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Books on the topic 'Tertiary education level'

Author: Grafiati

Published: 22 July 2024

Last updated: 31 July 2025

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1

Ross, Lisa. Environmental education in Bangladesh at the tertiary level. Bangladesh Centre for Advanced Studies, 1995.

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2

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. Institute of International Education, 1989.

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3

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. Institute of International Education, 1989.

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4

Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. Institute of International Education, 1989.

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5

South African Information Exchange (Institute of International Education), United States Information Agency, and W. K. Kellogg Foundation, eds. Linkages at the tertiary level between U.S. & South African institutions: A directory & a handbook. Institute of International Education, 1994.

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6

Christensen, Peter. The road forward?: Alternative assessment for Aboriginal and Torres Strait Islander students at tertiary level. Dept. of Employment, Education, Training and Youth Affairs, 1997.

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7

Barkat, Abul. Situational analysis of sexual harassment at tertiary level education institutes in and around Dhaka. UN Women, 2013.

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8

Statistics, UNESCO Institute for. The Caribbean and Latin America: English, Dutch and French-speaking countries, good neighbours, Caribbean students at the tertiary level of education. UNESCO Institute for Statistics, 2001.

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9

Moore, Euna A. A review of tertiary level courses in Barbados relevant to sustainable development in the Caribbean. University of the West Indies, Centre for Environment and Development, 1994.

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10

National Conference on Teaching & Learning at Tertiary Level in Bangladesh (1st 2011 Daffodil International University). Conference proceedings of the National Conference on Teaching & Learning at Tertiary Level in Bangladesh, December 30, 2011: "employability focus in higher education : the what, why, and how?". Daffodil International University, 2011.

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11

Iwugo, K. O. Tertiary level education and training in water and environmental control technology: African perspectives : an inaugural lecture delivered at the University of Lagos on Wednesday, April 24, 1991. University of Lagos Press, 1991.

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12

Macquarie University. Graduate School of the Environment. and Unesco, eds. A Greener Pacific: Environmental education at a general level in tertiary institutions of the Pacific sub-region : proceedings of a seminar and workshops 24-28 September 1989 held at the Graduate School of the Environment, Macquarie University, Sydney 1989. Graduate School of the Environment, Macquarie University, 1990.

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13

Samuel, John. Educational initiatives at the tertiary level for black South Africans: Constraints, changes, and challenges. IIE (Institute of International Education), 1992.

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14

Institute of Policy Studies (Colombo, Sri Lanka), ed. Responding to future challenges in education and training: Policy issues at the higher and tertiary levels. Institute of Policy Studies, 1995.

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15

Spolsky, Bernard, and Eun Sung Park. English Education at the Tertiary Level in Asia. Taylor & Francis Group, 2018.

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16

Macpherson, Alice, and Christina Page. Level Two Peer Tutoring Fundamentals and Integration Workbook. Kwantlen Polytechnic University Publishing, 2019.

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17

Macpherson, Alice, and Christina Page. Level One Peer Tutoring Fundamentals and Integration Workbook. Kwantlen Polytechnic University Publishing, 2020.

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18

Teffera, Fekadu. Planning the development of tertiary level education for Ethiopia: A manpower planning objective. 1986.

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19

English Education at the Tertiary Level in Asia: Trends and Challenges. Taylor & Francis Group, 2017.

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20

Rollnick, Marissa. Identifying Potential for Equitable Access to Tertiary Level Science: Digging for Gold. Springer, 2014.

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21

Rollnick, Marissa. Identifying Potential for Equitable Access to Tertiary Level Science: Digging for Gold. Springer London, Limited, 2010.

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22

Spolsky, Bernard, and Eun Sung Park. English Education at the Tertiary Level in Asia: From Policy to Practice. Taylor & Francis Group, 2017.

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23

Spolsky, Bernard, and Eun Sung Park. English Education at the Tertiary Level in Asia: From Policy to Practice. Taylor & Francis Group, 2017.

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24

English Education at the Tertiary Level in Asia: From Policy to Practice. Taylor & Francis Group, 2017.

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25

Teffera, Fekadu. Planning the development of tertiary level education for Ethiopia: a manpower planning perspective. 1986.

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26

Australia. Windows onto worlds: Studying Australia at tertiary level : The report of the Committee to Review Australian Studies in Tertiary Education. Australian Govt. Pub. Service, 1987.

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27

Windows onto worlds: Studying Australia at tertiary level : the report of the Committee to Review Australian Studies in Tertiary Education. Australian Govt. Pub. Service, 1987.

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28

Comba, Julia Teresa. Study of the supervision of students, in clinical settings, in Diploma level registered nurse preparatory programmes, in the Australian tertiary education sector. 1989.

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29

Zhongguo da xue Ying yu jiao xue lu zai he fang: A way out for EFL at tertiary level education in mainland China. Shanghai jiao tong da xue chu ban she, 2012.

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30

Rupa, Thauhida. Lack of Critical Thinking Ability among the Primary and High School Students of Bangladesh and Its Effects on Their Tertiary Level Education and Employment Prospects. GRIN Verlag GmbH, 2017.

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31

Sahoo, Dukhabandhu, Diptimayee Mishra, Auro Kumar Sahoo, Phendulwa Zikhona Makunga, and Jayanti Behera. Regional and subregional analyses of macroeconomic policy strategies for growth and equality in Southern Africa. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/933-4.

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We investigate the relevance of beta (β, absolute and conditional) and sigma (σ) convergence in the economies of the Common Monetary Area of Southern Africa and in the provinces of the Republic of South Africa using panel data, allowing an understanding of growth and inequality in the region. The region has experienced β- and σ-convergence; however, growth rates of per capita gross domestic product are low at aggregate and sectoral levels. At sectoral level, the performance of the tertiary sector is better than that of the primary and secondary sectors. The relatively poor performance of the p

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32

Dandago, Kabiru Isa. Time management in the life of a scholar. UUM Press, 2015. http://dx.doi.org/10.32890/9789670876221.

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Time management is a subject that concerns everybody: Male and female; rich and poor; young and old; leaders and followers; educated and uneducated; etc.It is a challenge that has to be faced squarely by everyone who is interested in accomplishing his/her tasks within the limited time available, and this time is equally endowed. This book is specifically focused on scholars, as role models for effective time management.These scholars could be at the primary school level, secondary school level, tertiary educational institutions (universities, polytechnics, colleges of education, etc.), researc

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33

Czura, Anna, and Melinda Dooly, eds. Assessing virtual exchange in foreign language courses at tertiary level. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.59.9782383720102.

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This volume is an important output of the ASSESSnet, an EU-funded project that aimed at investigating assessment practices in Virtual Exchange (VE) projects in Foreign Language (FL) courses at tertiary level. It starts with the discussion of selected aspects of VE and assessment design, and a summary of ASSESSnet project results. The following chapters present real-life examples of planning and administering assessment in VE projects in diverse educational settings. The descriptions of case studies are often supplemented by concrete examples of task descriptions, assessment rubrics, self-asses

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34

Aleshkovskiy, I. A., G. F. Belyaeva, A. T. Gasparishvili, et al. The education system of a Russian region: a comprehensive analysis. Kemerovo State University, 2021. http://dx.doi.org/10.21603/978-5-8353-2648-8.

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The monograph was prepared within a project of the Vernadsky-Kuzbass Scientific and Educational Consortium. It presents a comprehensive study of the 2010–2018 education system of Kuzbass carried out by the Center for Education Development Strategy at M.V. Lomonosov Moscow State University. The study compared the education systems in Kuzbass and other regions of Russia, drawing on related statistical data and reference materials. It also involved sociological surveys to identify the attitude of educators at three levels – general secondary, secondary vocational and tertiary – to the development

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35

Lim, Fei Victor, and Jack Pun, eds. Designing Learning with Multimodality in English Medium of Education (EME) Classrooms Across Asia. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350358294.

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This book provides evidence-based and pedagogically-focused analyses of a variety of multimodal resources to scaffold learning in contexts of English-Medium Education (EME) in Asia. The contributing authors are active researchers in the field of EME and multimodality across the primary, secondary and tertiary levels, from Hong Kong, Indonesia, Japan, Singapore, South Korea, Taiwan and Thailand. They explore both the latest theoretical conceptions on the design of EME, by harnessing the affordances of multimodality, as well as practical applications of multimodal pedagogies for the teaching and

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36

Cole, Ester, and Maria Kokai, eds. Consultation and Mental Health Interventions in School Settings. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00583-000.

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This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are c

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37

Braae, Nick, and Lesley Brook. Creating and Evaluating Impact: A Resource for Creative Arts Researchers. Otago Polytechnic Press, 2024. http://dx.doi.org/10.34074/book.312.

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The concept of “impact” has grown in currency and prevalence in New Zealand research environments over recent decades. In 2015, the Ministry of Business, Innovation and Employment (MBIE) established the “joint pillars of excellence and impact for the research system.” In a 2019 position paper, MBIE updated this vision, calling for publicly-funded research to maintain “line-of-sight to impact” whereby “each researcher and institution understands their part in the bigger picture – how their activities have or could contribute, directly or indirectly, to the shared endeavour of impact for New Zea

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38

Gibbon, Trish, ed. Driving Change. African Minds, 2014. http://dx.doi.org/10.47622/9781920677435.

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Driving Changetells a story that exemplifies a basic law of physics, known to all the application of a relatively small lever can shift weight, create movement and initiate change far in excess of its own size. It tells a story about a particular instance of development co-operation, relatively modest in scope and aim that has nonetheless achieved remarkable things and has been held up as an exemplar of its kind. It does not tell a story of flawless execution and perfectly achieved outcomes: it is instead a narrative that gives some insight into the structural and organisational arrangements,

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39

Murano, Dana M., and Richard D. Roberts. Traversing the Gap Between College and Workforce Readiness: Anything But a “Bridge Too Far”! Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0014.

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This chapter reviews Chapters 11–13. Each chapter offers possible solutions for bridging the apparent gap between college and workforce readiness while inherently highlighting ways in which these two readiness domains are analogous. Across the chapters, an integrative framework for studying noncognitive skills across putative domains remains elusive, although it is possible. The authors also discuss various approaches to the measurement of noncognitive skills and both practical and policy implications. This chapter focuses on next steps that can be taken in an effort to resolve issues surround

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