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Relevant bibliographies by topics / Zambia. Ministry of Education

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Academic literature on the topic 'Zambia. Ministry of Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Zambia. Ministry of Education"

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Kaljee, Linda, Kelvin Munjile, Anitha Menon, et al. "The ‘Teachers Diploma Program’ in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers’ and Students’ Strengths and Challenges in the Context of a School-Based Psychosocial Support Program." International Education Studies 10, no. 2 (2017): 92. http://dx.doi.org/10.5539/ies.v10n2p92.

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In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers’ Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed supp

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Muzata, Kenneth Kapalu, Francis Simui, Dikeledi Mahlo, and Phydes Ng’uni. "Inclusive Education Status through the Lenses of Teachers in Zambia." African Journal of Teacher Education 10, no. 1 (2021): 1–20. http://dx.doi.org/10.21083/ajote.v10i1.6338.

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This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zam

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Simasiku, Tashar. "The Impact of Funding on Quality of Early Childhood Education Service Provision in Zambia from 2015-2018." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 8, no. 1 (2021): 14–24. http://dx.doi.org/10.21522/tijar.2014.08.01.art002.

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High-quality Early Childhood and Education (ECE) is critical to positive child development and generates high economic returns. On the contrary, Access to quality ECE in Zambia remains low particularly for the vulnerable. The situations are compounded by inadequate funding to the ECE subsector. This study evaluated the effect of funding on the quality of ECE in Zambia for the period 2015 to 2018. It assessed the effect of funding on the provision of ECE services by analysing the funding patterns to the Ministry of General Education through to Directorate of Early Childhood Education (DECE), Pr

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Oliver, Magasu, Muleya Gistered, and Mweemba Liberty. "TEACHING STRATEGIES USED IN CIVIC EDUCATION LESSONS IN SECONDARY SCHOOLS IN ZAMBIA." International Journal of Research -GRANTHAALAYAH 8, no. 2 (2020): 39–46. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.182.

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This study sought to investigate the teaching strategies used in Civic Education lessons in secondary schools in Zambia. The study used a descriptive case study design and data was collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive sampling procedure was used to target seventy-four participants. Data collected was analysed using themes that emerged from the literature review and objectives of the study. The main findings of the study were that teachers in secondary schools still used teacher-centred strategies in the teaching of Civic Education despite polic

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Mutale Mulenga, Innocent, and Edward King Chileshe. "Appropriateness and Adequacy of Teaching and Learning Resources and Students’ Industrial Attachment in Public Colleges of Technical and Vocational Education in Zambia." July to September 2020 1, no. 2 (2020): 30–42. http://dx.doi.org/10.46606/eajess2020v01i02.0019.

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Zambia has the largest youthful population of below 15 and 18 years which constitute 45.5% and 52.5% of the total population respectively. This is expected to rise by 2030. However, this huge number of young persons, which should be a great resource for economic development, is mostly unemployed (UNESCO, 2016). For many years now the government of the Republic of Zambia has been running and introducing more Vocational Education and Training Institutions as a way of reducing unemployment amongst young people. Regardless of all these efforts, most youths in Zambia who have graduated from such in

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Luo, Jianhua, and Gift Muyunda. "Teachers' Voice in Zambia." International Journal of Asian Education 2, no. 3 (2021): 388–97. http://dx.doi.org/10.46966/ijae.v2i3.164.

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Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a se

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Chipili, Given. "Association Between Nutrition-Sensitive Agriculture and the Nutrition Status of Children Aged 6–59 Months in Rural Zambia." Current Developments in Nutrition 4, Supplement_2 (2020): 167. http://dx.doi.org/10.1093/cdn/nzaa043_018.

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Abstract Objectives To access the association between nutrition-sensitive agriculture and the nutrition status of children aged 6–59 months in rural Zambia. Methods We examined associations between crops grown in households and height-for-age (HAZ), Weight-for-age (WAZ) and weight-for-height (WHZ) Z- scores in children age 6–59 months of Kapiri-Mposhi district in the Central Province of Zambia. T-test was performed to compare means values of various indicators of nutrition status (Z-scores) for different categories of test variables. The test variables considered here were crops grown by house

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Musonda, A. M. "Improving Access to Care Through Community Engagement: Zambian Case." Journal of Global Oncology 4, Supplement 2 (2018): 161s. http://dx.doi.org/10.1200/jgo.18.49600.

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Background and context: Zambia has total population of 16,405,229, life expectancy at birth is 53.3% and HIV prevalence rate is 13.3%. Though established in November 1977, the Zambia National Cancer Registry was only enhanced in 2015 leading to the publication of the 2008-2012 report. The overall age-standardized cancer incidence rate for both sexes in 2012 was 136.2 per 100,000 for all cancers, mortality rate was 104.9 per 100,000 71% these being new cancer cases due to patients presenting late with advanced disease. Aim: Increasing awareness and access to cancer care services within the exis

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Chileshe, Lukonde Derrick. "Teacher Educators’ Perceptions of Environmental Education As a Crosscutting Issue and Their Participation in Its Teaching at Kitwe and Mansa Colleges of Education." Journal of Law and Social Sciences 1, no. 1 (2012): 53–65. http://dx.doi.org/10.53974/unza.jlss.1.1.368.

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This study was undertaken to investigate the respondents’ perceptions of Environmental Education (EE) and participation in its teaching at Kitwe and Mansa Colleges of Education in Zambia. The study used both qualitative and quantitative research approaches which also included questionnaires, observations and focus group discussions as research instruments. Content analysis was used to ascertain teacher educators’ participation in EE. A sample comprised thirty-three purposively selected college teacher educators. The data collected was analysed both qualitati

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Kanene, Kennedy, and Demian Mwendabai Mushungekelwa. "Patterns of Stress Experienced by Secondary School Teachers in Choma District of Southern Province of Zambia." Journal of Studies in Education 6, no. 3 (2016): 263. http://dx.doi.org/10.5296/jse.v6i2.9910.

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The present paper presents the results of the study that investigated the patterns of stress experienced by secondary school teachers in Choma District of Zambia. The study objectives included; to establish the forms of stress faced by teachers; and to recommend solutions to the identified patterns of stress. A descriptive survey design was used in the study where a sample of six secondary schools and 120 teacher were selected from the District using the simple random sampling technique. The Teacher Stress Inventory (TSI) questionnaire was employed in the study. According to the study teachers

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Dissertations / Theses on the topic "Zambia. Ministry of Education"

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Banda, Abedanigo Christopher Kwenje. "Interactions between capital and recurrent budgets in the Zambian Ministry of Agriculture and Water Development." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24471.

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The aim of this study has been to explain the relationship between capital (development) expenditures and the growth of recurrent expenditures in the Zambian Ministry of Agriculture and Water Development (1975-1983). Three models were developed and tested. The first model tested the theory of incrementalism. Proponents of incrementalism advocate that the recurrent budget in a previous period is the most important explanatory variable in the determination of recurrent budget expenditures in the subsequent period. An extension on the first model included capital expenditures in the determinatio

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Kondolo, Kapemwa. "The ministry of music: a case study on the United Church Of Zambia and the New Jerusalem Church." University of the Western Cape, 2015. http://hdl.handle.net/11394/4843.

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Doctor Theologiae<br>This research project is situated in the history of Christianity in Zambia with specific reference to the relationship between the United Church of Zambia and the New Jerusalem Church, one of the so-called African Instituted Churches (AICs). Since the 1950s numerous members of the UCZ have become attracted to the New Jerusalem Church. Why is this case? One may identify several factors in this regard, including the administration of sacraments such as Baptism and Holy Communion also the ministry of faith healing, the ministry of pastoral care the confession of sins and th

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Sichula, Osward Pearson. "Hospitality in urban Baptist congregations in Zambia and the role of pastoral ministry / Osward Pearson Sichula." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2071.

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Perez, Susan Carew. "Literacy as ministry." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

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Syachaba, Pandey Zekeza. "Globalisation, education and gender : education provision for girls in Zambia." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29389.

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This study explores the nature of globalisation and patriarchy and analyses their consequences for education and in particular the education of women and girls. This thesis argues that a significant contributory factor in the slow progress in addressing the gender inequalities in education in developing countries such as Zambia is the lack of attention to the combined effects of globalisation and patriarchy on girls’ education. This study argues that globalisation and patriarchy together impact negatively on the education of women and girls, and supports that argument with reference to supra-n

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Mumba, Elizabeth Cisece. "Integrated nonformal education in Zambia : the case of Chipata District." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27670.

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This research was concerned with integrated nonformal education programmes in Zambia. The purposes of the research were: (1) to identify factors thought by administrators to facilitate and hinder the implementation of integrated nonformal education programmes; (2) to establish the relative influence of each factor; (3) to determine the perceived degree of integration from the perspective of four administrative levels; and (4) to determine skills and knowledge acquired from integrated nonformal education programmes through the perceptions of participants. Critical incident interviews and quest

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Cervantes, Carmen Maria. "Catholic education for ministry among Hispanics." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3196.

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PROBLEM: Programs to educate Hispanics for ministry require special training , knowledge of students' needs, appropriate curriculum, teaching methodology, and educational materials. PURPOSE: To identify the teachers' background and preparation, the students' general characteristics, and the characteristics and problems of the educational process. To draw recommendations for improving teacher training, curriculum planning, teaching methodology, and educational materials. PROCEDURE: Questionnaires were distributed among all teachers in Catholic Education for Ministry Among Hispanics (CEMH) in Ca

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Huard, Geoff. "Ministry education for the new frontier : a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Huard, Geoff. "Ministry education for the new frontier a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Books on the topic "Zambia. Ministry of Education"

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Review of the Ministry of Education sector plan: Zambia. Ministry of Education, 2007.

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Zambia, Ministry of Education Communities Supporting Health HIV/AIDS Nutrition Gender and Equity Education in Schools Programme. Kazungula District profile: Report on the community sensitisation and mobilisation campaign by the CHANGES Programme in the Ministry of Education, Zambia. Communities Supporting Health, HIV/AIDS, Nutrition, Gender and Equity Education in Schools Programme, Ministry of Education, 2003.

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Christensen, Per. A brief outline of the skills training projects at the schools for continuing education in the Ministry of General Education, Youth and Sport in Zambia in terms of ESDP. Zambia Ministry of General Education, Youth and Sport, 1989.

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Party, Copperbelt University Working. Report of the Working Party appointed by the hon. minister of higher education to advise on the transformation and incorporation of the Zambia Institute of Technology into the Copperbelt University, School of Technology. s.n., 1988.

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O'Neill, Holly A. Zambia. American Association of Collegiate Registrars and Admissions Officers, 1995.

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Chris, Elbers, Gunning Jan, and Netherlands. Ministerie van Buitenlandse Zaken. Inspectie Ontwikkelingssamenwerking en Beleidsevaluatie, eds. Primary education in Zambia. Ministry of Foreign Affairs, 2008.

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Kemp, A. A. M. de. Primary education in Zambia. Ministry of Foreign Affairs, 2008.

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Why Zambia needs civic education. Zambia Civic Education Association, 2004.

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Education in Zambia: Catholic perspectives. Bookworld Publishers, 1999.

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Implementing educational policies in Zambia. World Bank, 1990.

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Book chapters on the topic "Zambia. Ministry of Education"

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Sitali, Mayamba. "Zambia." In Olympic Education. Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-27.

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Plaat, Felice Van Der. "Advocating EFA in Zambia." In Campaigning for “Education for All”. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-879-7_8.

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Shizha, Edward, and Ali A. Abdi. "Democratizing Education in Zambia: Sociohistorical Analyses." In Issues in African Education. Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403977199_13.

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Southern, Alex. "Film and Education." In The Ministry of Education Film Experiment. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_3.

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Mkandawire, Sitwe Benson, and Lynn Ilon. "Higher Education Systems and Institutions, Zambia." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_478.

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Mkandawire, Sitwe Benson, and Lynn Ilon. "Higher Education Systems and Institutions, Zambia." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_478-1.

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Mkandawire, Sitwe Benson, and Lynn Ilon. "Higher Education Systems and Institutions, Zambia." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-017-9553-1_478-2.

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Southern, Alex. "The Ministry of Education Film Experiment." In The Ministry of Education Film Experiment. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_4.

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Wanderi, Jessee. "Pedagogical attributes of the Lozi Silimba from Zambia." In Music Education in Africa. Routledge, 2019. http://dx.doi.org/10.4324/9780429201592-15.

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Southern, Alex. "Education in Post-War Britain." In The Ministry of Education Film Experiment. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_2.

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Conference papers on the topic "Zambia. Ministry of Education"

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"Ministry of Education and Science of Ukraine." In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2018. http://dx.doi.org/10.1109/stc-csit.2018.8526645.

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"Ministry of Education and Science of Ukraine." In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2018. http://dx.doi.org/10.1109/stc-csit.2018.8526665.

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Pereira, Marcus Vinicius, and Agnaldo Arroio. "ANALYSIS OF SCIENCE VIDEOS PRODUCED BY BRAZILIAN MINISTRY OF EDUCATION." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.92.

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It is presented an analysis of science videos produced by Ministry of Education of Brazil to prepare high school students for an exam. It was identified how these videos were produced under filmic analysis framework. They are long duration videos, more similar to TV programs, which incorporate popular Youtube videos to solve problems inset with the dialogue between a presenter (an actor) and a teacher. Also there is weak relation between the guest interviewed and the video subject. Keywords: media literacy, filmic analysis, science education, Youtube.

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Batal, Zaed M. Bin. "Session 9: Special Education | Special Education in Saudi Arabia: The Effort of the Ministry of Education." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0041.

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Siagian, Parulian. "Ministry Orientation Course As A Christian Education Provider In GBI Medan." In Proceedings of the 1st International Conference of Global Education and Society Science, ICOGESS 2019,14 March, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.14-3-2019.2292025.

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Nofiantoro, Wahyu, and Dasril Guntara. "Job Satisfaction of Employees and Partners in an Indonesian Government Ministry." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.145.

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"Words from director of higher education institutional enhancement ministry of research technology and higher education." In 2017 IEEE International Conference on Communication, Networks and Satellite (Comnetsat). IEEE, 2017. http://dx.doi.org/10.1109/comnetsat.2017.8263495.

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Jaweed, Mohammad Ali, and Samiullah Paracha. "An innovative IT support and ticketing system for ministry of higher education." In 2016 International Conference on Advanced Materials for Science and Engineering (ICAMSE). IEEE, 2016. http://dx.doi.org/10.1109/icamse.2016.7840180.

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Uly, Rona, and Irwansyah. "Implementing E-Government Using Web 2.0 at Ministry Of Education And Culture." In 2nd Jogjakarta Communication Conference (JCC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200818.036.

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Klindžić, Jasmin, Jadranka Lasić-Lazić, Mihaela Banek-Zorica, and Mirjana Abramović. "TRAINING THE EDUCATORS - CASE STUDY FROM THE MINISTRY OF INTERIOR, REPUBLIC OF CROATIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1740.

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Reports on the topic "Zambia. Ministry of Education"

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Shapovalov, S. M., ed. Marine expedition research on R/V of the Ministry of Science and Higher Education of the Russian Federation in 2019. Shirshov Institute Publishing House, 2020. http://dx.doi.org/10.29006/0149-2019-0016.

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The volume contains brief information on sea expeditions carried out in 2019 on research vessels operated by organizations subordinate to the Ministry of Science and Higher Education of the Russian Federation. Information selected from preliminary reports from expedition leaders. The goals and objectives of the expeditions are included, the areas of work and the location of the sections and stations are shown, the scientific equipment used in the expeditions is listed, and the main results of the expeditions are given.

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Ashraf, Nava, Erica Field, Alessandra Voena, and Roberta Ziparo. How education about maternal health risk can change the gender gap in the demand for family planning in Zambia. International Initiative for Impact Evaluation (3ie), 2019. http://dx.doi.org/10.23846/ow3ie104.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc

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Snell, Mark. Report on Project Action Sheet PP05 task 3 between the U.S. Department of Energy and the Republic of Korea Ministry of Education, Science, and Technology (MEST). Office of Scientific and Technical Information (OSTI), 2013. http://dx.doi.org/10.2172/1088052.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes betw

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Tiefenthaler, Brigitte. Evaluierung des Netzwerks Altern. Endbericht. Technopolis Group - Austria, 2019. http://dx.doi.org/10.22163/fteval.2019.506.

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In 2015, the Federal Ministry of Education, Science and Research (BMBWF), together with the Federal Ministry of Transport, Innovation and Technology (BMVIT), the Austrian Research Promotion Agency (FFG) and other partners, founded the initiative "Strategic Networking Platforms in the Context of Major Societal Challenges", including such a platform on issues of demographic change. The BMBWF has commissioned the Austrian Platform for Interdisciplinary Ageing Issues(ÖPIA) with its implementation. The three-year BMBWF funding for the Ageing Network expired in mid-2019. Therefore, Department V/10 o

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Ryazantsev, Sergey, and Tamara Rostovskaya. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. ООО Издательско-торговый дом «ПЕРСПЕКТИВА», 2020. http://dx.doi.org/10.38085/978-5-905-790-45-4-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.

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Ryazantsev, Sergey, and Tamara Rostovskaya, eds. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. Perspectiva Publishing, 2020. http://dx.doi.org/10.38085/978-5-905-790-47-8-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.

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Aiginger, Karl, Andreas Reinstaller, Michael Böheim, et al. Evaluation of Government Funding in RTDI from a Systems Perspective in Austria. Synthesis Report. WIFO, Austria, 2009. http://dx.doi.org/10.22163/fteval.2009.504.

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In the spring of 2008, WIFO, KMU Forschung Austria, Prognos AG in Germany and convelop were jointly commissioned by the Austrian Federal Ministry for Transport, Innovation and Technology and the Austrian Federal Ministry of Economy, Family and Youth to perform a systems evaluation of the country's research promotion and funding activities. Based on their findings, six recommendations were developed for a change in Austrian RTDI policy as outlined below: 1. to move from a narrow to a broader approach in RTDI policy (links to education policy, consideration of the framework for innovation such a

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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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Abstract:

On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was conv

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