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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 opportunity for a genuine encounter between the North Atlantic church and the Latino cultural worlds.

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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 self -rated MEI, and a sample of the members of their board completed the other-rated MEI. The Wesleyan Church has multiple programs of study that lead to ordination, including seminary, college/university, and adult education programs. Analysis of variance (ANOVA) found a statistically significant difference between the MEI scores of pastoral leaders who had completed adult education and those who completed college.</p>

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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 were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 (â I cannot do at allâ ) to 10 (â Highly certain I can doâ ), participantsâ self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in â using and interpreting Scripture;â and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating studentsâ self-assessments into learner analysis and field education program evaluation.<br>Ph. D.

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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 set out to validate the initial representation of the problem. The research then concentrates on how the Ministerial Review came to develop its policy recommendations to address the policy problems it had identified. This involves establishing what solutions to the 'problem' were proposed by the Ministerial Review panel and why they were recommended as policies. Finally this study evaluates the value of the Ministerial Review process.

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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 functioned. The study comprised reviewing college documentation, using a questionnaire survey and undertaking semi-structured interviews and focus group discussions. An analysis of the interview findings is presented, together with the data obtained from the questionnaire survey and focus groups. The main issues that emerged were those concerning the changes in the delivery of theological education and the implications of these for resource provision. The need of the denominational churches to increase their recruitment for ministry whilst simultaneously reducing costs was found to have been the main driving force for change within theological education. The research found that the introduction of flexible training pathways and the diverse range of students that were now recruited for training had little effect on the way in which the traditional library service was provided by the colleges. It was concluded that since academic learning is only one aspect of ministerial training, resource provision had been given insufficient consideration and funding. This had inhibited the growth and development of the library service and prevented the college libraries from satisfying the needs of their part-time users in particular. This study makes an important contribution to the knowledge of theological college librarianship by providing an understanding of the prevailing issues and concerns. Further areas of research have been identified and conclusions drawn which are of relevance to the theological college library sector.

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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 questions were used to determine the respondents' sex, age, education, and experience in the clergy. These questions were asked for descriptive purposes only. In addition, questions were asked that would determine whether or not the pastors had had stress management training.

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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. Mientras que el primer libro muestra un proyecto incipiente, en la etapa de progreso de ideas y propuestas, el segundo - Brazil Builds - presenta la construcción en proceso. Finalmente, el último libro muestra el diseño final y las fotografías del edificio ya construido, sólo un año después de su finalización. Abstract: This paper discusses the Ministry of Education &amp; Health building in Rio de Janeiro/Brazil - a project developed by several Brazilian architects in collaboration with Le Corbusier. The aim is to analyze the working process by comparing three publications: Œuvre Complete 1934-1938, Brazil Builds: Architecture New and Old: 1652-1942 and Œuvre Complete 1938-1946. The analysis of these three books presents a complete outlook of the building’s design, from its beginning up to its construction. In other words, one can see the creation of a building. While the first book introduces the project in an incipient stage, going through the progress of elaborating ideas and proposals, the second - Brazil Builds - presents the construction process of the building. Finally, the last book presents the final design and photographs of the building already built, just a year after being finished.Palabras clave: Brazil Builds; Le Corbusier; Arquitectura moderna brasileña. Keywords: Brazil Builds; Le Corbusier, Brazilian Modern Architecture. DOI: http://dx.doi.org/10.4995/LC2015.2015.567

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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 educación a distancia, era necesario reimaginar la gestión escolar para asegurar que los estudiantes logren aprendizajes; utilizando para ello, diversas estrategias para atender y asegurar una atención de calidad haciendo uso de todos los recursos humanos, materiales y tecnológicos disponibles en la institución y asegurar, por un lado, la participación activa de los estudiantes en las clases a distancia y que se desarrolle todas las competencias del Currículo Nacional de la Educación Básica para asegurar el logro de los aprendizajes de los estudiantes.

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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 falta de conectividad, para que los estudiantes reciban las sesiones de aprendizaje, a través de la estrategia del Ministerio de Educación de APRENDO EN CASA. Pero, las actividades administrativas que cumplimos estaban instauradas con el “cumplimiento de funciones”. Un problema crucial que no permitía movilizar propuestas, por no estar acorde a las acciones establecidas de costumbre, hasta que estalló en cambio de responsables de algunas áreas, para sensibilizar adecuadamente a trabajadores para emprender nuevas intervenciones durante el trabajo remoto. Desde ahí, las autoridades educativas promueven el cambio e inician la toma de decisiones colegiadas y coordinaciones interinstitucionales con autoridades municipales, políticas, de salud y policiales de la provincia de Castrovirreyna, con la finalidad de cerrar brechas de falta de conectividad de los estudiantes. Esta iniciativa tuvo buena aceptación y se emprendió arribar acuerdos e iniciación de implementación de LAS GUÍAS DE APRENDIZAJE, que son manuales por área curricular para que el estudiante desarrolle con mayor facilidad el contenido de los textos de lectura de cada grado. Además, se instalaron con 8 estaciones de internet satelital y un radio emisora en la infraestructura de la UGEL Castrovirreyna. Entonces, el nacimiento de la gestión pública propiamente dicha, en la UGEL Castrovirreyna, nace como efecto de la crisis sanitaria del COVID 19, donde hay participación voluntaria de padres de familia, autoridades comunales y autoridades locales, las que están orientadas a enfatizar el rol de los ciudadanos en la formulación de las políticas públicas y la coproducción de servicios: enmarcado en la transparencia y lucha contra la corrupción.

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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 insufficient insight into the business consequences of circular devlopments, further research is necessary. Therefore, we propose to collaborate on a research project that aims to provide a more detailed level of analysis. The goal is to identify drivers and barriers to make better use of materials in the building and construction sector. This further research would benefit from an international collaboration between universities of applied sciences and industry from different European countries. An additional benefit of the applied orientation would be the relevance for professional education programmes. References CBS, PBL &amp; Wageningen UR. (2017). Vrijkomen en verwerking van afval per doelgroep, 1990-2014 (indicator 0206, versie 13, 26 janauri2017). Retrieved from: https://www.clo.nl/indicatoren/nl0206-vrijkomen-en-verwerking-van-afval-per-doelgroep Cuchí, A.; Arcas, J.; Casals, M. &amp; Fobella, G. (2014). Building a common home Building sector – A global vision report. Produced by the Global Vision Area within the World SB14 Barcelona Conference. De Jesus, A. &amp; Mendonça, S. (2018). Lost in Transition? Drivers and Barriers in the Eco-innovation Road to the Circular Economy. Ecological Economics, 145, 75-89. doi: 10.1016/j.ecolecon.2017.08.001. EC. (2015). Closing the Loop – An EU action plan for the Circular Economy. Brussels: European Commission. EC. (2019). Report from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the implementation of the Circualr Economy Action Plan. Brussels: European Commission. Ghisellini, P; Cialini, C. &amp; Ulgiati, S. (2016). A review on circular economy: the expected transition to a balanced interplay of environmental and economic systems. Journal of Cleaner Production, 114, 11-32. doi: 10.1016/j.jclepro.2015.09.007. Kirchherr, J., Pisciceli, L., Bour, R., Kostense-Smit, E., Muller, J., Huibrechtse-Truijens, A. &amp; Hekkert, M. (2018). Barriers to the Circular Economy: Evidence From the European Union (EU). Ecological Economics, 150, 264-272. Mazzucato, M. (2018). Mission-Oriented Research &amp; Innovation in the European Union – A problem-solving approach to fuel innovation-led growth. Retrieved from: European Commission; https://ec.europa.eu/info/sites/info/files/mazzucato_report_2018.pdf Nederland circulair in 2050. Rijksbreed programma Circulaire Economie (2016). Den Haag: Ministerie van Infrastructuur en Milieu &amp; Ministerie van Economische Zaken. Stahel, W.R. (2016) The Circular Economy. Nature, 531(7595), 435-438. UN. (2018). 2018 Global Status Report – Towards a zero-emission, efficient and resilient buildings and construction sector. United Nations Environment Programme. UNCTAD. (2018). Circular Economy: The New Normal (Policy Brief No. 61). Retrieved from United Nations Conference on Trade and Development (UNCTAD): https://unctad.org/en/PublicationsLibrary/presspb2017d10_en.pdf

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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 particularidades, qué tipo de estrategias se han utilizado para configurarse y cuáles de ellas se asocian a la educación formal, así como qué tipo de carencias de formación transversal presentan. Se ha desarrollado una metodología cuantitativa no experimental siendo la técnica de recogida de información empleada el cuestionario (diseñado y validado en el marco del proyecto) a partir de un enfoque de investigación exploratoria. Hemos encontrado que los estudiantes prefieren las clases presenciales y el uso de documentos tradicionales frente a la enseñanza virtual o los recursos en línea. Además en su contexto académico no parecen tener preferencias por el uso de herramientas de comunicación en línea ni de redes sociales, mostrando que apenas usan herramientas telemáticas de gestión de información y que sus herramientas de uso habitual son Google Drive y los buscadores de información.

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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 of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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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 vez más extenso. Esta primera publicación tiene por objetivo introducir los sistemas de protección de trayectorias, con una exposición que abarca desde su conceptualización y sus objetivos hasta sus dos principales componentes: detección e intervención. Además, presenta un breve panorama de la exclusión educativa en ALC, junto con una revisión de la literatura sobre los principales factores que inciden en la desvinculación de los estudiantes. Por último, detalla lecciones aprendidas y recomendaciones para poner en marcha sistemas de protección de trayectorias educativas.

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