Relevant bibliographies by topics / Alliance for Education and Economic Development (Program)

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Academic literature on the topic 'Alliance for Education and Economic Development (Program)'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Alliance for Education and Economic Development (Program)"

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Ben, Yana. "Organizational And Legal Mechanism Ukraine's Cooperation With NATO: Developments And Disadvantages." Science and Education a New Dimension IX(254), no. 46 (June 30, 2021): 45–50. http://dx.doi.org/10.31174/send-hs2021-254ix46-11.

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The study was conducted on the basis of the contradictory nature of Ukraine's cooperation with the North Atlantic Treaty Organization, established in 1992. On the onehand, Ukraine has consistently stated its intention to integrate into NATO as a full member. The country has formed an organizational and legal mechanism for cooperation with NATO. The reis an indefinite Charter on a Distinctive Partnership between Ukraine and NATO. Intentions for full membership in the Alliance are included in the Constitution of Ukraine and national security legislation. The norm of cooperation between the parties is the development and signing of various programs for cooperation in security, defense, education and other areas. The majority of Ukrainian society supports the state's intention to join NATO. On the other hand, despite long-term cooperation with the Alliance, Ukraine has not receivedan Action Plan for NATO membership, which makes the ultimate goal of integration unattainable. The main obstacle to Ukraine's Euro-Atlantic integration has been and remains the insufficient pace of reforming the country's political, economic, judicial and other basic systems, as well as the security and defense sector. The over all result of the study is to emphasize the attention of the Ukrainian side to the need to accelerateur gent state reforms, update the existing organizational and legal mechanism of cooperation between Ukraine and NATO, bringing all components of the security and defense sector to Western standards. The conclusions point to the main contradiction in the practical support of Ukraine's Euro-Atlantic movement: the national state-building elite did not ensure the continuity of the political course on Euro-Atlantic integration and the accumulation of constructivism along the way. The hypothesis of the study was to prove the existence of a "medium" level of cooperation between Ukraine and NATO on the basis of the existing organizational and legal mechanism, which does not yetallow to raise the issue of Ukrainian integration into the Allianceon a full basis.The hypothesis is generally proven. It is considered appropriate to further monitor the state, problems of functioning, prospects for the development of the organizational and legal mechanism of Ukraine's cooperation with NATO with the formulation of appropriate recommendations to improveits effectiveness.
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Rodríguez-Escobar, Moisés, and Francisco Rodríguez-Jiménez. "“Atlantic Gap or Network of Opportunities?” Spanish-American Cultural Relations, Women, and Diplomacy (1959-1975)." Culture & History Digital Journal 8, no. 1 (July 17, 2019): 008. http://dx.doi.org/10.3989/chdj.2019.008.

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The geopolitical context of what would later come to be called the “global village” made governments pay more attention to their external image and the public opinion of third-world countries. The previous emphasis on the development of military or economic alliances (hard power) was complemented with alternative views, other ways of connecting with different global societies (soft power). Relations between the United States and Spain did not escape this general dynamic. Here, we evaluate the extent to which this connection affected women’s access to higher education in Spain. With the Residencia de Señoritas, there was a narrowing of the educational and cultural exchange relations between the two countries. After the abrupt cessation of the civil war, the establishment of the Fulbright program in the 1959-60 academic year allowed Spain to recover and to intensify the exchanges that had taken place since the beginning of the century. We will see what the fields of study in this prestigious exchange program were, and analyze to what extent the training received on the other side of the Atlantic facilitated the professional careers of the Spanish Fulbrigthers upon their return.
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Tarampikou, A., Z. Saridaki, S. Kolokotroni, A. Christopoulou, S. Agelaki, E. Galani, A. Psyrri, A. Nikolaidi, and H. Linardou. "Hellenic Alliance for Metastatic Breast Cancer: A Platform of Support, a Platform for Life." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 165s. http://dx.doi.org/10.1200/jgo.18.68500.

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Background and context: W4O-Hellas (Women for Oncology-Hellas, a network of women professionals in oncology) and K.E.F.I. (an association of cancer patients) joined forces to create the “Hellenic Alliance for Metastatic Breast Cancer”, a project awarded through the SPARC initiative. The project is consisting among others, on creating, promoting and maintaining a Web-based platform of education, information, communication, advocacy and support for MBC patients in Greece. Aim: The aim of the platform is to provide education at patients and caregivers on various aspects concerning the disease, from diagnosis to palliative care, the available medical facilities, social services, benefits and allowances, clinical trials and issues concerning quality of life and psychological support. Strategy/Tactics: The development of an innovative Web-based tool was included in the “Hellenic Alliance for Metastatic Breast Cancer” project. It was overseen by a steering committee with W4O-Hellas and K.E.F.I. representatives, journalists, health economics advisors and state representatives. A support team was also created, to run and update the platform. Program/Policy process: The platform (“w4life.gr” reading “women for life” or “life for women with stage 4 disease”) is functional since June 2016 and was officially presented to the public on November 2016. The site´s structure is consisting of the main sections and an online forum. The sections contain information about the disease, the access to doctors, medical facilities, social services and patient groups, quality of life, nutrition and exercise issues, patient guidance and clinical trials available in Greece. The online forum is accessible 24 hours per day, and provides information and update about the network´s actions and upcoming seminars and forums. There is also a patient support direct line available on weekdays and access to other useful links. An online survey measuring quality of life data are running through the platform and the results will be presented in the near future. Since last year, a mobile application was also created aiming to an easier and user friendly access. Outcomes: By March 2018, the platform had 27,018 page views, 10,416 users who completed 13,020 sessions, with average session duration 2:23 minutes and bounce rate 74.54%. w4life received two awards from the Boussias-Health Care Business Awards-2017. The Gold Award, in the e-Health category digital applications for information and integrated patient care and a Silver Award for actions aimed at information, awareness, and prevention. What was learned: During the severe Hellenic socioeconomic crisis we have found that an alternative approach, as the above described, of dedicated oncologists toward their patients is needed, easy to use, helpful and sustainable and can provide important information and comfort to women with mBC their families and caregivers.
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Smaliakou, D. A. "THE PROSPECTS OF THE RUSSIAN-CHINESE HUMANITARIAN COOPERATION IN FRAMEWORK OF “ONE BELT, ONE ROAD” INITIATIVE IMPLEMENTATION." Education and science journal 20, no. 7 (September 17, 2018): 68–89. http://dx.doi.org/10.17853/1994-5639-2018-7-68-89.

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Introduction. Nowadays, the steadily growing relationship with the People’s Republic of China is one of the priority directions of the foreign policy of the Russian Federation. According to the author of the present paper, new opportunities for active constructive interaction between the countries are provided with the One Belt and One Road Initiative (OBOR or BRI) adopted by China for the purpose of combination of efforts of the states for stable development of economy in the Eurasian space and peaceful co-existence of the people on the basis of the principles of openness, inclusivity of different civilizations, tolerance, safety, mutual benefit and training.The aimof the paper is to discuss the status and prospects of the RussianChinese cooperation in the humanitarian field and search for new narrative for development cooperation.Methodology and research methods. The research was performed with a support on philosophical and general scientific methods: comparative, structurally functional and system types of analysis, synthesis, generalization, and forecasting.Results and scientific novelty. The Russian-Chinese recent cooperation was considered. Special attention was given to education communication strategy as one of the reliable and checked channels of establishment and consolidation of international economic relations. The educational component of humanitarian interaction enables to provide effective tools for adjustment and support for the international dialogue and has an extensive range of opportunities for harmonization of cultural, social and even political standards.It is emphasized that further strengthening of the productive bilateral interaction of the People’s Republic of China and the Russian Federation is prevented by its developed model which is under construction and functions mainly at the level of public authorities. In spite of the fact that the relations between two countries are on the rise, the potential of the existing model has become exhausted, and it is therefore necessary to search for other ways of future joint collaborative work. Strengthening of partnership requires the transition to multilateral cooperation with other states and mutual participation of Russia and China in the course of overcoming the social and economic imbalance in the zone of their shared interests – the territory of the revived Silk Road. The third countries located along its southern transit corridor, unlike the states of the northern direction, are characterized by the backwardness of economics, high unemployment rate, lack of the fair system of upward mobility, poverty and ignorance of the population, thus promoting the spread of religious extremism and escalation of international conflicts. The author proposed to involve the humanitarian sphere as the mechanism of the start of transcontinental infrastructure projects in order to normalize the social and economic situation in these regions, to overcome socio-cultural barriers and to achieve integration of economics of various states for the sake of their steady growth and effectivization. The coordinated actions of China, Russia and EU countries for the promotion and maintenance of modern models of education can become a decisive factor to stabilize and implement the One Belt and One Road Initiative in problematic regions. In the author’s view, partner States should focus on actions for modernization of national education systems and dissemination of scientific worldview, e.g. in the regions of the Northern Silk Road. Otherwise, the South will remain the centre of regularly military conflicts and terrorism financing, whereas the Russian and Chinese companies will continue to spend considerable personnel and financial resources for the safety of the ongoing joint projects.Practical significance. Materials of the research can be useful as a guide to reconsider the objectives of the Russian-Chinese alliance in the humanitarian sphere and generate new ideas on development and ways of implementation of the international educational programs.
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Obushnyi, Mykola. "IDEOLOGY AS A FACTOR OF CONSOLIDATION OF UKRAINIANS IN THE POST-COLONIAL ERA." Almanac of Ukrainian Studies, no. 23 (2018): 60–68. http://dx.doi.org/10.17721/2520-2626/2018.23.10.

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The article is devoted to the disclosure of the place and role of ideology as a factor in the consolidation of Ukrainians in the post-colonial era. It is proved that in the Ukrainian state-building process the problem of consolidation of Ukrainians is relevant and complex, and still remains one of the most important. As Ukrainian progress, which opens up new opportunities for the socio-economic, political and spiritual development of Ukrainian society, depends on its solution. It is emphasized that effective work of subjects of consolidation of Ukrainians depends on a complex of socio-economic, political and spiritual factors. One of the determining factors in the spiritual sphere is ideology, which should be national in its essence, since it is intended to unite all representatives of ethnic and national minorities of Ukrainian society, based on the ideas of spirituality, social justice and national patriotism, taking into account historical traditions and existing realities of the modern world. Exactly this kind of unifying ideology should determine the main direction of the Ukrainian policy of the unity of society, the system of its ideals and values. Therefore, the search for such an ideology is an important factor in the consolidation of Ukrainians, especially in today post-colonial era. World experience clearly shows that those societies that have an ideological consolidation core, which is understandable and supported by every citizen, are developing more dynamically. According to its status, this consolidation core is one of the ideological foundations of state ideology, the discussion on its development is still ongoing. Its acuteness intensifies the existing confrontation of the various, though not formed party ideologies, which somehow still claim to state status, trying to revise the legislative norm, according to which the most important carrier of state ideology is the Constitution. And other bearers of state ideology have the right, within their powers and ideological directions, to use the fundamental principles of state ideology, such as: to defend state independence and sovereignty, democratic social order, civil society, human rights, etc., but they shoyd not revise these fundamental basics of statehood. A special protection needs a consolidation aspect of state ideology, since it is a kind of manifestation of civic education and the core of person politicization. In each state, ideology is called differently - Americanism, Russianism, Polonism, Zionism, and so on. In Ukraine, due to the kind of scientific ostracism that appeared (and quite well-grounded) after the proclamation of independence in connection with the contemporary ideology and mono-ideology that was in the Soviet Union, it is difficult to name the ideology. Nowadays, a number of scholars and party ideologists are inclined to think that the term "solidarism", based on the ideas of the consolidation of the ideology of Ukrainians, could be used, based on the ideas that only solidarity of just cooperation and mutual assistance of all members of society is the basis of social, economic and political progress. It is noteworthy that some Ukrainian political parties in their updated (after the Revolution of Dignity) programs use the term "solidarism" to consolidate Ukrainians. In particular, the political party, the People's Front, defines its programmatic task to restore the territorial integrity of Ukraine, liberate it from terrorists, foreign troops, mercenaries, and to conduct reforms. The PF ideologists associate these tasks with the consolidation of Ukrainians. Ideologists of the Ukrainian Democratic Alliance for Reform (UDAR) political party proceed from the assumption that only a consolidated country can be effective and competitive in the world. "We must realize, - stated in the UDAR program, that the goals that unite us are more important than the historical myths and ideologies that can separate us." A lot of attention is paid to the problem of consolidation of Ukrainians through the disclosure of the idea of solidarity in the program of the political party "Petro Poroshenko Bloc Solidarity "(new edition). In this program it is declared for the first time that the party puts the idea of solidarity at the basis of its ideology. The idea of solidarity in the «Batkivshchyna» Party, whose program was adopted in 1999, has its own story, but as long as this solidarity spirit is officially not reflected as an ideology in its program. The article contains a recommendation for Ukrainian political forces to study more thoroughly the ideological grounds of solidarity ideas with a view to their possible use in their political and ideological activities.
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Timofeev, P., and M. Khorolskaya. "COVID-19 Pandemic as a Challenge to Franco-German Leadership in the EU." World Economy and International Relations 65, no. 8 (2021): 72–80. http://dx.doi.org/10.20542/0131-2227-2021-65-8-72-80.

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The study is focused on the COVID 19 pandemic as a challenge for Franco-German leadership in the European Union. The authors investigate whether joint actions by Berlin and Paris can strengthen the EU’s resilience to crises. As it is shown, the first isolationist reaction of the EU states to pandemic was followed by their attempts to find a common decision. The negotiations on an anti-crisis plan were complicated by the division of the European Union states into opposing camps. Two projects proposed by them – the European Stability Mechanism (ESM) and the “coronabonds” – reflected the narrow interests of rich, frugal “Northern” and economically modest “Southern” groups, and failed. In contrast, the Franco-German cooperation became a breakthrough. In March-April 2020, Germany and France opposed each other, supporting ESM and coronabonds, respectfully. In May-June 2020, A. Merkel and E. Macron agreed to a compromise and came up with a unified position. While Germany left “frugal” group by agreeing to allocate money to support the “South” without insisting on mandatory reforms, and endorsed the idea of joint debt obligations, France refused to support the “Southern” coronabond project and agreed to the mediation of the EU Commission. That gave new breath to negotiations where a new regrouping of countries took place: the “South” states failing to defend coronabonds supported the Franco-German plan based on subsidies, while the “frugals” put forward an alternative based on loans. The EU Commission’s project which included both proposals was discussed in July 2020: at that moment, the Franco-German tandem backed by the “South” states had to persuade both the “frugal” and the East- European states. Finally, the EU Commission’s plan promoted by Merkel and Macron was adopted, though with serious adjustments. The authors conclude that the Franco-German alliance has confirmed its capability to strengthen the European Union resilience, but its leadership is no longer unconditional, and in the future, they should take into account the interests of the EU regional groups. Acknowledgments. The article was prepared within the project “Post-Crisis World Order: Challenges and Technologies, Competition and Cooperation” supported by the grant from Ministry of Science and Higher Education of the Russian Federation program for research projects in priority areas of scientific and technological development (Agreement № 075-15-2020-783).
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Wanderley, Sergio, and Amon Barros. "The Alliance for Progress, modernization theory, and the history of management education: The case of CEPAL in Brazil." Management Learning 51, no. 1 (September 18, 2019): 55–72. http://dx.doi.org/10.1177/1350507619869013.

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We investigate the case of the Economic Commission for Latin America in Brazil to discuss how modernization theory was mobilized to influence management education. The theories formulated by the Economic Commission for Latin America formed the basis of the courses it offered on development administration and management and the public administration schools it helped create. The theories from the Economic Commission for Latin America were contrary to US interests and to the modernization theory tenets developed by US scholars. The Alliance for Progress, launched in 1961 by US President J.F. Kennedy, was a project informed by modernization theory aimed to foster development in Latin America, and to contain the spread of Communism after the Cuban Revolution. The Alliance for Progress mobilized a network of US-controlled institutions that invested in management education and in an interpretation of development administration and management based on modernization theory that confronted the Economic Commission for Latin America. We make use of Burke’s Pentad to articulate the interactions among (asymmetrical) players at different levels of analysis and along the historical period investigated. We treat science as literature, and we present our analysis in a dramatistic narrative to promote reflexive management learning. We show that US-led investment in management education increased considerably after the launch of the Alliance for Progress, and that it lasted throughout the 1960s.
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Senter, Richard. "Economic development and the university: A case study of a failed program." Research in Higher Education 37, no. 4 (August 1996): 367–87. http://dx.doi.org/10.1007/bf01730107.

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Sung, Young-Ran, Kyung-Hee Kang, and Yong-Sook Kim. "A Study on the Development of Economic Education Program for Young Children." Korea Association for Early Childhood Education and Educare Welfare 22, no. 3 (September 30, 2018): 35–65. http://dx.doi.org/10.22590/ecee.2018.22.3.35.

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Kurniawan, Wiwit, and Saptina Retnawati. "Development of English Language Teaching Materials for the Economic Education Study Program." ELT-Lectura 6, no. 1 (February 21, 2019): 92–101. http://dx.doi.org/10.31849/elt-lectura.v6i1.2303.

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The purpose of this study was to produce English language teaching materials for economic education study programs with a contextual approach. This research is a research and development (R and D) which uses ADDIE development model. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were students of Economic Education in class 02 PIEE 01 consisting of 30 students. The instruments used in this study are: (1) Instruments for measuring validity, including validation sheets; (2) Instruments for measuring practicality, including observer assessment sheets, student response sheets and learning implementation observation sheets; (3) Instruments for measuring effectiveness, including motivation questionnaires and learning achievement tests. The outcome of this research was learning devices in the form of module. The validation results showed that the lesson plan and module meet valid criteria with very good category. The results of field trials showed that the lesson plan and module meet practical and effective criteria. The practicality of the learning device developed reached a very good category based on observations of the implementation of learning and observer assessment, the module reached a good category based on student responses. Effectiveness reached an effective category based on the level of motivation and completeness of student learning. The percentage of the number of students who reached the high minimum category in the motivation questionnaire was 87.57% and the percentage of achievement in classical was 75%. Thus, it can be concluded that the module is effective in terms of student learning motivation.
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Dissertations / Theses on the topic "Alliance for Education and Economic Development (Program)"

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Swack, Michael Eliot. "Enhancing community economic development practice : the role of an adult degree program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10944175.

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Kirschenmann, Sandra G. "A case study of the evaluation of the California Community College Economic Development Program." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2533.

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Higher education is facing new expectations and demands for accountability. This is especially true in categorically-funded programs that expand the scope of mission for an institution. The Economic Development Program of the California Community Colleges is such a program. An evaluation of program outcomes was required by the California legislature in 1998 for the Economic Development Program. This evaluation was conducted in a high-stakes environment in a six-month time frame. The intent of this study is to provide a cohesive case history of this evaluation effort, and to examine tools that may prove helpful for the program in future evaluation studies. Interviews with government officials, program administrators and managers, the evaluation contractor, and project directors revealed a consistent lack of understanding of how to construct program evaluations. The evaluation report studied attempted to evaluate program outcomes before assessments of program need, program theory and design, and program implementation had been adequately addressed.
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Oswald, Dustin J. "Economic analysis of the U.S. Department of Agriculture’s value-added producer grants program." Thesis, Kansas State University, 2008. http://hdl.handle.net/2097/7252.

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Master of Science
Department of Agricultural Economics
Michael A. Boland
The 2002 Farm Bill Rural Development Title created new programs to encourage the development of businesses designed to convert commodities to value-added products. This thesis identifies determinants of business development success for Value-Added Producer Grant (VAPG) recipients. Success is categorized in nine different stages of development:(1) creation of an idea, (2) formation of the idea into a written plan as a feasibility study, business plan, or marketing plan, (3) formation of an organizational structure for the idea, (4) the hiring of a manager or employees for the idea, (5) raise capital for the idea through equity drives, (7) creation of the idea into a product in a facility, (8) distribute and sell the product, (9) and whether the product was being sold in March of 2006. The data involves information on 621 grant recipients. Two econometric models are used to evaluate the data. The number of USDA Rural Business and Cooperative Employees, the value-added producer grant amount divided by the number of producers in the organization, the 2006 organizational sales divided by the number of producers in the respective organization, and the total production of the organization divided by the national production of the respective crop were significant variables. These four size variables had a negative impact on an organization being in steps one though eight, but a positive impact on being in step nine, which was the successful stage of business development. (such as dairy, flowers, fruit, nuts, specialty meats, wheat, and wine were positively associated with successful VAPG grant recipients. Illinois, Kansas, Minnesota, Missouri, and Wisconsin had significantly greater odds of success in business development also.
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Ridington, Morgan Thomas Jr. "A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4010.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: While nongovernmental organizations (NGOs) have existed for several hundred years, their recent surge was largely fueled by several key factors. Firstly, government corruption caused donor agencies to see NGOs as safer investments for their aid portfolios. Secondly, the end of the Cold War fostered growth in development in former Soviet satellite nations. Thirdly, the United Nation‘s (UN) establishment of the Millennium Development Goals galvanized the globe to address indicators critical to combating extreme poverty. Vast amounts of charitable capital combined with donors‘ increasing expectations of performance to spark serious interest in the topics of NGO efficiency, accountability and effectiveness. These topics are foundational to NGO mission accomplishment and have contributed to a global expansion of academic programs in NGO management. The examination of a forerunner of NGO management education helped address the void of scholarship concerning NGO-related academic program effectiveness. The economic development program at Eastern University (US) was created in 1984 as one of the world‘s first MBA programs designed to train entrepreneurs for service to distressed communities. The program quickly grew to over one hundred students and then foundered due to frequent personnel transition, curricular change, mission drift and a lack of investment in relational marketing and outreach. This prompted an administrative intervention in 2002. In 2007, five years into the economic development program‘s reinvention process, a qualitative evaluation determined whether all the essential elements of the program were in place and operating in accordance with the plans put forth in 2002. The knowledge generated by this research will strengthen institutions that serve NGOs and extend the abilities of NGO leaders to fulfill their missions. The following specific aims were established and achieved. Firstly, an analysis of the factors contributing to the management challenges facing the leaders of international NGOs was presented. Secondly, a qualitative evaluation of an international graduate economic development program for NGO leaders using archival analysis verified through iv interviews and focus groups assessed the effectiveness of the 2002 intervention in achieving planned objectives. Thirdly, the research also generated conclusions and recommendations on theoretical, practical and policy-related issues, particularly regarding matters of academic program leadership, curricular development, planning, evaluation, marketing and the distinctive requirements of international programs containing distance delivery components. Fourthly, the research enriched the scholarly conversation in the NGO and academic communities in substantive ways, including two presentations at international conferences and publication in a peer-reviewed journal. Theoretical, practical and policy conclusions were generated as research outcomes and included a theoretical framework for the implementation and evaluation of an international graduate economic development MBA for NGO leaders. The conclusions generated four recommendations for the host institution and others with similar missions and aspirations. The recommendations stated that these kinds of programs should: commit to the discipline of multi-year planning and evaluation, appoint well-qualified faculty to lead them, implement and resource relationship-based marketing plans that engage program alumni, and excel at delivering cross-cultural, highly accessible learning
AFRIKAANSE OPSOMMING: Nieregeringsorganisasies (NRO‘s) bestaan al vir baie honderde jare. In die onlangse verlede is die belangrikheid en groei daarvan deur verskeie faktore aangevuur. Ten eerste het skenkerorganisasies nieregeringsorganisasies toenemend begin beskou as veiliger beleggers vir hulle hulpfondse as die toenemende korrupsie van regerings. Tweedens het die einde van die Koue Oorlog die groei en ontwikkeling van vorige Sowjet- satellietstate gestimuleer. Derdens het die Verenigde Volkeorganisasie (VVO) met die daarstelling van die milleniumontwikkelingsdoelstellings die wêreld saamgesnoer in hulle pogings om armoede te beveg. Groot bedrae welsynskapitaal en die daarmee gepaardgaande hoër prestasieverwagtinge van skenkers het daartoe bygedra dat daar groter belangstelling was in die effektiwiteit, doeltreffendheid en toerekenbaarheid van nieregeringsorganisasies. Laasgenoemde drie temas is fundamenteel tot die uitlewing van nieregeringsorganisasies se missies en dit het daartoe bygedra dat daar ‘n wêreldwye toename in akademiese programme oor die leierskap en bestuur van nieregeringsorganisasies was. Navorsing oor een van die pioniers op die gebied van leierskap en bestuursopleiding vir nie-regeringsorganisasies het daartoe bygedra om hierdie leemte in die akademieskap van nie-regeringsorganisasies se programeffektiwiteit te oorbrug. Die ekonomiese ontwikkelings-program aan die Eastern University in die VSA is in 1984 as een van die wêreld se eerste MBA-programme wat ontwerp is om entrepreneurs vir dienslewering aan benadeelde gemeenskappe op te lei, in die lewe geroep. Die program was baie gewild en het vinnig gegroei en gou was daar meer as ‘n honderd ingeskrewe studente. As gevolg van verskeie faktore, waaronder gereelde personeel- en leierskapwisseling, kurrikulumwysigings, missieverskuiwing (mission drift) en onvoldoende investering in bemarking en uitreikprogramme, het die program se gewildheid afgeneem. Hierdie afname in die gewildheid van die program het inmenging/intervensie deur die universiteitsbestuur in 2002 genoodsaak. In 2007,vyf jaar nadat die universiteitsbestuur die intervensie geïnisieer het, is deur middel van ‘n kwalitatiewe evaluering vasgestel of al die noodsaaklike elemente van die program toegepas is volgens die intervensieprogram wat in 2002 geïnisieer is. Die kennis wat deur hierdie navorsing gegenereer is, sal vi universiteite en instellings wat nieregeringsorganisasies ondersteun, versterk en die leiers van nieregeringsorganisasies in staat stel om hulle missies uit te leef. Verskeie doelstellings is met die navorsing nagestreef en bereik. Eerstens is die faktore wat bydra tot die uitdagings vir die leierskap van internasionale nieregeringsorganisasies geanaliseer en aangebied. Tweedens is ‘n kwalitatiewe evaluering van ‘n internasionale nagraadse ekonomiese ontwikkelingsprogram uitgevoer. Argivale materiaal is geanaliseer en, gerugsteun deur inligting wat verkry is uit onderhoude en fokusgroepe, is die effektiwiteit van die 2002-intervensie bepaal. Derdens is teoretiese, praktiese en beleidsgevolgtrekkings en aanbevelings gegenereer. Hierdie gevolgtrekkings en aanbevelings is veral toegespits op leierskap vir akademiese programme, kurrikulumontwikkeling, beplanning, evaluering, bemarking en die eiesoortige eise wat afstandsonderrigprogramme stel. Vierdens het die navorsing die akademiese gesprek en die akademiese en nieregeringsorganisasies op verskeie betekenisvolle maniere verryk. Onder andere is twee aanbiedinge by internasionale konferensies gedoen en is ‘n artikel in ‘n eweknie-beoordeelde tydskrif gepubliseer. Teoretiese, praktiese en beleidsgevolgtrekkings is daargestel en dit sluit onder andere ‘n teoretiese raamwerk vir die implementering en evaluering van ‘n internasionale MBA- nagraadse ekonomiese ontwikkelingsprogram vir leiers van nieregeringsorganisasies in. Die gevolgtrekkings het gelei tot vier aanbevelings vir die gasheerinstelling en ander instellings met soortgelyke missies en aspirasies. Die aanbevelings sluit onder andere in dat instellings wat soortgelyke programme aanbied, hulle moet verbind tot multijaarbeplanning en -evaluering, dat hulle bekwame akademici as leiers moet aanstel, dat hulle brongebaseerde bemarkingsplanne moet implementeer en dat hulle akademiese personeel moet aanstel wat besonder goed toegerus is in die aanbieding van kruiskulturele toeganklike leerprogramme.
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Van, Hulle Paul Allen. "An effective curriculum for teaching computer numerical control machining." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2131.

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The purpose of this project was to develop and document curricular content for Computer Numerical Control education program for Mt. San Jacinto Community College. The design of the curriculum focuses on showing students how skills learned in academic classes can be applied to the workplace.
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Mačáková, Veronika. "Strukturální fondy EU na příkladu OPRLZ a OPVK." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-18101.

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This thesis explains the reasons of the establishment and development of the European Union's policy for economic and social cohesion, the topics it tries to solve, and instruments through which it provides the member states the financial help. Because, as it can be seen from the caption of this thesis, I describe two operational programmes -- Operational Programme Development of Human Resources and Operational Programme Education for Competitiveness, I concentrate on the European Social Fund, as it is the source of the financial help in the Czech Republic for these two operational programmes. That is why this thesis also pays attention to the application of the structural policy in the Czech Republic with the emphasis on the area of education. It introduces the crucial documents needed to be approved as long as we want to receive money from the EU and it deals with the two operational programmes and its coherence. In the last part of this thesis the weaknesses and strenghts of the implementation of those operational programmes are highlighted.
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Kuye, Jerry O. "Education and development : a case study of the impact of selected political, economic, social and cultural variables on the Universal Primary Education Program in Nigeria between 1976 and 1981." 1989. http://hdl.handle.net/1993/17119.

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Books on the topic "Alliance for Education and Economic Development (Program)"

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Corporation, International Human Development. The Alliance for Education and Economic Development: A model program. Washington, DC]: International Human Development Corp., 2004.

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Buck, Maria L. Tulsa's IndEx program: A business-led initiative for welfare reform and economic development. New York, N.Y. (3 Park Ave., New York 10016): Manpower Demonstration Research Corp., 1997.

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Can literacy lead to development?: A case study in literacy, adult education, and economic development in India. Dallas, TX: Summer Institute of Linguistics, 1991.

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Development, Committee for Economic. Connecting inner-city youth to the world of work: A program statement. New York: The Committe, 1997.

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Okhawere, P. Y. O., E. A. Ogunwole, and E. C. Okoh. Vocational-technical education: A panacea for achieving Vision 2020. Kontagora, Niger State, Nigeria: Unique Press, 2009.

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Yonamine, Ed. Early Childhood Education and Assistance Program: 2002 Washington State pre-kindergarten report : a report to the Legislature from Department of Community, Trade and Economic Development, Community Services Division. Olympia, Wash: State of Washington, Dept. of Community, Trade and Economic Development, Community Services Division, Children's Services Unit, 2003.

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Pennsylvania. General Assembly. Legislative Budget and Finance Committee. Preliminary report on Pennsylvania's Educational Improvement Tax Credit Program: Conducted pursuant to Senate Resolution 2009-20 and House Resolution 2009-127. Harrisburg, Pa: Pennsylvania Legislative Budget and Finance Committee, 2009.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Children and Families. Reauthorization of the Community Services Block Grant Program: Hearing before the Subcommittee on Children and Families of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eighth Congress, first session, on examining proposed legislation authorizing funds for Community Services Block Grant Program, July 10, 2003. Washington: U.S. G.P.O., 2004.

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1955-, Young Mary E., and World Bank, eds. Early child development: Investing in our children's future : proceedings of a World Bank Conference on Early Child Development: Investing in the Future, Atlanta, Georgia, April 8-9, 1996. Amsterdam: Elsevier, 1997.

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Council, Wisconsin Legislature Legislative. Legislation on American Indian education and economic development: 1989 Assembly Bill 896, relating to increasing aid for American Indian language and culture education programs in alternative schools [and] 1989 Assembly Bill 897, relating to the American Indian Economic Liaison Program. Madison, Wis. (1 E. Main St., Suite 401, Madison): The Council, 1990.

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Book chapters on the topic "Alliance for Education and Economic Development (Program)"

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Mark, Christine L. "Evaluating and Funding the Professional Development Program." In Adult and Continuing Education, 1685–705. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch097.

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Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher's classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.
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Sacco, Kathleen L. "Providing Professional Development Opportunities to Staff in Tough Economic Times." In Adult and Continuing Education, 1496–511. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch085.

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Libraries today have been feeling budget crunches due to decreases in funds and increases in materials costs and salaries of their employees. There are also pressures on libraries of all types to respond to new technologies and modes of knowledge acquisition. Because of these constant changes, library staff and administrators must work together to develop comprehensive, sustainable training programs that benefit both employees and the library as a whole. Administrators can foster this by developing their libraries into learning organizations. This chapter will outline how library administration can keep costs in check while providing a vibrant professional development program for their employees.
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Greene, H. Carol, and Jane C. Manner. "A National Crisis and a Call to Action." In Socio-Economic Development, 232–55. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7311-1.ch013.

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Well over 16,000,000 children live in poverty in the United States. One of the widest achievement gaps in education today exists between children from lower and upper income families. Our nation's teachers are woefully unprepared to work with children from poverty and the current soaring poverty rate is serving to exacerbate an already bad situation into a major educational crisis. Considerable dispute exists between and among differing approaches related to identifying an optimum way of perceiving and working with children of poverty, but the literature is clear that high quality professional development programs are critical for preparing teachers to work with these students. This chapter describes a program for preparing teachers to work with children of poverty that could be adapted for use in both preservice programs and also as professional development.
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Olsson, Tore C. "Rockefeller Rural Development." In Agrarian Crossings. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691165202.003.0005.

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This chapter examines the Rockefeller philanthropies' winding road into Mexico, beginning at the dawn of the twentieth century and culminating in the establishment of the Mexican Agricultural Program in 1943. The chapter opens with the General Education Board's early and quixotic attempt to overcome rural poverty in the US Cotton Belt, exploring the competing visions that fractured its campaign. Measured by its lofty rhetoric, that program was undeniably a failure. Still, during the agrarian ferment of the 1930s, an unexpected alliance of US southern reformers—led notably by ambassador to Mexico Josephus Daniels—pushed the Rockefeller Foundation to replicate its earlier efforts in Mexico. By 1943, when the foundation formally partnered with the Mexican government to work in agricultural reform, that push would reach its successful climax.
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Iyioke, Ifeoma C., Ike V. Iyioke, and Joseph C. Ezemma. "Integration of Work-Based Learning Into Higher Education for Economic Development in Nigeria." In Global Perspectives on Work-Based Learning Initiatives, 162–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6977-0.ch007.

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Work-based learning (WBL) has a long history in higher education in Nigeria. The current WBL programs are the Students' Industrial Work Experience Scheme (SIWES) and the Graduate Internship (GI). They are sponsored by the federal government with the aim to improve employment outcomes. However, there is still a gross mismatch between the skills of graduates and the demands of employers. This chapter analyzes why the WBL programs in Nigeria have yet not been successful, and suggests alternatives. The analysis reveals a dysfunctional job placement process as a primary barrier and suggests consolidating the SIWES and GI into one school-to-work program, based upon the Graduate Employability Skill Development (GESD) model, along with strategies to improve the development, management, and quality assurance of placement. The chapter concludes by underscoring the integration and effective management of WBL at all levels of education, including continuing education as an important and realistic approach that Nigeria should strive for to attain economic development.
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Cordie, Leslie, Xi Lin, and Nicola Whitton. "Utilizing Digital Educational Games to Enhance Adult Learning." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 171–96. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch009.

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As adult educators, we strive to facilitate learning using a variety of teaching strategies that engage learners. Learning by doing is a powerful method that combines both application and practice to address the needs and motivations of adult learners. Digital educational games provide one type of an engaging instructional strategy for adult learners that can be delivered in both synchronous and asynchronous learning environments. Digital educational games are not something new, however, as they were developed soon after the first computer games (Wolfe & Crookall, 1998). Additionally, game-based educating has been used in many adult learning contexts, including the corporate environment to train staff in financial and economic skills, and in the military system for combat and strategy training (Whitton & Hollins, 2008). Despite these successful applications, there is a lack of recognition of digital educational games as a significant instructional method for the adult learner (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Gros, 2007). In this chapter, we review the research literature on adult learning via games in terms of learner motivation and engagement, specifically focusing on adult learning in the online environment. We will define key terms and essential characteristics of educational games, share best practices for developing and designing engaging educational games as an instructional strategy, and discuss the types of learning outcomes that can be achieved through the use of effective educational games, concentrating on adult learners in the online environment.
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Yilmaz, Harun, and Sami Şahin. "Lifelong Learning in Europe." In Adult and Continuing Education, 857–73. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch048.

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Lifelong learning has become an indispensable concept in our lives in the 21st century with the advent of technologies and the development of knowledge-based economies and societies. This concept has given a variety of names, such as lifelong education, recurrent education, and adult education. With the establishment of the European Union (EU), economic and civic issues have become more important in terms of social integration and economic competitiveness in Europe in 1980s. As a solution to these challenges, several lifelong learning programs were launched by the EU, including Erasmus, Socrates, Leonardo da Vinci, and Grundtvig. Since the Erasmus program covers university students in terms of a formal schooling period and staff in the higher education setting and people employed by private businesses, it seems a hybrid and prominent solution for lifelong learning in Europe. Therefore, after some information about lifelong learning and adult education are provided, how the Erasmus program works is explained, and some statistics are given to emphasize its importance for Europe.
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Äijö, Marja Anneli, Cidalina da Conceição Ferreira de Abreu, and Nandu Goswami. "Fall Prevention Education." In Integrated Care and Fall Prevention in Active and Healthy Aging, 171–81. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4411-2.ch009.

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Current demographic development requires appropriate care (informal/formal) for falls prevention in the growing older population across different settings as well as in the community. The development of new knowledge and research must be echoed in education and training of healthcare staff and also in the society. There is an urgent need to develop an interdisciplinary and interprofessional Master of Gerontology (“Master of Active and Healthy Aging”), which brings together research and practice. The innovative character of the program should be highlighted by the holistic perspective, incorporating courses in medical, nursing, rehabilitation, social, behavioral, psychological, economic, physiological, and management service aspects related to aging. A strong focus should be on active aging as well as the empowerment of self-care and (care) independency leading to falls prevention. In fall prevention work, new educational structures to teach and develop the workways across the Europe is needed.
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Neal, Julie. "Advisory Committees." In Business Education and Ethics, 508–25. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch028.

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The community college has transformed into a central hub in regional communities, serving a local workforce, economic development, business and industry, and the subsequent collaborative partnerships (Baber, 2011; Bray, 2011; Kress, 2012). Through a collaborative, proactive effort, business and industry are uniting with community colleges to provide and fund training opportunities to upgrade worker's skills, provide more efficient services, increase employment opportunities in local communities, reduce education program cost, and become business oriented as a community (Baber, 2011; Bray, 2011; Kress, 2012). To offset the expense associated with workforce education programs, colleges are collaborating with businesses and industries. Advisory committees serve as the heart of these partnerships, helping to combine resources, equipment, and knowledge in skilled areas (Greenstone & Looney, 2001; Holzer, 2008). In this chapter, the following issues related to community college advisory committees will be discussed: workforce programs, community college economics, vocational-technical education, current state of workforce and technical programs, statement of the problem, advisory committees, partnerships, program discussion, and future research direction.
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Kenebayeva, Ainur Seitbattalovna. "Internationalization of Higher Education in Kazakhstan." In Policies and Initiatives for the Internationalization of Higher Education, 153–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5231-4.ch009.

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This chapter highlights the internationalization of the higher education system in the Republic of Kazakhstan. It briefly discusses Kazakh national initiatives to enhance the country's global economic competitiveness through modernization and capacity-building in the field of higher education and science. National experience on integration to the international educational space by the consecutive implementation of Bologna principles is reflected. The importance of the Bolashak presidential scholarship program is addressed as a strategy for human capital development. This chapter also underlines trends, tendencies, and issues of internationalization of higher education in globalization. Key aspects of internationalization considered through the prism of the Kazakhstani experience include academic mobility, accreditation, university rankings, and research and development (R&D).
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Conference papers on the topic "Alliance for Education and Economic Development (Program)"

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Hertel, Morgan, Seth Kimball, Marisa Granados, and Emma Von Sprecken. "Equitable and Sustainable Development in Tajikistan: Poverty, Biodiversity, Economic Growth, and the Markhor Goat." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/2.

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Daryanto, Siswantari. "Development of Study Program in Vocational Secondary School in Accordance with Main Economic Activity in Six Economic Corridors." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.32.

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Gao, Weidong, Wei Jiang, and Mimi Zhou. "STEAM-Based Education Program for Students of Geography in University of Jinan." In 2019 International Conference on Education Science and Economic Development (ICESED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icesed-19.2020.111.

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Lu, Ling, and Li Wang. "Problems and Suggestions on Implementation of Undergraduate Training Program for Innovation and Entrepreneurship." In 2017 International Conference on Economic Development and Education Management (ICEDEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icedem-17.2017.64.

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Contreras Ortiz, Sonia, Vilma Viviana Ojeda Caicedo, Cristina Osorio del Valle, and Jose Luis Villa Ramirez. "Participation of Women in STEM Higher Education Programs in Latin America: The Issue of Inequality." In The 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integration, And Alliances for A Sustainable Development” “Hemispheric Cooperation for Competitiveness and Prosperity on A Knowledge-Based Economy”. Latin American and Caribbean Consortium of Engineering Institutions, 2020. http://dx.doi.org/10.18687/laccei2020.1.1.368.

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Patel, Maharshi, and Ryan Tang. "Development of an Advanced Robotics Program for Middle and High School VEX Robotics Students." In The 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integration, And Alliances for A Sustainable Development” “Hemispheric Cooperation for Competitiveness and Prosperity on A Knowledge-Based Economy”. Latin American and Caribbean Consortium of Engineering Institutions, 2020. http://dx.doi.org/10.18687/laccei2020.1.1.669.

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Melentyeva, N., and E. Peskova. "Using of computer program in the development of students' theoretical knowledge in physical education lessons." In Proceedings of the International Scientific-Practical Conference “Business Cooperation as a Resource of Sustainable Economic Development and Investment Attraction” (ISPCBC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ispcbc-19.2019.48.

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Delgado Barra, Lucy, Freddy Gonzales Saji, Karim Guevara Puente de la Vega, Olha Sharhorodska, and Cesar Baluarte Araya. "Transición del Proceso de Acreditación de un Programa de Ingeniería: desde ICACIT hacia ABET." In The 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integration, And Alliances for A Sustainable Development” “Hemispheric Cooperation for Competitiveness and Prosperity on A Knowledge-Based Economy”. Latin American and Caribbean Consortium of Engineering Institutions, 2020. http://dx.doi.org/10.18687/laccei2020.1.1.177.

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Murillo, Margarita. "Improvement of the Curriculum to ensure the Accreditation and Globalization of the Mechatronics Engineering Program at Ricardo Palma University." In The 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integration, And Alliances for A Sustainable Development” “Hemispheric Cooperation for Competitiveness and Prosperity on A Knowledge-Based Economy”. Latin American and Caribbean Consortium of Engineering Institutions, 2020. http://dx.doi.org/10.18687/laccei2020.1.1.388.

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Sun, Chao. "Preparing Teachers for Inclusion: Attitudes, Challenges and Concerns of General Education Novice Teachers from the Perspective of a Credential Program Training Teacher." In Proceedings of the 2019 3rd International Conference on Economic Development and Education Management (ICEDEM 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icedem-19.2019.38.

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Reports on the topic "Alliance for Education and Economic Development (Program)"

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Chaparro, Rodrigo, Maria Netto, Patricio Mansilla, and Daniel Magallon. Energy Savings Insurance: Advances and Opportunities for Funding Small- and Medium-Sized Energy Efficiency and Distributed Generation Projects in Chile. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002947.

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The Energy Savings Insurance Program seeks to promote investment in energy efficiency and distributed generation in Latin America, primarily through small- and medium-sized enterprises (SMEs). It focuses on developing an innovative scheme of guaranteed energy performance that mitigates project risk and generates investor confidence (ESI Model). The Inter-American Development Bank (IDB) facilitates the development of the ESI Program in alliance with the National Development Banks (NDBs). The ESI Model includes a contract for the supply, installation, and maintenance of equipment for generating a stipulated amount of energy or energy savings over a specific time period; validation by an independent body; insurance coverage that backs the savings or the guaranteed energy generation; and project financing. This paper describes the main attributes of the ESI Model (the contract, the insurance, validation and financing), evaluates market potential and the most attractive technologies, and identifies the priority sectors for implementing projects in Chile. The most promising economic sectors were found to be the hospitality industry, food processing industry, grape growing/wine production, and the fishing industry, and the technologies of electric motors, boilers, air conditioning systems and photovoltaic solar generation. In each of these sectors, estimates were made of financing requirements as well as CO2 emission reductions that could be achieved.
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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003343.

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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.
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