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Relevant bibliographies by topics / Education and state Vanuatu

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Academic literature on the topic 'Education and state Vanuatu'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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Journal articles on the topic "Education and state Vanuatu"

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Maden, Christopher, Sophie McKendrick, and Robert Grace. "Alternative Medicine Use at Vila Central Hospital Vanuatu: A Survey of the Use of ‘Custom Medicine’ in Patients and Staff." Tropical Doctor 33, no. 1 (2003): 22–24. http://dx.doi.org/10.1177/004947550303300111.

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A structured questionnaire was developed to assess the use of custom (traditional or herbal) medicine in 50 medical and 50 surgical inpatients and 50 staff at Vila Central Hospital, Vanuatu. Eighty-six per cent of those interviewed had used custom medicine at least once, 60% within the last year. Twenty-one medical patients (42%) had used custom medicine for their current problem, 12% whilst in hospital. Eighteen surgical patients (36%) had used custom medicine for their current problem, 6% whilst in hospital. Fourteen of the staff (28%) interviewed had used custom medicine within the last year. Sixty-nine per cent of interviewees stated that custom medicine had improved their condition. Whilst custom medicine use was common across all attained education levels, there was a trend for those with higher levels of education to use less custom medicine. The most common form of custom medicine was leaf tea, followed by leaf applications, cutting, magic, massage and chanting. The majority of these were made/prescribed by local ‘Klevas’ (custom doctors). The cost of the ‘medicine’ was often substantial, generally many times the cost of a day in hospital. These findings indicate a high prevalence of custom medicine use within Vanuatu. Clinicians must be alert to the possibility of their patients using custom medicine even whilst in hospital and the potential for custom medicine to contribute to the clinical problems. Late presentation of patients to hospital is common in Vanuatu, and the use of custom medicine is partially a contributing factor to this. It also poses questions as to patient confidence in health services.

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Strauss, Pieter. "Die Nederduitse Gereformeerde Kerk, kerkorde en onderwys." Koers - Bulletin for Christian Scholarship 81, no. 2 (2016): 27–34. http://dx.doi.org/10.19108/koers.81.2.2256.

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The Dutch Reformed Church, church order and education. From the first church order of the General Synod of the Dutch Reformed Church in 1962, it has formulated stipulations for the church and education. In this regard the Dutch Reformed Church is unique among reformed churches. The wording of this article has changed over the years, but the main content has remained the same. The Dutch Reformed Church supports Christian education as a church, but also recognizes the competence of education authorities to finalise education standards and programmes. In 1962 the order of the Dutch Reformed Church on education also stated that the church would work on the Protestant character of the Afrikaner people. From 1990 onwards these words were omitted. The church nevertheless feels that education will allways be imbricated in a certain culture. In synodical resolutions in recent times the Dutch Reformed Church has recognized the calling of the South African state to subsidize all education enterprises that meet certain purely educational standards. Vanaf sy eerste kerkorde in 1962 koester die Algemene Sinode van die Nederduitse Gereformeerde Kerk die ideaal van nie-kerklike Christelike onderwys. Met sy kerkordelike bepalings oor die kerk en onderwys, is die Nederduitse Gereformeerde Kerk uniek onder gereformeerde kerke. Die bewoording van hierdie artikels het deur die jare verander, maar die hoofsaak het dieselfde gebly. Die Nederduitse Gereformeerde Kerk steun Christelike onderwys vanuit sy kerklike hoek, maar erken die interne bevoegdheid van onderwysinstellings om onderwysinhoude en standaarde te finaliseer. In 1962 het sy kerkorde bepaal dat die Nederduitse Gereformeerde Kerk hom beywer vir die Protestants-Christelike karakter van “ons volk”, die Afrikanervolk. Die uitsondering van “ons volk” is sedert 1990 egter weggelaat ten gunste die erkenning van alle kulture in die onderwys. In sinodebesluite van die afgelope tyd ondersteun die Nederduitse Gereformeerde Kerk die standpunt dat die Suid-Afrikaanse staatsowerheid onderwys alle lewensbeskoulik gerigte instansies subsidieer.

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Watson-Gegeo, Karen Ann. "Re-Thinking Vanuatu Education Together (review)." Contemporary Pacific 17, no. 2 (2005): 502–4. http://dx.doi.org/10.1353/cp.2005.0075.

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Sabir, Ahmad. "Diplomasi Publik Indonesia terhadap Vanuatu Dalam Upaya Membendung Gerakan Separatisme Papua." Jurnal Hubungan Internasional 11, no. 1 (2018): 91. http://dx.doi.org/10.20473/jhi.v11i1.8679.

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Abstract This research explains Indonesia diplomacy to Vanuatu in the context of the Indonesian government's efforts to resolve separatism issue in Papua. The analysis conducted on this thesis uses the theory of Public Diplomacy by Leonard, Stead and Smewing (2002). The result of this research is the failure of Indonesian public diplomacy to shape Vanuatu political stance on Papua issue caused by the failure in optimizing the strategies of Indonesian public diplomacy. Vanuatu yet staunchly supports Papua separatist movement. There are at least three reasons that are closely related to the weakness of Indonesian public diplomacy towards Vanuatu: (1) the conduct of Indonesian public diplomacy has been dominated by state actor and less involve the role of non-state actors, (2) the three dimensions of Indonesian public diplomacy have not been optimazed, and (3) the existance of Melanesian Renaissance in Vanuatu domestic politics. Key words: Public Diplomacy, Indonesia, Vanuatu, United Liberation Movement for West Papua (ULMWP), Papua Separatist Movement. Penelitian ini menjelaskan tentang diplomasi Indonesia kepada Vanuatu pada konteks upaya pemerintah Indonesia menyelesaikan masalah gerakan separatisme Papua. Analisis yang dilakukan pada tesis ini menggunakan teori diplomasi publik dari Leonard, Stead dan Smewing (2002). Hasil dari penelitian ini adalah gagalnya diplomasi publik Indonesia untuk mempengaruhi sikap politik Vanuatu atas isu Papua disebabkan karena belum optimalnya strategi diplomasi publik yang dijalankan Indonesia. Vanuatu tetap mendukung gerakan separatis Papua. Setidaknya ada tiga faktor yang menyebabkan lemahnya diplomasi publik Indonesia terhadap Vanuatu dalam isu Papua yaitu: (1) pelaksanaan diplomasi publik masih didominasi aktor negara dan kurang melibatkan aktor non-negara; (2) tidak optimalnya tiga dimensi diplomasi publik yang dijalankan Indonesia; dan (3) kuatnya pengaruh Melanesian Renaissance dalam perpolitikan domestik Vanuatu. Kata kunci: Diplomasi Publik, Indonesia, Vanuatu, United Liberation Movement for West Papua (ULMWP), gerakan separatisme Papua.

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Bull, Melissa, and Nicole George. "Policing Gender Violence in Vanuatu." International Journal for Crime, Justice and Social Democracy 10, no. 4 (2021): 239–61. http://dx.doi.org/10.5204/ijcjsd.1768.

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Gender violence is one of the greatest challenges to peace and security in Pacific Island Countries. The persistence of this problem is often linked to the limits of state-based policing authority. It is argued that this approach fails to grapple adequately with hybrid systems of regulatory authority in Pacific Island Countries that include customary and faith-based forms of authority. Feminist inquiry into the difficulties Pacific women face in securing justice when they are the victims of gendered crimes frequently highlights the gendered failings of state and customary systems of justice, finding that both systems reflect and further entrench the subordinated status of women. This paper addresses the tension between the apparent limits of state-centred models of policing and the shortfalls of hybridised structures of regulatory authority. It reports a theoretically informed empirical study that investigated how ni-Vanuatu women understand gender violence and the role that police can play in its prevention. Using participant research and photo elicitation surveys, we asked 1) how does the authority of policing agencies operate when addressing violence against women in relation to other sites of international and local sociocultural authority in the Vanuatu context, and 2) how do women understand and value policing authority relative to other sites of regulatory authority? We found that, while police in Vanuatu operate in the context of constructive complementarity with other forms of authority, women valued police, identifying them as the key source of regulatory authority that could provide help if their partner became violent or if they were threatened.

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Tabani, Marc. "Tannese Chiefs, State Structures, and Global Connections in Vanuatu." Contemporary Pacific 31, no. 1 (2019): 65–103. http://dx.doi.org/10.1353/cp.2019.0006.

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SAWAH, Kency Obed. "Vanuatu's Typical Approach of Mathematics vs the TUAM Approach of Mathematics." Southeast Asian Mathematics Education Journal 12, no. 1 (2022): 37–50. http://dx.doi.org/10.46517/seamej.v12i1.177.

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There are multiple factors contributing to the low level of mathematics in basic education in the Republic of Vanuatu. Results through the Vanuatu Standard Test of Achievement (VANSTA) in 2017 and 2019 unveiled that there were gaps in the performance of mathematics which cause the overall achievement to stagnant which were below the expected minimum standard (Curriculum Development Unit, 2020). This study investigated the current situation of the teaching mathematics approach in the country recognised as the ‘I Do-We Do-You Do’ teaching model. In comparison, the study also examined the influence of the ‘Try-Understand-Apply-Master’ (TUAM) discovery learning process on students in Vanuatu. The study compared these two teaching approaches through pre and post-test interventions among the control and experimental group of two grade five classes. The findings of the study discovered a possibility that the TUAM discovery learning process could be effective in improving the mathematics level in the basic education in the Republic of Vanuatu.

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Crowley, Terry. "The Language Situation in Vanuatu." Current Issues in Language Planning 1, no. 1 (2000): 47–132. http://dx.doi.org/10.1080/14664200008668005.

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Gregory, Janet E., and Robert J. Gregory. "Breaking Equilibrium: Three Styles of Education on Tanna, Vanuatu." Journal of Human Ecology 13, no. 5 (2002): 351–56. http://dx.doi.org/10.1080/09709274.2002.11905567.

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Thomas, Alice, and Aubrey D. Litvack. "Community tuberculosis education: lessons learned in Tanna Island, Vanuatu." Australian and New Zealand Journal of Public Health 39, no. 1 (2015): 95–96. http://dx.doi.org/10.1111/1753-6405.12313.

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Dissertations / Theses on the topic "Education and state Vanuatu"

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Hartsock, Tanner. "Magma evolution, P-T conditions and volatile degassing of a steady-state volcano: Yasur, Vanuatu." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6757.

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Yasur is an active scoria cone volcano in the Siwi Caldera on the island of Tanna, Vanuatu, in the South Pacific. This volcano has been erupting continuously for the last 800 years and is the latest manifestation of episodic volcanic activity in this area dating back to the late Pliocene. Yasur eruptions consist of intermittent Strombolian-style explosions of pyroclastic debris with emissions of volatiles such as SO₂, HCl and HF. Other than CO2 and H2O, the most abundant gas emitted from Yasur is sulfur, and plume monitoring has confirmed the volcano as one of the largest point sources of sulfur on the planet with an average flux of 600-1400 tons/day. Fluorine poses a chronic environmental health risk on Tanna, so understanding long-term exposure rates as well as periodic increases in volcanic intensity will help to better quantify its risk. In this study we gauge compositional variation of magma using fresh pyroclastic bombs collected over a 3-month period from August to November, 2016. Our results suggest long-term broad compositional stability in both the whole-rock and groundmass glass and minerals. Our results show slight variation in volatile phases in both olivine-hosted melt inclusions and groundmass glass over an intensively sampled 3-month period, which suggests that the plumbing beneath Yasur harbors an open-system degassing environment. Volcanic eruptions are usually driven by magma mixing, however, our results show no compositional variation in phenocrysts. We show that Yasur is an excellent example of an inefficiently degassed volcano, and that volcanic activity is controlled by volatile flux. We also use cotectic compositional data to calculate pressure and temperature conditions within the magma chamber and assess fluxes of volatiles from the magma using melt inclusion analyses for S and Cl. Our study places new bounds on the vertical extent of the magma chamber and suggests differentiation from a basaltic trachyandesite at depths of up to 12 km.

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Willans, Fiona. "Ideological and implementational spaces for multilingual education : a case study in Vanuatu." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/ideological-and-implementational-spaces-for-multilingual-education(4248d1c3-3036-4cf2-a4e8-3c5a4c4ecba5).html.

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This study is a discourse-oriented ethnographic investigation of language-in-education policy in Vanuatu. Following a period of joint Anglo-French colonial rule, education currently follows a dual-submersion model, in which children are enrolled in either English-medium or French-medium schools, while the remaining 106 languages are excluded. A case study of one English-medium school and one French-medium school demonstrates that a single language (either English or French) is constructed as the only appropriate language of each institution, but that this construction is challenged in two ways. It is, firstly, undermined by the heteroglossic reality of daily language practices. Teachers and learners make use of multiple linguistic resources in order to negotiate their school lives, using only just enough English or French to conform to the monolingual ideal. It is, secondly, contradicted by the desire for ‘bilingualism’ in English and French, as the vestiges of Vanuatu’s double colonial heritage have been reimagined in unexpected ways. The dual legacy has been transformed from being a reminder of an oppressive and burdensome past to being both a gateway to double opportunity and a marker of a ‘bilingual’ national identity that should be celebrated. The thesis examines the way participants mediate the tension between competing conceptualisations of ‘language’ and ‘languages’ in education. It considers whether ideological and implementational spaces (Hornberger, 2002) can be found amongst the contestation for the incorporation of alternative or additional linguistic resources. It suggests the need to rethink the notion of media of instruction, and to look for ways to foster the productive use of repertoires of learning and teaching, drawing on whichever resources are available to be used. In so doing, it reorients the problem from an approach to education policy and planning that is driven by language, to an approach to language policy and planning that is driven by learning.

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Dyer, Jayne Elizabeth. "The nexus of language interaction and language acquisition in Vanuatu with the development of Bislama : the role and response of education." Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edmd996.pdf.

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Lake, Barry Martin. "The education policy of the Presbyterian church of the New Hebrides (Vanuatu) 1948 - 1980." Thesis, Lake, Barry Martin (1985) The education policy of the Presbyterian church of the New Hebrides (Vanuatu) 1948 - 1980. Masters by Coursework thesis, Murdoch University, 1985. https://researchrepository.murdoch.edu.au/id/eprint/41194/.

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The Presbyterian Mission began its work in the New Hebrides in 1848. From this point onwards the work gradually spread throughout the islands. Evangelization, medical care and education formed the three-fold basis upon which the Mission pursued its tasks. This approach was not unusual; the Christian Church had long directed its efforts towards these ends wherever its missionaries had ventured. What was unusual in the case of the New Hebrides was the length of time which the Missions had to carry the work of education, and to a lesser degree medical care. In the absence of any formal government to begin with, and later the lack of resolve of the Condominium Administration, the Missions were left with no alternative but to press on with their own educational structures. The Presbyterians carried the greater portion of this burden. From the outset, "education" meant teaching in the vernacular in order to enable the native people to read the Bible - translation of which formed a major undertaking for the early missionaries. This concept survived for close to one hundred years. The system prevailed throughout at the village level. The only other educational enterprise which existed during the period was the Tangoa Training Institute. Begun in 1895, it became the focal point for the training of teacher-catechists. That the Institute perpetuated a low standard of education throughout the islands was early recognized. Yet the situation persisted. During the early decades of the twentieth century it became apparent that a number of New Hebrideans were seeking a form of education which had not to date been offered; something more in keeping with the capacity to enter secular areas of employment. The Church was reluctant to enter such a field. Industrial training was often mooted but never seriously contemplated. A number of Presbyterian leaders did, however, perceive the inadequacy of the form of education being offered. Something was needed to broaden the horizons beyond the narrow limits of a religious education. It was abundantly obvious that the government would not fulfil the requirements. The Church, knowing full well that by nature the task did not belong to it, took up the challenge for the sake of the people it served. The 1940's witnessed extensive efforts in the educational field. The Tangoa Institute was upgraded and this strengthened the teaching at the village level. District schools began to be established and were added to in the 1950's. The Presbyterian hospital became the training centre for medical workers. Educational work among women received considerable attention. In 1953 the Presbyterians opened Onesua High School. The concept of education for nationhood began to be the goal. The 1950's were years in which the Presbyterian Church attempted to gain a substantial commitment from the British Government to education. Progress was slow, but in the meantime the French Government was establishing its own schools. It was realized by leaders of the Church that the Mission schools were far from adequate. Eventually the British Administration did begin to respond. In 1957 the Bay Report on education was commissioned. A British Education Officer was appointed in 1959. There followed the setting up of the British Education Advisory Committee. These moves opened a new era in the field of education. The Presbyterians, for their part, appointed an Education Secretary to centralize procedures and to Iiaise with the British Education Officer. With the establishment of the Kawenu Teachers College in 1962, under the sponsorship of the British, the end of the Tangoa Training Institute was in sight. The British Secondary School (BSS), which opened in Vila in 1966, had a strong academic emphasis. It became necesary for Onesua High School to adapt its procedures in order to fit in with the requirements of the BSS. At this time the British were financially committed to Presbyterian schools through grants-in-aid. But there was already a plan for the withdrawal of the Presbyterian Church from the primary sector; this took place in 1971. Having released this considerable area of work, the Church found that it was now possible to enter upon some new initiatives in education. But aside from setting up a number of new educational institutions in the 1970's, the Presbyterian Church found that part of its role touched upon the political sphere. Christian Education during this time took on distinct political overtones as the struggle for the independence of the New Hebrides intensified. When independence came on 30 July 1980, the Presbyterian Church could look back on one hundred and thirty years of educational endeavour. Having begun with fairly narrow objectives in education, the succeeding years were to bring a remarkable diversity of operations. The legacy of this work was perhaps best reflected in the struggle for independence and its ultimate success, for many of the New Hebridean leaders at that time had been educated in Presbyterian schools. Nationhood had been one of the goals of the educational efforts. But the Church had not lost its initial aim of evangelization. In fact, the early work of missionaries and teacher-catechists had laid the foundation for a widespread commitment to Christianity. Later educational work never neglected its primary objective. The success of the endeavour is perhaps best seen in the close relationship which the ni-Vanuatu (New Hebrideans) themselves see between Church and State. On the negative side, the Church had become part of the process of division among the people. At no po!nt was there any attempt to collaborate with the French in educational matters. In fact, just the opposite was the case. Hence anti-French sentiments were sown with the teaching through the medium of English. This divisive structure, the legacy of the Condominium Government, and to some extent the Church, is today perhaps no more in need of remedy than in the field of education.

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Gibbons, Laura. "Participatory Edutainment in Practice : A Case Study of Wan Smolbag, Vanuatu." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39015.

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Entertainment-Education (EE), or ‘Edutainment’ as it has come to be known, is a prominent discipline and communicative practice, both in international and community development, and is utilised to address social issues and culturally specific norms, some of which may be taboo or harmful. This research sets out to explore the application of edutainment, in particular Theatre for Development (TfD), through an examination of its practice in a Pacific context; namely, a case study of Wan Smolbag Theatre (WSB), a grassroots NGO based in Vanuatu. Using tangible examples of WSB’s theatre work, the interplay between listening, participation, and dialogue will be examined as they bear on WSB’s diverse operations in Vanuatu. It will also be suggested that edutainment and TfD sits at the intersection of communication, culture and development and in fact, requires all three elements in order to be realised. Through its use of edutainment and TfD, WSB’s core strength lies in its sensitivity and responsiveness to both culture as aesthetic activity and as a way of life, enabling a dialogic, participatory approach that provides a stage for subaltern community voices to identify issues, and importantly, solutions to their own problems. The Pacific Region poses a complex landscape for development research and the same applies in the area of communication for development and social change. Due to its vast geographical area but often small population sizes, Pacific-focused research and data can be difficult to source, both of a qualitative and quantitative nature. This study aims to address one such gap, while also attempting to situate this research in the wider historical context of edutainment.

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Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.

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Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.

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Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.

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Anwar, Wasim. "Higher education in Pakistan : from state control to state supervision /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/67351/thesisx291007.pdf.

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Westbrook, Jane (Juanita Jane). "State Funding for Community Education Projects." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501099/.

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The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.

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Books on the topic "Education and state Vanuatu"

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Vanuatu. Vanuatu education road map. Ministry of Education, 2009.

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Education, Vanuatu Ministry of. Vanuatu inclusive education (IE) policy. s.n.], 2011.

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Sanga, Kabini. Re-thinking Vanuatu education together. Ministry of Education, 2004.

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Vanuatu early childhood care & education policy. Government of Vanuatu, Ministry of Education, 2010.

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Education, Vanuatu Ministry of. Vanuatu education in emergency policy 2013 - 2017. [Ministry of Education], 2013.

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Forum, Vanuatu National EFA. EFA national plan of action, 2001-2015: Republic of Vanuatu. Ministry of Education, Youth and Sports, 2001.

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Strachan, Jane. A gender analysis of the education sector in Vanuatu. s.n., 2002.

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Portillo, Michael. Education, education, education. Bow Group, 1999.

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Portillo, Michael. Education, education, education. Bow Group, 1999.

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Portillo, Michael. Education, education, education. Bow Group, 1999.

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Book chapters on the topic "Education and state Vanuatu"

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Lohlker, Rüdiger. "Islamic State." In Religious Education. Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_21.

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Watson, George. "Education." In The Unservile State. Routledge, 2021. http://dx.doi.org/10.4324/9781003101659-7.

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Brown, Christopher R., and Jimmy Obed. "The State of Psychology and Mental Health Services in Vanuatu." In International and Cultural Psychology. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87763-7_3.

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Wain, Kenneth. "On State Education." In On Rousseau. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-385-3_1.

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Dockweiler, Katherine A. "State Education Agencies." In Advocating for Mental Health Supports in Schools. Routledge, 2023. http://dx.doi.org/10.4324/9781003308515-17.

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Fisher, Ronald C. "Education." In State and Local Public Finance, 5th ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003030645-22.

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Barker, Renae. "Religion and education." In State and Religion. Routledge, 2018. http://dx.doi.org/10.4324/9781315543758-8.

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Collard, Melanie. "Continuing education." In Torture as State Crime. Routledge, 2018. http://dx.doi.org/10.4324/9781315456133-5.

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Mellor, Suzanne, and Warren Prior. "Promoting Social Tolerance and Cohesion in the Solomon Islands and Vanuatu." In Citizenship Education in Asia and the Pacific. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-7935-1_11.

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Lowe, Rodney. "Education." In The Welfare State in Britain since 1945. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22549-1_8.

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Conference papers on the topic "Education and state Vanuatu"

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Bray, Don E., and G. S. Gad. "Establishment of an NDE Center at the Papua New Guinea University of Technology: Scope and Objectives." In ASME 1997 Turbo Asia Conference. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-aa-065.

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Papua New Guinea lies just north of Australia (Fig. 1). It is a developing island nation, with 462,839 km of land area, a population of 3.9 million people, and vast natural resources (Compton’s Interactive Encyclopedia, 1996). It is the largest island in the Oceania region of the world, which also includes Fiji, the Solomon Islands and Vanuatu. Most of these islands share similar resources, and prudent development of the resources requires utilization of nondestructive evaluation (NDE). NDE provides the means for flaw detection and size assessment, as well as evaluation of material degradation such as corrosion and hydrogen attack. These are factors which affect the service life of components and systems. Being aware of the state of degradation of these components and systems will enable cost effective maintenance, and reduce costly and dangerous failures. Recognizing the need for NDE expertise, the Papua New Guinea University of Technology at Lae has initiated a Center for Nondestructive Evaluation. Once operational, the center should serve the entire Oceania region, and provide resources, trained students and expertise that will enable the growth of the NDE industry within that area. It is widely accepted that NDE adds value to a product or process, not just cost. The amount of value is directly related to the engineering education of the personnel making NDE decisions. The growth of the NDE industry in these South Pacific Islands will add to the economy, as well as aid in the further creation of a population of engineers who are well educated in NDE.

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Furbush, Haiven, Maxx Ives, Yurun Jiang, and Lina Cao. "The Republic of Vanuatu." 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/25.

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Ukstins, Ingrid, Tanner Hartsock, Ben Simons, and Shane J. Cronin. "Magmatic Evolution, P–T Conditions, and Volatile Degassing of a Steady-State Volcano: Yasur, Vanuatu." In Goldschmidt2020. Geochemical Society, 2020. http://dx.doi.org/10.46427/gold2020.2648.

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Kozlova, Elena, and Maxim Novak. "State Strategy for Adult Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482764.

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Balabaanov, V., V. Buxmann, and V. Egorov. "Don State Technical University." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DGTU-PRINT, 2018. http://dx.doi.org/10.23947/itno.2018.1.19-23.

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Fried, Zoltan, and Sergey V. Broude. "Optics programs at University of Massachusetts/Lowell: the role of a state university in a high-tech state." In Education in Optics. SPIE, 1992. http://dx.doi.org/10.1117/12.57838.

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Koroteev, Nikolai I. "Education in optical physics at Moscow State University." In Education in Optics. SPIE, 1992. http://dx.doi.org/10.1117/12.57897.

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Atanasov, Hristiyan, Ruslan Ivanov, and Dimitar Popov. "LEADERS IN BULGARIA: DIGITIZATION IN THE STATE ARCHIVES – CURRENT STATE AND PERSPECTIVES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1389.

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Ignatenko, I. V., and D. G. Melnikov. "STRIP SEEDING. STATE, PROBLEMS, PROSPECTS." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.193-199.

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The article is devoted to the substantiation of the prospects for strip sowing as an effective means of increasing the yield of grain crops. The dynamics of growth of grain yield in Russia and in the world is given. The lag, archaic nature of the existing row sowing with a row spacing of 15 cm is noted. Increasing the yield is possible due to the provision of seeds with the necessary nutritional areas when sowing a wide strip. For such seeding, it was proposed to use spherical disc coulters capable of operating in conditions of mini and zero cultivation technologies. The developments in the design of seeders with spherical disc openers are presented. The problem remains the uniform distribution of seeds along the width of the strip with the provision of a nutritional area of at least 3x3 cm. Examples of the effectiveness of strip sowing as a means of increasing yields by 2-3 times in comparison with row sowing are given. Strip sowing of grain will allow solving the problems of increasing yields and food security of the country without the massive use of fertilizers.

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Skipor, Andrew. "ARGONNE NATIONAL LABORATORY AND SCIENCE EDUCATION." In Solid-State and Organic Lighting. OSA, 2011. http://dx.doi.org/10.1364/soled.2011.sdthb1.

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Reports on the topic "Education and state Vanuatu"

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.

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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.

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Leon, Warren. Final Scientifc Report - Hydrogen Education State Partnership Project. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1034309.

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Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.

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Agnew, Julie, and Joshua Hurwitz. Financial Education and Choice in State Public Pension Systems. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w18907.

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Huang, Aris, Debbie Wong, Elizabeth Cassity, and Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.

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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.

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Lawrence, Steven Lawrence. Moving Education Reform Forward: Grantmakers Reflect on a Convening with State and Local Government Education Leaders. Foundation Center, 2011. http://dx.doi.org/10.15868/socialsector.13583.

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Hodge, Emily, Serena Salloum, and Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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mcguinn, patrick. State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, 2015. http://dx.doi.org/10.12698/cpre.pb15-2.2015.

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Du, Rui-Rui. Development of a Demagnetization Refrigerator for Solid State Research and Education. University of Utah, 2006. http://dx.doi.org/10.2172/895147.

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