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Antipodal Communication between Students of German in Finland and in New Zealand via Facebook

Subjects: Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Intercultural Communication, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Computer Mediated Communication, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Video Technology, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Audio Equipment, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, German, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Social Media, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Technological Literacy, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, College Students, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Second Language Learning, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Second Language Instruction, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Foreign Countries, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Cooperative Learning, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Student Attitudes, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Cultural Awareness, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Outcomes of Education, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Writing (Composition), Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Language Tests, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Social Networks, Intercultural Communication, Computer Mediated Communication, Video Technology, Audio Equipment, German, Social Media, Technological Literacy, College Students, Second Language Learning, Second Language Instruction, Foreign Countries, Cooperative Learning, Student Attitudes, Cultural Awareness, Outcomes of Education, Writing (Composition), Language Tests, Social Networks, Program DescriptionsNew Zealand, New Zealand, New Zealand, Finland

  • Source: Research-publishing.net, Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018). 6 pp.

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Recueil des legislations linguistiques dans le monde. Tome V: l'Algerie, l'Autriche, la Chine, le Danemark, la Finlande, la Hongrie, l'ile de Malte, le Maroc, la Norvege, la Nouvelle-Zelande, les Pays-Bas, le Royaume-Uni, la Tunisie, la Turquie, l'ex-URSS (Record of World Language-Related Legislation. Volume V: Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Norway, New Zealand, the Netherlands, the United Kingdom, Tunisia, Turkey, the former USSR).

Subjects: Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Armed Forces, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Courts, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Educational Administration, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Educational Policy, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Foreign Countries, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Language Role, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Languages, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Laws, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Official Languages, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Public Administration, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Public Policy, Armed Forces, Courts, Educational Administration, Educational Policy, Foreign Countries, Language Role, Languages, Laws, Official Languages, Public Administration, Public Policy, Second LanguagesAlgeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Algeria, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Austria, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, China, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Denmark, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Finland, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Hungary, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Malta, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Morocco, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Netherlands, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, New Zealand, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Norway, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Tunisia, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, Turkey, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, United Kingdom, Algeria, Austria, China, Denmark, Finland, Hungary, Malta, Morocco, Netherlands, New Zealand, Norway, Tunisia, Turkey, United Kingdom, USSR

  • Source: 239 pp.

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Developing, Approving and Maintaining Qualifications: Selected International Approaches. Research Report

Subjects: Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Foreign Countries, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Qualifications, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Quality Assurance, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Comparative Education, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Global Approach, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Educational Practices, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Accreditation (Institutions), Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Vocational Education, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Industry, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Competency Based Education, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Outcomes of Education, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Administrative Organization, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Educational Quality, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Standards, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Self Evaluation (Groups), Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, Accountability, Foreign Countries, Qualifications, Quality Assurance, Comparative Education, Global Approach, Educational Practices, Accreditation (Institutions), Vocational Education, Industry, Competency Based Education, Outcomes of Education, Administrative Organization, Educational Quality, Standards, Self Evaluation (Groups), Accountability, CriteriaAustralia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), Australia, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), Canada, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), European Union, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), Finland, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), Germany, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), Ireland, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), New Zealand, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), Singapore, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), South Korea, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), Sweden, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), United Kingdom, Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), United Kingdom (England), Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), United Kingdom (Northern Ireland), Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), United Kingdom (Scotland), Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), United Kingdom (Wales), Australia, Canada, European Union, Finland, Germany, Ireland, New Zealand, Singapore, South Korea, Sweden, United Kingdom, United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales), United States

  • Source: National Centre for Vocational Education Research (NCVER). 62 pp.

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Report

Regulating and Quality-Assuring VET: International Developments. Research Report

Subjects: Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Foreign Countries, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Vocational Education, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Comparative Education, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Quality Assurance, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Educational Policy, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Federal Regulation, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Accreditation (Institutions), Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Standards, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Industry, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Educational Assessment, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Performance Based Assessment, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Educational Indicators, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Educational Quality, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Instructional Improvement, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Accountability, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Disclosure, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Vocational Education Teachers, Foreign Countries, Vocational Education, Comparative Education, Quality Assurance, Educational Policy, Federal Regulation, Accreditation (Institutions), Standards, Industry, Educational Assessment, Performance Based Assessment, Educational Indicators, Educational Quality, Instructional Improvement, Accountability, Disclosure, Vocational Education Teachers, Teacher EffectivenessAustralia, Canada, Finland, New Zealand, Sweden, United Kingdom, Australia, Australia, Canada, Finland, New Zealand, Sweden, United Kingdom, Canada, Australia, Canada, Finland, New Zealand, Sweden, United Kingdom, Finland, Australia, Canada, Finland, New Zealand, Sweden, United Kingdom, New Zealand, Australia, Canada, Finland, New Zealand, Sweden, United Kingdom, Sweden, Australia, Canada, Finland, New Zealand, Sweden, United Kingdom, United Kingdom, Australia, Canada, Finland, New Zealand, Sweden, United Kingdom, United States

  • Source: National Centre for Vocational Education Research (NCVER). 72 pp.

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Academic Journal

The Framework of Media Education and Media Criticism in the Contemporary World: The Opinion of International Experts (Situación de la educación en medios y la competencia crítica en el mundo actual: opinión de expertos internacionales)

Subjects: Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Foreign Countries, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Media Literacy, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Journalism Education, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Criticism, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Surveys, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Comparative Education, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Expertise, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Opinions, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Audiences, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Critical Thinking, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Thinking Skills, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Skill Development, Foreign Countries, Media Literacy, Journalism Education, Criticism, Surveys, Comparative Education, Expertise, Opinions, Audiences, Critical Thinking, Thinking Skills, Skill Development, Educational PracticesAustralia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Australia, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Canada, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Cyprus, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Finland, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Germany, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Greece, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Hungary, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Ireland, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, New Zealand, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Portugal, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Russia, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Serbia, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Spain, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Sweden, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Turkey, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, Ukraine, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, United Kingdom, Australia, Canada, Cyprus, Finland, Germany, Greece, Hungary, Ireland, New Zealand, Portugal, Russia, Serbia, Spain, Sweden, Turkey, Ukraine, United Kingdom, United States

  • Source: Online Submission, Comunicar v23 n45 p107-115 2015. 10 pp.

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Report

An International Study in Competency Education: Postcards from Abroad. CompetencyWorks Issue Brief

Subjects: Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Foreign Countries, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Comparative Education, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Competency Based Education, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Definitions, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Global Approach, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Educational Trends, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Trend Analysis, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Academic Standards, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Curriculum Development, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Student Centered Curriculum, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Individualized Instruction, Foreign Countries, Comparative Education, Competency Based Education, Definitions, Global Approach, Educational Trends, Trend Analysis, Academic Standards, Curriculum Development, Student Centered Curriculum, Individualized Instruction, Formative EvaluationCanada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), Canada, Canada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), China (Shanghai), Canada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), Finland, Canada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), New Zealand, Canada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), Singapore, Canada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), Sweden, Canada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), United Kingdom (England), Canada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), United Kingdom (Scotland), Canada, China (Shanghai), Finland, New Zealand, Singapore, Sweden, United Kingdom (England), United Kingdom (Scotland), United StatesProgram for International Student Assessment

  • Source: International Association for K-12 Online Learning. 36 pp.

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Book

Linking Recognition Practices and National Qualifications Frameworks: International Benchmarking of Experiences and Strategies on the Recognition, Validation and Accreditation (RVA) of Non-Formal and Informal Learning

Subjects: Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Nonformal Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Informal Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Recognition (Achievement), Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Validity, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Student Certification, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Benchmarking, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Qualifications, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, National Standards, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Foreign Countries, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Lifelong Learning, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Prior Learning, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Educational Policy, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Educational Legislation, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Inclusion, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Stakeholders, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Adult Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Vocational Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Skill Development, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Higher Education, Nonformal Education, Informal Education, Recognition (Achievement), Validity, Student Certification, Benchmarking, Qualifications, National Standards, Foreign Countries, Lifelong Learning, Prior Learning, Educational Policy, Educational Legislation, Inclusion, Stakeholders, Adult Education, Vocational Education, Skill Development, Higher Education, Elementary Secondary EducationAfghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Afghanistan, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Bhutan, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Burkina Faso, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Czech Republic, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Denmark, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Finland, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, France, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Gambia, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Ghana, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, India, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Jordan, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Malaysia, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Mauritius, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Mexico, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Namibia, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Netherlands, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, New Zealand, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Norway, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Portugal, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, South Africa, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, South Korea, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Syria, Afghanistan, Bhutan, Burkina Faso, Czech Republic, Denmark, Finland, France, Gambia, Ghana, India, Jordan, Malaysia, Mauritius, Mexico, Namibia, Netherlands, New Zealand, Norway, Portugal, South Africa, South Korea, Syria, Trinidad and Tobago

  • Source: UNESCO Institute for Lifelong Learning. 219 pp.

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Academic Journal

Ethical Internationalisation in Higher Education: Interfaces with International Development and Sustainability

Subjects: Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Ethics, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, International Education, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Higher Education, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Sustainability, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Guidelines, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Neoliberalism, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Foreign Policy, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Universities, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Educational Strategies, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Foreign Countries, Ethics, International Education, Higher Education, Sustainability, Guidelines, Neoliberalism, Foreign Policy, Universities, Educational Strategies, Foreign Countries, Discourse AnalysisCanada, Finland, Ireland, New Zealand, Sweden, Canada, Canada, Finland, Ireland, New Zealand, Sweden, Finland, Canada, Finland, Ireland, New Zealand, Sweden, Ireland, Canada, Finland, Ireland, New Zealand, Sweden, New Zealand, Canada, Finland, Ireland, New Zealand, Sweden, Sweden, Canada, Finland, Ireland, New Zealand, Sweden, United Kingdom

  • Source: Environmental Education Research, v22 n6 p771-787 2016. 17 pp.

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Loans for Vocational Education and Training in Europe. Research Paper. Number 20

Subjects: Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Foreign Countries, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Vocational Education, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Student Loan Programs, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Student Financial Aid, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Loan Repayment, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Government Role, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Program Administration, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Comparative Analysis, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, Stakeholders, Foreign Countries, Vocational Education, Student Loan Programs, Student Financial Aid, Loan Repayment, Government Role, Program Administration, Comparative Analysis, Stakeholders, AttitudesAustralia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Australia, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Austria, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Canada, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Finland, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, France, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Hungary, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Netherlands, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, New Zealand, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Poland, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, South Africa, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, South Korea, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, Sweden, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, United Kingdom, Australia, Austria, Canada, Finland, France, Hungary, Netherlands, New Zealand, Poland, South Africa, South Korea, Sweden, United Kingdom, United States

  • Source: Cedefop - European Centre for the Development of Vocational Training. 212 pp.

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Review of the National Curriculum in England: Report on Subject Breadth in International Jurisdictions. Research Report. DFE-RR178a

Subjects: National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, National Curriculum, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Educational Research, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Research Reports, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Foreign Countries, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Curriculum Development, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Comparative Analysis, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Comparative Education, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Content Analysis, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Course Content, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Course Organization, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Curriculum Evaluation, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Curriculum Research, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Qualifications, National Curriculum, Educational Research, Research Reports, Foreign Countries, Curriculum Development, Comparative Analysis, Comparative Education, Content Analysis, Course Content, Course Organization, Curriculum Evaluation, Curriculum Research, Qualifications, Curriculum DesignAustralia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Australia, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Canada, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Canada (Victoria), Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Finland, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), France, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Hungary, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Japan, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Massachusetts, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Netherlands, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), New Zealand, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), Singapore, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), South Korea, Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), United Kingdom (England), Australia, Canada, Canada (Victoria), Finland, France, Hungary, Japan, Massachusetts, Netherlands, New Zealand, Singapore, South Korea, United Kingdom (England), United States

  • Source: Department for Education. 130 pp.

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