.2005.9967155.

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Ogunode, Niyi Jacob, Kingsley Edinoh i RAUF, Olaiya Sarafadeen. "Programme Accreditation in Tertiary Education". European Journal of Higher Education and Academic Advancement 1, nr 2 (14.08.2023): 271–83. http://dx.doi.org/10.61796/ejheaa.v1i2.245.

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Programme accreditation is crucial to tertiary institutions because of its ability to ensure quality assurance in the system. Programme accreditation is a mechanism designed in the tertiary institutions to ensure that academic programmes offered are of standard and meet various policies and quality of national and international standard. This paper discussed the barriers to effective programme accreditation in tertiary institutions in Nigeria. Employing secondary data that were obtained from online publications and print resources. The paper concluded that inadequate funding, shortage of academic staff, inadequate infrastructural facilities, brain-drain and strike actions are the barriers to effective programme accreditation in tertiary institutions in Nigeria. Based on these barriers identified, the paper recommended the following; increment in budgetary allocation to the tertiary institutions, employment of more adequate staff, provision of adequate infrastructural facilities, increment in salaries and welfare allowances of academic staff and implementation of agreement entered into with various unions in the tertiary institutions to prevent strike actions.

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Uduak Imo, Ekpoh, Okpa Ovat Egbe i Swem Terfa. "Reimagining Tertiary Education: Issues, Challenges And Solutions". Global Journal of Educational Research 23, nr 2 (7.07.2024): 127–35. http://dx.doi.org/10.4314/gjedr.v23i2.1.

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Tertiary education in Nigeria is in crisis that requires urgent attention. The reason for this crisis is the failure to appreciate and come to terms with the fact that education is fundamental to national development. Thus, stakeholders in education have come to a consensus that there is a need to save the tertiary education sector from imminent collapse. Hence, the need to reimagine the tertiary education sector by setting the conditions whereby it can perform at its best and compete globally. This paper on reimagining tertiary education: Issues, challenges and solutions have as its main thrust: the meaning of tertiary education, the historical development of tertiary education, the goals of tertiary education, the importance of tertiary education, the needs of tertiary education in Nigeria, issues confronting tertiary education, challenges and possible solutions to issues and challenges of tertiary education in Nigeria. These sub-headings provided the direction for this paper.

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Joy Kistnasamy, Emilie. "The Power of Extrinsic Motivation in Tertiary Education". American Journal of Educational Research 2, nr 6 (2.06.2014): 383–88. http://dx.doi.org/10.12691/education-2-6-9.

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Oraka, Dr A. O., Dr Cy Ogbodo i Raymond A. Ezejiofor. "Effect of Tertiary Education Tax Fund Tetfund in Management of Nigerian Tertiary Institutions". International Journal of Trend in Scientific Research and Development Volume-2, Issue-1 (31.12.2017): 140–50. http://dx.doi.org/10.31142/ijtsrd5909.

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Dada, Abdullahi Aliyu, i Umar Muhammad. "CLIMATE CHANGE EDUCATION CURRICULUM FOR NIGERIA TERTIARY EDUCATION SYSTEM". Sokoto Educational Review 15, nr 2 (29.12.2014): 119–26. http://dx.doi.org/10.35386/ser.v15i2.175.

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The paper attempted to propose a Climate Change Education Curriculum that is conceived to provide a clear understanding of the Climate Change phenomenon for students in Tertiary institutions in Nigeria. Nobody is left in doubt of the relevance of climate change education in Nigeria tertiary education system. Tertiary educational institutions are expected to play a proactive role in proffering solutions to climate change challenges facing Nigeria. What needs to be done is to harness resources toward putting in place a well-articulated climate change education curriculum that should provide requisite information/knowledge and skills for future leaders. Thus, it is recommended that cogent policies need to be developed to ensure that climate change education is fully integrated into tertiary education system in Nigeria; that climate change education curriculum should be offered either as a standalone specialized course or integrated within other courses; and professional development support be provided to educators so as to be able to deliver effectively and also to be able to develop relevant teaching materials on climate change that could stand the test of time.

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Mustapha, Siti Maziha, Nabilah Abdullah, Karthiyaini Devarajoo, Faridah Ibrahim, Suhida Hani Suid i Suraya Amirrudin. "Embracing Internationalization in Gearing Malaysian Higher Education Towards Global Education". Asian Journal of University Education 17, nr 4 (25.11.2021): 132. http://dx.doi.org/10.24191/ajue.v17i4.16224.

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Abstract: Embracing internationalization is the reality in Malaysian tertiary education in this century. Various endeavors and research collaborations have been and are still carried out to achieve the government’s vision to position Malaysia as a tertiary education hub in the region. Using phenomenological approach, this study attempts to highlight challenges and strategies towards achieving internationalization of Malaysian higher education. Twelve lecturers from public and private universities were purposively sampled to discuss issues on internationalization of Malaysian tertiary education. Focus Group Discussions using semi structured interview protocol were undertaken. Data analysis and interpretation were carried out through thematic development. The findings revealed all participants are aware of the pedagogical approaches to be in practice to embrace the dynamics of global cultures convening in Malaysian lecture rooms. They highlighted the advantages of having international students from academic and social perspectives. Also included are ways how local students benefit with the presence of international students. These benefits emerged as participants discussed the consequences of Malaysian campus bereft of international students. In-class challenges and strategies to overcome them were deliberated. The findings also informed lecturers, administrators, and policy makers of relevant aspects to consider when dealing with international students at the tertiary level in Malaysia. Keywords: global education, internationalization, international students, tertiary education, phenomenology

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Grant, John. ""Forgotten Learners". The Plight of Tertiary Learners with an Intellectual Disability: An Opportunity for Provider Partnerships." Kairaranga 16, nr 1 (1.01.2015): 20–26. http://dx.doi.org/10.54322/kairaranga.v16i1.190.

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This paper discusses the issue of tertiary education2 for adults with intellectual disabilities. It argues there is a dearth of such opportunities, particularly within the mainstream tertiary education system and this limits employment opportunities and social inclusion for adults with intellectual disabilities. This is not consistent with the explicit and implicit commitments from government to tertiary education opportunities for this learner population in both disability and education policy. Therefore, specialist disability support providers and mainstream education providers must work in partnership with employers in order to create more appropriate, inclusive tertiary learning opportunities that will lead to more employment outcomes and ensure greater levels of social inclusion. Moreover, having a range of tertiary education opportunities would not only help to increase employment outcomes in a quantitative sense but would open up a wider range of employment areas.

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I. Ibrahim, AbdulRahaman. "Restructuring Science Teaching in Nigerian Tertiary Institutions". American Journal of Educational Research 2, nr 11 (21.11.2014): 1100–1103. http://dx.doi.org/10.12691/education-2-11-16.

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McCusker, Paul. "The Tertiary Moment". Higher Education Quarterly 59, nr 4 (październik 2005): 335–38. http://dx.doi.org/10.1111/j.1468-2273.2005.00302.x.

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Ordonez, Victor. "Tertiary Education and Education for All: Establishing Policy Linkages". Higher Education in Europe 30, nr 3-4 (październik 2005): 267–75. http://dx.doi.org/10.1080/03797720600625903.

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Bran, Florina, Petrică Sorin Angheluță, Carmen Valentina Rădulescu i Sorin Burlacu. "Aspects of the Vocational Education and Training of Tertiary Education Graduates". Research and Education, nr 8 (2023): 138–51. http://dx.doi.org/10.56177/red.8.2023.art.8.

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On the labour market, an important aspect is the resizing of jobs due to automation, respectively globalization. Technological changes have led to the need to acquire higher skills. The acquired knowledge and skills can lead to an increase in the ability of graduates to enter the labour market. Thus, for the member countries of the European Union, the article presents an analysis of the share of the population with age between 25 and 64 years, with a tertiary level of education. Likewise, the degree of insertion of graduates of tertiary education programs can be influenced by the economic activities carried out by economic agents. Analysis of employment rates for graduates of tertiary education programs is important. From this point of view, an analysis of the educational fields of the graduates is presented. The used comparative statistical analysis considered the study of the evolution of the number of tertiary level graduates, as well as of the educational fields, for the period 2013-2020, for the member countries of the European Union. Also, the 25-64 age group was selected, and for this the evolution of the share of people with tertiary education was studied. The importance of the degree to which graduates occupy a job after graduation, led to the selection of another indicator – the employment rate (for the period 2012-2021). The rate of participation in continuing professional education and training programs was another indicator for which a comparative statistical analysis was carried out. For all these analyses the existing database on the EUROSTAT website was used. The creation of new jobs involves, and also requires, new skills. For people in the field of work, the updating of skills, respectively their improvement, can be achieved by participating in education and professional training programs. At the same time, this subsequent participation in education and professional training programs is an indicator analysed in the article. The presented data show us that in 2021, approximately half of the population aged between 25 and 64, with tertiary education, was the majority in Ireland, Luxembourg, Cyprus, Sweden, Lithuania. The evolution of the number of graduates, at the level of the European Union, shows us that the number of graduates is increasing, so that in 2020 there were 4.24 million tertiary level graduates. It was found that in 2020 most graduates came from France, Germany, Spain, Italy, Poland. Also, in 2020, the most graduates were for the field of business, administration, and law, followed by: engineering, manufacturing and construction, health and welfare, and education. The lowest share of graduates was for the field of agriculture, forestry, fisheries, and veterinary. It was found that in 2021 the employment rate for people aged between 25 and 64, with a tertiary level of education, was high for: Malta, Poland, Hungary, Romania. The lowest values were registered in: Greece, Spain, Italy, Cyprus. At the same time, in the period 2013-2019, the values of the participation rate in education and professional training programs for people aged between 25 and 64, with a tertiary level of education, remained relatively constant, oscillating between 18.0% and 18.7%.

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McGuinness, Wendy. "The changing purpose of tertiary education". New Zealand Science Review 73, nr 1 (16.11.2023): 20–24. http://dx.doi.org/10.26686/nzsr.v73i1.8558.

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In response to a Government request, the Productivity Com-mission is currently undertaking an inquiry into ‘new models of tertiary education’. At a time when the technological and social climate is changing so rapidly that our current model is struggling to keep up, this inquiry presents an opportunity for the Institute to set out ideas we have gathered as to how New Zealand might adopt a more dynamic tertiary education model that is fit for the 21st century.This think piece explores how the tertiary education system could change today in order to foster the development of skills that will be required of New Zealanders in the long term. In fifty years, the current cohort of young tertiary students will be in their early seventies, and a vastly different set of 17- to 25-year-olds will have inherited the world of tertiary institutions. How can we make space for this difference? How can we prepare our young people for a world that is continuously becoming more connected and therefore more complex? How can we change the purpose of our education system to reflect this?This think piece is broken up into three parts: (i) What have we learnt through hosting public policy workshops for young people? (ii) What is not working? and (iii) How might New Zealand become a trailblazer in tertiary education?

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Thomas, Yeboah. "Promoting tertiary education through ecotourism development". Journal of Ecology and The Natural Environment 7, nr 2 (27.02.2015): 38–45. http://dx.doi.org/10.5897/jene2015.0502.

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Strauss, Hubert, i Christine de la Maisonneuve. "The wage premium on tertiary education". OECD Journal: Economic Studies 2009, nr 1 (16.12.2009): 1–29. http://dx.doi.org/10.1787/eco_studies-v2009-art7-en.

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Steenkamp, Leon P., i Riaan J. Rudman. "Incorporating Online Tools In Tertiary Education". Contemporary Issues in Education Research (CIER) 6, nr 4 (29.09.2013): 365. http://dx.doi.org/10.19030/cier.v6i4.8103.

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Students currently studying at tertiary institutions have developed a set of attitudes and aptitudes as a result of growing up in an IT and media-rich environment. These attitudes and aptitudes influence how they learn and in order to be effective, lecturers must adapt to address their learning preferences and use the online teaching tools that these students are familiar with. In a South African context it was found that students spend a significant amount of time in interactive online image-rich environments and are accustomed to this environment. A number of suggestions are made on how to incorporate this in tertiary education.

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Terro, Mohamad Jamil, Ashraf Mohamed Soliman i Jerrell Angell. "TAXONOMY OF TERTIARY EDUCATION CAMPUS PLANNING". JOURNAL OF ARCHITECTURE AND URBANISM 45, nr 1 (8.02.2021): 19–37. http://dx.doi.org/10.3846/jau.2021.13514.

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This paper aims to present and discuss phases of planning and designing campuses for Higher Education Institutions (HEIs). The authors argue that creating a taxonomy to control an environment conducive to learning is of the same order of importance as that for education as depicted by Bloom, given the size, financial burden, and influence on learning outcomes. A specific model is proposed for the taxonomy of planning campuses for HEIs with four ordered phases: educational programming, spaces programming, master planning, and detailed design. The researchers followed four methodologies to support the proposed model: A literature review to seek relevant knowledge and terms used in previous studies; a descriptive discussion of the proposed campus planning and design taxonomy model; a survey of experts in educational and campus planning to examine the proposed phases; and, a case study of the campus of Kingdom University in Bahrain where the phases of taxonomy were implemented. This latter case study further exhibits how the executed campus planning process is developed in adherence with state-of-the-art educational demands and trends. This paper is concluded with guidelines of HEIs campus planning as illustrated a diagram for the proposed model of taxonomy showing the process and illustrating the model domains, together with its phases and planning process considerations. The model also analyses the relationship between the domains that are ordered according to the process flow starting with educational programming up to the detailed design phases.

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Mitra, Rudrajit, i Serkan Saydam. "Using Virtual Reality In Tertiary Education". International Journal of Technologies in Learning 19, nr 4 (2013): 97–112. http://dx.doi.org/10.18848/2327-0144/cgp/v19i04/49116.

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Loretan, Stephan. "The Tertiary Education Systems in Switzerland". Central European Business Review 1, nr 2 (30.09.2012): 60. http://dx.doi.org/10.18267/j.cebr.24.

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Gornostaeva, L. "ABOUT INNOVATIVE TECHNOLOGIES IN TERTIARY EDUCATION". Bulletin of the Moskow State Regional University, nr 4 (2015): 119–28. http://dx.doi.org/10.18384/2310-7227-2015-4-119-128.

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Riznar, Igor. "Blended language learning in tertiary education". International Journal of Innovation and Learning 6, nr 4 (2009): 377. http://dx.doi.org/10.1504/ijil.2009.024134.

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Ramsey∗, Gregor. "The Realities of Managing Tertiary‐Education". Journal of Tertiary Education Administration 7, nr 1 (maj 1985): 35–46. http://dx.doi.org/10.1080/0157603850070103.

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O'Shea∗, Helen. "Achieving Wider Access to Tertiary Education". Journal of Tertiary Education Administration 8, nr 1 (maj 1986): 59–68. http://dx.doi.org/10.1080/0157603860080105.

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Scott∗, Roger. "Experiencing Revolutionary Change in Tertiary Education". Journal of Tertiary Education Administration 10, nr 2 (październik 1988): 127–36. http://dx.doi.org/10.1080/0157603880100203.

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Hancock∗, Keith. "Industrial Relations in Australian Tertiary Education". Journal of Tertiary Education Administration 11, nr 2 (październik 1989): 113–25. http://dx.doi.org/10.1080/0157603890110201.

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DOSSOR, DINAH. "Gender Issues in Tertiary Art Education". Journal of Art & Design Education 9, nr 2 (czerwiec 1990): 163–69. http://dx.doi.org/10.1111/j.1476-8070.1990.tb00470.x.

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Papadopoulou, Maria, Sophia Goria, Polyxeni Manoli i Evgenia Pagkourelia. "Developing multimodal literacy in tertiary education". Journal of Visual Literacy 37, nr 4 (2.10.2018): 317–29. http://dx.doi.org/10.1080/1051144x.2018.1540177.

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Morgan, Andrew. "Profiling Australian tertiary education pathway providers". Journal of Higher Education Policy and Management 42, nr 4 (13.11.2019): 495–515. http://dx.doi.org/10.1080/1360080x.2019.1687269.

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49

Castro, Angela S. "AARNet and Australian tertiary distance education". Distance Education 11, nr 2 (styczeń 1990): 213–30. http://dx.doi.org/10.1080/0158791900110204.

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Cosgrove, Laurie, i Ian Thomas. "Categorising Tertiary Environmental Education In Australia". Australian Journal of Environmental Education 12 (1996): 27–34. http://dx.doi.org/10.1017/s0814062600001592.

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AbstractThe diversity of environmental courses at tertiary level continues to increase. Following from a survey of these courses in the early 1990s the current study revisited the courses to investigate their characteristics. In 1993 tertiary courses with ‘environment’ in their title were surveyed through a postal questionnaire to gain an understanding of their philosophy and approach to teaching in the environmental field, of the capabilities the courses sought to assist the graduates to develop and of the extent to which graduates were being employed. The paper presents and discusses the results of this survey and offers suggestions about enhancing the role of environmental education in tertiary institutions.

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Artykuły w czasopismach na temat „Tertiary education”

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