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Relevant bibliographies by topics / Ministerial education

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Academic literature on the topic 'Ministerial education'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Ministerial education"

1

Moore, Zoë Bennett. "Christian Education and Ministerial Education." British Journal of Theological Education 8, no. 1 (1996): 3–12. http://dx.doi.org/10.1080/1352741x.1996.11674064.

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Water, Desmond P. "Transforming Theological Education and Ministerial Formation." International Review of Mission 94, no. 373 (2005): 203–11. http://dx.doi.org/10.1111/j.1758-6631.2005.tb00495.x.

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Pigozzi, Mary Joy. "The Ministerial Viewpoint on `Quality Education'." PROSPECTS 34, no. 2 (2004): 141–49. http://dx.doi.org/10.1023/b:pros.0000037135.26515.2e.

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Francis, Leslie. "Christian Education: Cinderella in Ministerial Training Priorities." British Journal of Theological Education 7, no. 1 (1995): 3–12. http://dx.doi.org/10.1080/1352741x.1995.11674036.

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Hull, John M. "Ministerial Education in a Post-Modern Society." British Journal of Theological Education 7, no. 3 (1995): 4–11. http://dx.doi.org/10.1080/1352741x.1995.11674055.

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Williams, Ian S. "Book Review: Towards Excellence in Ministerial Education." Pacifica: Australasian Theological Studies 8, no. 2 (1995): 238–40. http://dx.doi.org/10.1177/1030570x9500800213.

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Duraisingh, Christopher. "MINISTERIAL FORMATION FOR MISSION: IMPLICATIONS FOR THEOLOGICAL EDUCATION." International Review of Mission 81, no. 321 (1992): 33–45. http://dx.doi.org/10.1111/j.1758-6631.1992.tb02281.x.

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Burn, Helen. "Mayes, Andrew D.Spirituality in Ministerial Formation." Journal of Adult Theological Education 7, no. 1 (2010): 104–5. http://dx.doi.org/10.1558/jate.v7i1.104.

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Riebe-Estrella, Gary. "The Challenge of Ministerial Formation." Missiology: An International Review 20, no. 2 (1992): 269–74. http://dx.doi.org/10.1177/009182969202000211.

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Formation for ordained ministry needs to take U.S. Hispanic culture with utmost seriousness. This means recognizing, on the one hand, the plurality of Latino cultures within the United States, and on the other, the various levels of acculturation to and integration with the dominant Anglo culture. A culturally responsible program of theological education must acknowledge the importance of historical and cultural “location”; its method must be that of reflection on praxis and must challenge students to do theology rather than to memorize theological conclusions. The year 1992 offers an opportun

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Lee Yong Sik. "Inter-ministerial Cooperation Strategy for Promotion School Physical Education." Korean Journal of Sport Science 20, no. 1 (2009): 103–13. http://dx.doi.org/10.24985/kjss.2009.20.1.103.

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Dissertations / Theses on the topic "Ministerial education"

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Ryland, Charlotte. "Ministerial Education in Colonial Massachusetts." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626132.

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Hammond, Priscilla Bray. "Wesleyan ministerial study programs' relationship to ministerial effectiveness of Wesleyan pastoral leaders." Thesis, Indiana Wesleyan University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129765.

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<p> This dissertation proposed a quantitative research design to determine if there was a relationship between Wesleyan ministerial education and ministerial effectiveness as measured by the Ministerial Effectiveness Inventory (MEI), an instrument validated in the Church of the Nazarene and United Methodist Church, and used in ministerial effectiveness studies throughout denominations in North America. A survey was sent to ordained senior/solo pastors in the North American Wesleyan Church who have been in service at their local church for at least three years. Participants were asked to take a

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Vance, David. "Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/29097.

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This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback

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Collins, W. Duane. "Proposed model for a southern European Assemblies of God undergraduate ministerial education program." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Montague, Alan John, and alan montague@rmit edu au. "Policy making and the Ministerial Review of Postcompulsory Education Pathways in Victoria 2000-2004." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20061115.101745.

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In January 2000 the Victorian government established a 'Ministerial Review of Postcompulsory Education Pathways in Victoria'. This explores the work of this Ministerial Review using an organisational discourse approach to the policy-making process. The study examines how the initial problem was represented that required policy intervention. I ask what the Brack's Victorian State Government defined, understood and represented the 'problem' to be regarding young people's participation in post-compulsory education. The research then focuses on establishing how the Ministerial Review

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Reekie, Carol S. "The theological college library : an investigation into its role in ministerial education and training." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/8020.

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Theological libraries have tended to be treated as a homogeneous group with no distinction being made between the different types. Little has been written about the libraries of UK Christian theological colleges that train men and women for ministry. The purpose of this research was to provide some understanding of the context in which they operate. In addition it sought to establish their effectiveness in meeting the ongoing needs of their user communities. Using three college libraries, a multi-method approach was employed in order to reveal the environment in which these libraries functione

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Shirley, Philip E. (Philip Elwood). "A Study of the Outcomes of Stress Management Training in Ministerial Programs of Higher Education." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330677/.

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This dissertation studies the outcomes that higher education courses and seminars in stress management have on the stress levels of pastors. It identifies stress level differences between a sample of pastors who have and who have not been trained in stress management. The instrument that was used to assess the levels of stress was the Maslach Burnout Inventory. The Inventory is a twenty-two item dual-rating instrument that measures the frequency and intensity of three aspects of the burnout syndrome: emotional exhaustion, depersonalization, and a lack of personal accomplishment. Demographic qu

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Bennett, Jim. "Proposed model for an Assemblies of God Middle East/North Africa undergraduate/graduate ministerial education program." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Park, Trevor. "Theological education and ministerial training for the ordained ministry of the Church of England 1800-1850." Thesis, n.p, 1990. http://ethos.bl.uk/.

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Jonas, Judith Ann. "Students' perceptions of ministry preparedness : an exploration of the impact of a competency-based education and training approach on ministerial training /." Free full text is available to ORU patrons only; click to view, 2009. http://proquest.umi.com/pqdweb?did=1856056311&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Books on the topic "Ministerial education"

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Irish education: The ministerial legacy, 1919-99. The History Press Ireland, 2014.

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Waiko, John. Education in Papua New Guinea: Ministerial brief. Ministry of Education, 2001.

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Education, Bermuda Islands Ministerial Commission for. Ministerial Commission for Education: Final report to the government. Ministry of Education, 1985.

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Newfoundland. Dept. of Education. Structuring the education system: A report of the ministerial consultation process. The Dept., 1996.

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Dawson, Cooper. National development strategy: Education and training sector, ministerial chairperson's report. s.n., 1995.

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Victoria. Dept. of Education, Employment and Training. Public education: The next generation : report of the Ministerial Working Party. Accountability and Development Divisions, Dept. of Education, Employment and Training, 2000.

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Parliament, Scotland. School Education (Ministerial Powers and Independent Schools) (Scotland) Act 2004 (asp 12). Stationery Office, 2004.

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World Health Organization. Regional Office for Europe. Ministerial consultation for medical education in Europe: Report on a WHO meeting. World Health Organization Regional Office for Europe, 1989.

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Québec (Province). Ministère de l'éducation. A new direction for success: Ministerial plan of action for the reform of the education system. Gouvernement du Québec, Ministère de l'éducation, 1997.

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Parliament, Scotland. School Education (Ministerial Powers and Independent Schools) Act 2004 (asp 12): Explanatory notes. Stationery Office, 2004.

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Book chapters on the topic "Ministerial education"

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Kristoffersen, Dorte. "Ministerial Approval and Improvement-Oriented Evaluation in Denmark: An Alternative to Accreditation?" In Higher Education Dynamics. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2797-0_4.

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McManus, Antonia. "The Transformation of Irish Education: The Ministerial Legacy, 1919–1999." In Essays in the History of Irish Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_10.

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Andrews, Leighton. "The Role of Ministerial Leadership in System Transformation—Some Reflections from Wales." In Leading and Transforming Education Systems. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4996-0_7.

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Orr, Dominic. "Bologna Process in the Global Higher Education Arena. Going Digital?" In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_31.

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Abstract The Bologna Process has always been about seeing higher education within a national and a global context. This accounts for the 48 member countries of the European Higher Education Area (EHEA), which send their ministers responsible for higher education to the ministerial conferences every two to three years and send their high-level civil servants and national representatives into the many working group meetings.

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Crosier, David, and Cezar Mihai Haj. "Evolving Social Dimension of the European Higher Education Area." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_11.

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Abstract The social dimension is a term coined in the early years of the Bologna Process (BP). Although mentioned in the early ministerial communiqué texts, the term itself was not clearly defined until 2007. Looking back, this could perhaps be considered an oversight. However, the more likely explanation is that the term was chosen intentionally, leaving open possibilities for national and institutional action while, at the same time, committing countries to nothing precise.

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Bergan, Sjur, and Irina Geanta. "Toward a Permanent Bologna Secretariat?" In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_30.

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Abstract The question of a permanent Bologna Secretariat has been raised both within and outside of the BFUG, mostly after the 2015 Ministerial conference and as an element of the discussion of “the EHEA after 2020”. So far, discussions have mainly identified a number of obstacles. The article explores both political and practical aspects of establishing a more permanent Bologna Secretariat. Politically, whatever structure is chosen for the Secretariat needs to enable Ministers, the BFUG, and other key actors to develop and implement their priorities for the EHEA for the next period, realistically 2023–2030, since a permanent Secretariat cannot be established already from 2020. The organization of the Secretariat will have a clear impact on the shape of the EHEA and its policy making bodies and structures. The paper outlines the key tasks for the Secretariat, its formal status and considerations for deciding on its location; financial, staff; governance issues; and relations between the Secretariat and the authorities of the country hosting it as well as with those of the countries hosting Ministerial conferences.While the paper does not argue that a “permanent” Bologna Secretariat is the only possibility, it does explore and propose solutions to key obstacles and demonstrates that if it is judged politically desirable to establish more permanent Secretariat, it is practically possible to do so. The paper also lays a solid basis for developing such a Secretariat”.

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Mills, Martin, and Merrilyn Goos. "The Place of Research in Teacher Education? An Analysis of the Australian Teacher Education Ministerial Advisory Group Report Action Now: Classroom Ready Teachers." In A Companion to Research in Teacher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_43.

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Duquette, Catherine. "Québec’s History of Québec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder Its Inclusion?" In The Palgrave Handbook of History and Social Studies Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37210-1_13.

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Orr, Dominic, Florian Rampelt, and Alexander Knoth. "“Bologna Digital”—Actively Shaping the Digital Transformation in European Higher Education." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_36.

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Abstract Digital transformation will impact the European Higher Education Area (EHEA) and could contribute to developing a new vision for the Bologna Process and for higher education in Europe and beyond. In recent years, research on European and national levels has shown increasing attention being paid to digitalisation and digital transformation by higher education leadership. The 2015 and 2018 Ministerial Communiqués also clearly emphasised the importance of the topic for the EHEA. Yet, a strategic integration of digitalisation into higher education policy and practice remains hard to find. This is for two main reasons: (1) because although digitalisation is often seen as a technical innovation, it must, in fact, be a social innovation for it to have any impact and (2) because higher education as a field of practice, especially in Europe, is a multi-layered system where strategic impact is only possible if all layers are broadly following the same objectives. With reference to policy theory, the authors conjectured that reducing goal conflict and practice ambiguity would help to facilitate a more integrative digital policy and practice. With this aim, the authors launched a White Paper in 2019 to facilitate broad agreement on the potential of digitalisation within the Bologna framework. This contribution provides an interim evaluation of the initiative and its next steps. In this, it provides a reflexive review of how practitioners and researchers in the field might hope to influence policymaking and practice in the area of digitalisation.

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Carpenter, Dick M. "Worldview, Christian Maturity, and Young Adulthood: The What, When, Where, and How of Education after High School." In Ministering Spiritually to Families. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13302-7_7.

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Conference papers on the topic "Ministerial education"

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Masitah, Siti, and Faisal Santiago. "Urgency of Harmonization of Ministerial Regulations / Institutions in the Establishment of Legislation." In Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE 2021, March 6th 2021, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.6-3-2021.2306289.

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Kulinchenko, Alina V., and Valentin A. Shapoval. "Comparative analysis of the subject-professional identity of future psychologists of the Ministry of Internal Affairs in different years of training in an educational institution under the ministerial supervision." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-49.

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Tsykunov, Grigory. "From Siberian Fields to Ministerial Posts." In Irkutsk Historical and Economic Yearbook 2020. Baikal State University, 2020. http://dx.doi.org/10.17150/978-5-7253-3017-5.60.

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Review of the book by V.I. Pokorsky, which is dedicated to graduates of the Irkutsk State Institute (Ezhevsky Agrarian University), their professional and social activities. The book traces the biographies of hundreds of people for whom a higher educational institution determined their fate, involvement in labor achievements in the soviet and modern periods.

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Scotta, Luciane. "Le Corbusier y el edificio del Ministerio de Educación y Salud." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.567.

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Resumen: Este artículo presenta una reflexión acerca del edificio del Ministerio de Educación y Salud, en Rio de Janeiro/ Brasil – un proyecto de varios arquitectos brasileños con la colaboración de Le Corbusier. El objetivo es analizar el procesos de la obra a partir de la comparación de tres publicaciones: Œuvre Complete 1934-1938, Brazil Builds: Architecture New and Old: 1652-1942 y Œuvre Complete 1938-1946. Con el análisis de estos tres libros se presenta una visión completa desde el proceso de diseño hasta el final de la construcción. Es decir, puede ser vista la creación de un edificio.

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Liu, Zhuo. "The ministering and flying status of angel: Analysis of the image of Mrs.Klima in The Farewell Waltz." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.22.

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Gamarra Ramos, Ana Celia. "El rol del director, ¿cómo lograr el aprendizaje de los estudiantes?" In I Congreso Internacional de Gestión Educativa. Pontificia Universidad Católica del Perú, 2021. http://dx.doi.org/10.18800/cige2020.011.

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La experiencia en gestión escolar se desarrolla en el contexto de pandemia mundial a causa del COVID-19, en el cual las escuelas se cierran por la emergencia sanitaria y el aislamiento social obligatorio para evitar la propagación del virus. En este contexto atípico para la educación peruana era necesario e imperante reinventar el rol del director para repensar y reformular acciones que permitieran asegurar que todos los estudiantes accedan a las clases a distancia a través de la estrategia “Aprendo en Casa” formulada y ejecutada por el Ministerio de Educación del Perú. En este espacio de educ

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Riveros Poma, Rómulo. "Implementando una gestión pública en la unidad de gestión educativa local de Castrovirreyna." In I Congreso Internacional de Gestión Educativa. Pontificia Universidad Católica del Perú, 2021. http://dx.doi.org/10.18800/cige2020.005.

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En el Sector Educación, durante la crisis sanitaria mundial del COVID 19, los servidores estamos experimentando cambios muy significativos, en la atención al ciudadano, especialmente, solucionar los problemas de falta de conectividad de los estudiantes de EBR, EBA y ETP. Al sistematizar la primera información de directores de Instituciones Educativas, se demostraron que el 46% de estudiantes se encontraban sin conectividad a los medios de comunicación y tecnológicos. Resultado preocupante, durante el aislamiento social, que ha motivado a promover diversas alternativas, de cierre de brechas de

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Velzing, Evert-Jan, Annemiek Van der Meijden, Kitty Vreeswijk, and Ruben Vrijhoef. "Circularity in value chains for building materials." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10196.

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AbstractThe urgency for developing a circular economy is growing, and more and more companies and organisations are concerned with the importance of adapting their business to fit a changing economy. However, many analyses on the circular economy are still rather abstract and there is a lack of understanding about what circularity would mean for specific industries. This insufficient insight especially seems to be apparent in the building and construction sector. Besides, the building and construction sector is responsible for a major part of energy use and emissions. To tackle the issue of in

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Gutiérrez Porlán, Isabel, Mª Del Mar Sánchez Vera, and Mª Paz Prendes Espinosa. "Análisis del PLE de Estudiantes Universitarios Españoles: Proyecto CAPPLE." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4388.

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En esta comunicación presentamos una visión global y algunos de los datos más destacados del proyecto "CAPPLE: Competencias para el aprendizaje permanente basado en el uso de PLEs (Entornos Personales de Aprendizaje): análisis de los futuros profesionales y propuestas de mejora”, financiado por el Ministerio de Economía y Competitividad español (Referencia EDU2012-33256 2013-2016). En esta investigación, en la que han participado 2054 estudiantes universitarios en España, se pretenden conocer los PLEs de los estudiantes participantes profundizando en cómo son dichos entornos, cuáles son sus pa

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Reports on the topic "Ministerial education"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o

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Arias Ortiz, Elena, Cecilia Giambruno, Gonzalo Muñoz Stuardo, and Marcelo Pérez Alfaro. Camino hacia la inclusión educativa: 4 pasos para la construcción de sistemas de protección de trayectorias: Paso 1: Exclusión educativa en ALC: ¿cómo los sistemas de protección de trayectorias pueden ayudar? Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003455.

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El presente documento constituye la primera de cuatro publicaciones de la serie Camino hacia la inclusión educativa: 4 pasos para la construcción de sistemas de protección de trayectorias. El objetivo de esta serie es constituirse en una guía para ministerios y secretarías de Educación de la región interesadas en el diseño y la implementación de sistemas de protección de trayectorias. La serie consolida el conocimiento existente sobre la protección de las trayectorias educativas de los estudiantes, en un contexto en el que el desafío de la exclusión en América Latina y el Caribe (ALC) es cada

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