Bibliografías temáticas / Bureau of Higher and Continuing Education

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Literatura académica sobre el tema "Bureau of Higher and Continuing Education"

Autor: Grafiati
Publicado: 28 de julio de 2024
Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Bureau of Higher and Continuing Education"

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Henkel, Paul, and Marketa Marvanova. "Pharmacists’ Utilization of Information Sources Related to Community and Population Needs in the Upper Midwest and Associations with Continuing Professional Education." Pharmacy 7, no. 3 (2019): 125. http://dx.doi.org/10.3390/pharmacy7030125.

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Background: To investigate information sources utilized in pharmacists’ assessment of population-based health needs and/or community changes; and the association between information sources utilized and reported completion of continuing professional education topics. Methods: In 2017; licensed pharmacists (n = 1124) in North Dakota; South Dakota; Minnesota; Iowa; and Nebraska completed a questionnaire on continuing professional education and information sources on population-based health needs and community changes. Data were entered; cleaned and imported into Stata 11.1. Census Bureau county-
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De Oliveira, Priscila Aparecida Silva, Ângela Pereira Teixeira Victoria Palma, and José Augusto Victoria Palma. "Meaning and significance of the continued training of physical education teachers at the Londrina Municipal Education Bureau." Caderno Pedagógico 21, no. 2 (2024): e2625. http://dx.doi.org/10.54033/cadpedv21n2-010.

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Continued teacher training is a topic that has been studied by several authors and can be understood as a process of complex and continuous development of reflection and construction about the profession and not a product ready to be consumed. The Municipal Department of Education of Londrina (SME) is responsible for the continued training of all teachers who work in the municipal education network. The present study sought to find out, with the Physical Education teachers of the said network, what the meaning and meaning attributed by them, of the continuous training offered by the SME. For t
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Malyar, Lyubov, and Zhanna Milyan. "FOREIGN EXPERIENCE OF TEACHING STAFF QUALIFICATION IMPROVING." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(53) (November 4, 2023): 89–93. http://dx.doi.org/10.24144/2524-0609.2023.53.89-93.

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The article is devoted to the problem of training teaching staff in the USA. It is noted that today in the USA considerable attention is paid not only to the training of teaching staff, but also to the improvement of their qualifications in the postgraduate education system. The purpose of the article is to reveal the features of professional development of teaching staff in the US postgraduate education system. Research methods: study of American scientific literature, analysis, systematization, concretization, generalization of the obtained data. Improving the qualifications of teaching staf
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Butani, Shail J. "Demographics Profile and Safety Aspects Pertaining to the Mining Population." Proceedings of the Human Factors Society Annual Meeting 31, no. 8 (1987): 920. http://dx.doi.org/10.1177/154193128703100816.

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In order for the Bureau of Mines (BOM) to focus health and safety research on the human factor element of the mining operations, it is essential to quantify and characterize the composition of the entire mining workforce with respect to occupation, job experience, age, education, region, etc. The BOM in 1986 began conducting a probability sample survey to measure the population characteristics of the mining industry workforce. The demographics profile provides information to questions such as, “What is the socio-economic background of the population?”, “What are the differences between the var
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Sriskandarajah, Priya, Clare Oni, Claire Woodley, et al. "'Application of Prognostic Scoring in Systemic Mastocytosis Patients within a UK Centre of Excellence: Guys and St Thomas' NHS Foundation Trust.'." Blood 138, Supplement 1 (2021): 3625. http://dx.doi.org/10.1182/blood-2021-152234.

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Abstract Background: Systemic mastocytosis (SM) is a disorder of neoplastic mast cells ranging from indolent to aggressive multi-system disease. We previously reported our large single centre experience managing SM. Since 2019 patients have had access to new treatments within trials. Prognostic scoring systems developed in SM to improve outcome predictions and guide treatment have been a focus of recent studies, although are yet to be validated in real-world setting. We sought to apply these scoring systems within our UK cohort, with a particular focus on the international prognostic score (IP
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Mehta, Jal. "The Penetration of Technocratic Logic into the Educational Field: Rationalizing Schooling from the Progressives to the Present." Teachers College Record: The Voice of Scholarship in Education 115, no. 5 (2013): 1–36. http://dx.doi.org/10.1177/016146811311500507.

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Context No Child Left Behind is only the most recent manifestation of a longstanding American impulse to reform schools through accountability systems created from afar. While research has explored the causes and consequences of No Child Left Behind, this study puts the modern accountability movement in longer historical perspective, seeking to identify broader underlying patterns that shape this approach to reform. Purpose and Research Design The study explores the question of the short and longer-term causes of the movement to “rationalize” schools by comparing three major movements demandin
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Kang, Hui, and Seungho Kang. "Analysis of Regional Education Inequality Trends in China (2001∼2021)." Northeast Asia Economic Association Of Korea 36, no. 2 (2024): 1–32. https://doi.org/10.52819/jnes.2024.36.2.1.

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Educational policies primarily aim to reduce educational inequality by increasing access to basic and higher education. According to existing literature, scholars have yet to reach a consensus on whether there is a significant relationship between the expansion of education and educational inequality, and whether this relationship is positive or negative. Thus, this paper utilizes data from the National Bureau of Statistics of China from 2001 to 2021 to analyze the state of educational expansion. It calculates the Theil index using the average years of education as an indicator to analyze the
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Vij, Ravi, Jonathan L. Kaufman, Andrzej J. Jakubowiak, et al. "Final Results From the Bortezomib-naïve Group of PX-171-004, a Phase 2 Study of Single-Agent Carfilzomib in Patients with Relapsed and/or Refractory MM." Blood 118, no. 21 (2011): 813. http://dx.doi.org/10.1182/blood.v118.21.813.813.

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Abstract Abstract 813FN2 Introduction: Carfilzomib is a next-generation proteasome inhibitor that selectively and irreversibly binds to its target, resulting in sustained inhibition absent of off-target effects relative to bortezomib. Carfilzomib has demonstrated durable anti-tumor activity and an acceptable tolerability profile in patients with multiple myeloma (MM). Final results will be presented for the bortezomib-naïve group of PX-171-004, a phase 2 study of single-agent carfilzomib in patients with relapsed and/or refractory MM. Herein we report the most recent data analysis available a
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Willis, Lauren, Emily S. Van Laar, Tristin Abair, et al. "Evidence of Improved Knowledge and Skills Among Hematologists/Oncologists Participating in Online CME-Certified Activities." Blood 138, Supplement 1 (2021): 4958. http://dx.doi.org/10.1182/blood-2021-145375.

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Abstract Background: Several regimens are currently available for the treatment of newly diagnosed or relapsed/refractory multiple myeloma (R/R MM). This has subsequently led to the development of a variety of novel management strategies. Because of the rapidly changing treatment landscape, it is challenging for hematologists/oncologists (hem/oncs), particularly those in community-based settings, to stay current on recent data and clinical practice guidelines. Aim: The objective of this study was to determine if a curriculum of online continuing medical education (CME) activities could improve
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Plyusnina, Inna V., Yusup Sh Rasumov, and Iman T. Abdukadirova. "DEVELOPMENT OF CONTINUING EDUCATION IN HIGHER EDUCATION INSTITUTIONS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 12/10, no. 153 (2024): 138–43. https://doi.org/10.36871/ek.up.p.r.2024.12.10.020.

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Today, with the rapid development of the knowledge economy and information technology, the concept of universal learning and lifelong learning is deeply rooted in the hearts of people. Against this background, continuing education is attracting more and more attention from people, the decisive role in the social development of the model of development of continuing education in the USA, Great Britain and Germany, as well as studying the state of development of continuing education in Russia, this article summarizes the shortcomings in the development of models of continuing education, and also
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Tesis sobre el tema "Bureau of Higher and Continuing Education"

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Devlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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Crouse, Tara Elizabeth Ann. "Higher education in prisons, a historical analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ57101.pdf.

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Karpel, Nichole. "Examining Not-for-Profit Higher Education Faculty Attitudes and Knowledge Toward For-Profit Higher Education Institutions." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557567.

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<p> Over the last decade, for-profit higher education has been the fastest growing segment within higher education. Despite the growth, little research exists about for-profit higher education institutions. The purpose of this exploratory, descriptive, quantitative study was to examine the attitudes and knowledge of higher education faculty toward for-profit higher education institutions. </p><p> A conceptual framework was used to understand various topics about for-profit higher education institutions. An instrument was developed to measure attitudes and knowledge and distributed through
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Crawford, Karin. "Continuing professional development in higher education : voices from below." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2146/.

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The purpose of this research is to further understanding of faculty-based academics’ views on what influences their understandings, behaviours and attitudes towards their continuing professional development. Informed by critical realist ontology, it is argued that it is necessary to explore academics’ understandings and accounts of professional development in their practice context in order to gain a better understanding of the complexity and differential practices that underlie professional development in academia. In doing so, the research addresses the current under-representation in the li
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Fluellen, Jackiethsha Lynette. "Single Mothers of Young Children and Continuing Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2815.

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The number of households headed by single mothers living in poverty exceeds that of all other categories of poverty-stricken households, and poverty impacts the children negatively in various ways. When single mothers choose not to continue their education, they lessen their chances of finding higher paying jobs and raising their families out of poverty. The purpose of this phenomenological study was to better understand why some single mothers decided to continue into higher education. The study considered the decisions of 6 single mothers of young children in Montgomery County, Texas, and th
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Henderson, Holly. "Local students in higher education cold spots : placed possible selves and college-based higher education." Thesis, University of Birmingham, 2019. http://etheses.bham.ac.uk//id/eprint/8841/.

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This thesis explores experiences of college-based higher education (CBHE) in England, positioning this type of provision within the national and local geographies of English higher education. Focusing on institutions located in higher education 'cold spots', the thesis situates these institutions within local and policy narratives of both lack of and need for educational opportunity. The case study research design examines two case institutions, and involves documentary analysis and interviews with higher education directors, tutors and final year students on two degree courses in each college
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Gikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.

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Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teach
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Goodwin, Yvonne Allen. "Stopping but never letting go: A qualitative study of African American adult students pursuing high school completion." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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Barragan, Roberto Jr. "Examining the needs for student services of adult learners in continuing higher education." FIU Digital Commons, 1989. http://digitalcommons.fiu.edu/etd/1403.

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The primary purpose of this study was to examine the availability and quality of student services offered to adult learners in selected continuing education programs in Dade County, Florida. The two basic research questions addressed in this study were: 1) What are the student services being provided to adult learners by the selected colleges and universities? 2) What is the quality of these services being provided as perceived by administrators and adult learners at their institutions? Two groups comprised the population for this study. One group sample of adult learners enrolled in credit co
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Frazier, Andrea P. "An Evaluation of Physician-to-Patient Communication Training in Medical Schools across the United States| A Status Report on the Nation's Efforts to Promote Health Literacy by Adding Health Literacy Courses to Medical School Curriculum." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561142.

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<p> This research study employed a mixed method sequential approach and investigated the number of Schools of Medicine within the United States that offer health literacy as a component of their curriculum and a course of study within the academic setting. Data were gathered from medical school surveys and personal interviews. Curriculum content, learning objective, subject matter sequence, assessment, course schedule, and other relevant elements were evaluated as comparison components of the data collected from these two methods. This study focused solely on 71 of the 154 Schools of Medicine
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Libros sobre el tema "Bureau of Higher and Continuing Education"

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H, Gessner Quentin, ed. Handbook on continuing higher education. American Council on Education, 1987.

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Shoemaker, Cynthia. Leadership in continuing education in higher education. Xlibris, 2008.

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Colin, Titmus, and Society for Research into Higher Education., eds. Widening the field: Continuing education in higher education. SHRE, 1985.

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Knust, Michaela, and Anke Hanft, eds. Continuing Higher Education and Lifelong Learning. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9676-1.

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W, Lerner Allan, and King B. Kay, eds. Continuing higher education: The coming wave. Teachers College Press, 1992.

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Snyder, Thomas D. Higher education administrative costs: Continuing the study. Office of Educational Research and Improvement, U.S. Dept. of Education, 1988.

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Snyder, Thomas D. Higher education administrative costs: Continuing the study. Office of Educational Research and Improvement, U.S. Dept. of Education, 1988.

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Snyder, Thomas D. Higher education administrative costs: Continuing the study. Office of Educational Research and Improvement, U.S. Dept. of Education, 1988.

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C, Galambos Eva, and United States. Office of Educational Research and Improvement., eds. Higher education administrative costs: Continuing the study. Office of Educational Research and Improvement, U.S. Dept. of Education, 1988.

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1962-, Kim Mi-ran, and Hanʼguk Kyoyuk Kaebarwŏn, eds. Higher education and lifelong education in Korea. Korean Educational Development Institute, 2007.

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Capítulos de libros sobre el tema "Bureau of Higher and Continuing Education"

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Groombridge, B. "Higher and continuing education." In Satellite Technology in Education. Routledge, 2023. http://dx.doi.org/10.4324/9781032629810-12.

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Faulstich, Peter, Gernot Graeßner, Ursula Bade-Becker, and Bianca Gorys. "Continuing Higher Education in Germany." In Continuing Higher Education and Lifelong Learning. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9676-1_4.

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Zawacki-Richter, Olaf, and Alexandra Reith. "Continuing Higher Education in Finland." In Continuing Higher Education and Lifelong Learning. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9676-1_5.

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Dunkel, Torsten, and Isabelle Le Mouillour. "Continuing Higher Education in France." In Continuing Higher Education and Lifelong Learning. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9676-1_6.

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Pellert, Ada, and Eva Cendon. "Continuing Higher Education in Austria." In Continuing Higher Education and Lifelong Learning. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9676-1_8.

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De Meyer, Arnoud, and Jovina Ang. "The challenge of continuing education." In Building Excellence in Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003083719-13.

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Bergman, Matt. "Adult Learners in Higher Education." In The Handbook of Adult and Continuing Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-33.

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Ng, Steven Kwan Keung, Fu Lee Wang, Kenneth Wong, and Louise Luk. "Integration of Placement in Higher Education to Provide Holistic Education." In Hybrid Learning and Continuing Education. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39750-9_36.

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Kitchener, Mary. "Continuing Academic Professional Development." In A Field Guide to Working in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003388012-18.

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Geldermann, Brigitte, and Susanne Schade. "Continuing Higher Education in the United Kingdom." In Continuing Higher Education and Lifelong Learning. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9676-1_7.

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Actas de conferencias sobre el tema "Bureau of Higher and Continuing Education"

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Xiao, Hannan, Joseph Spring, Xiaoke Xu, and Ning Wang. "THE CONTINUING IMPACT OF A PANDEMIC ON LEARNING AND TEACHING IN HIGHER EDUCATION: THE ACADEMICS' PERSPECTIVE." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0595.

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Pfeiffer, Alexander, Thomas Wernbacher, Stefan Bezzina, Vincent Vella, and Alexiei Dingli. "EXPLORING THE INTEGRATION OF GENERATIVE AI IN HIGHER EDUCATION: STUDENT PERSPECTIVES AND EXPECTATIONS AT THE UNIVERSITY FOR CONTINUING EDUCATION KREMS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1207.

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Ochoa, Valery A., Henry Osorto, and Ada S. Rodriguez. "Teaching Entrepreneurship in Civil Engineering and Architecture: Self-Diagnosis of Competencies in University Professors." In I Conferencia Internacional de Ciencia, Tecnología e Innovación. Trans Tech Publications Ltd, 2024. http://dx.doi.org/10.4028/p-ou0ute.

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The present study reflected on the role of teachers of architects and civil engineers in the promotion of entrepreneurship as an institutional axis of higher education centers with the aim of identifying the entrepreneurial competencies they possess through a self-diagnosis based on a mixed approach through a survey questionnaire established after a literature review of the subject and considering the opinion of experts. resulting in the profiles of teachers, their knowledge, skills, social roles, character traits, values and motivations that they possess in their classrooms, as well as the le
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DNESTREAN, Tatiana, and Aurelia RACU. "Multidisciplinary approaches in initial and continuing education." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p90-96.

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Complex social problems request a combination of the knowledge from different fields. Thus, in order to provide the necessary support to people with disabilities, multidisciplinary intervention is indispensable at the practice level. Professionals from relevant to disability fields (socio-psycho-pedagogy, health, law, etc.) must learn to work together, and initial and continuous training programs need to be adjusted accordingly. They have to be supported to develop communication abilities and conflict avoidance skills, to learn how to work as a team in order to achieve joint results, thus requ
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Risquez, Angelica, Dara Cassidy, Gearóid Ó Súilleabháin, Roisin Garvey, and Sinead Spain. "Online Continuing Professional Development: An integrative approach." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9423.

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This paper reports on the design, development, delivery and evaluation of an online continuing professional development (CPD) course in the area of online teaching by three Irish Higher Education Institutes (HEIs). The course was developed in the context of a nationally coordinated effort to promote CPD of those that teach in Higher Education through digital badges. Survey results suggest a very high overall satisfaction rate with the course as a whole, increased levels of knowledge and confidence in relation to teaching online, and also intended transference to practice. While the external mo
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Misra, S. C., O. P. Sha, and P. Misra. "Higher Education in Maritime Technology." In Education, Training & Continuing Professional Development of Marine Engineers in the Maritime Industry. RINA, 2006. http://dx.doi.org/10.3940/rina.et.2006.06.

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Wen, Xinxiu, Zeping Yang, and Zhanquan Wang. "Exploration on Improving the Quality of Continuing Education Teaching." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.48.

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Jansen, Anne, and Timna Rother. "Different Implementation Variants of the Synchronous Hybrid Setting in Continuing Education." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17028.

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The synchronous hybrid setting combines face-to-face and online learning at the same time. This format offers freedom of choice of learning location, which is an advantage for participants in continuing education. However, the implementation of this setting poses some challenges for participants, lecturers, and programme management. The aim of this study is therefore to identify the different ways in which the synchronous hybrid setting can be implemented in continuing education to take advantage of its opportunities and to address its challenges. Based on structured interviews with programme
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Gorodova, Jessica, Natalya Pachina, Svetlana Tkachenko, and Georgy Pachin. "Digital Literacy in the Aspect of Continuing Teacher's Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482483.

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Rezak, Elena Vladmirovna, and Ellina Mikhailovna Vikhtenko. "Digital Technologies for Continuing Education Using Foreign Language Learning." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482545.

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Informes sobre el tema "Bureau of Higher and Continuing Education"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, pu
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Chea, Phal, Seyhakunthy Hun, and Sopheak Song. Permeability in Cambodian Post-secondary Education and Training: A Growing Convergence. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.130.202109.

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The distinction between vocational training and academic education can be traced back to different institutional structures in medieval Europe. However, owing to an increasing need for higher-level skills to respond to market demand, countries have resolved to establish flexible pathways for students on both tracks or systems to move or transfer across to each other. Permeability in education and training refers to the possibility for learners to transfer between different types of education and between different levels of qualifications. In its recommendations, UNESCO highlights the important
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Reeb, Tyler, Barbara Taylor, and James Reuter. L&D On-ramps and Off-ramps for the Mobility Workforce: A Blueprint for Knowledge Ecosystem Formation in the Fourth Industrial Revolution. Mineta Transportation Institute, 2024. https://doi.org/10.31979/mti.2024.2333.

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After a yearlong consensus study, this report presents a blueprint with implementation tools and strategies for CSULB and other CSU campuses to adopt a knowledge ecosystem model in higher education. By conducting talent pipeline pilots for internship preparation activities and related survey and focus group research, the research team found near universal support for pursuing university-industry partnerships. Faculty identified extracurricular activities, experiential learning opportunities, and guidance on further education as their top three priorities when mentoring students in professional
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Rivera, John Paolo, Cynthia Cudia, and Tereso Jr Tullao. Assessing the Readiness of Filipino MRA-supported Professions To Participate in the Mobility of Skilled Labor in the ASEAN Region: Lessons for APEC Economies. Philippine Institute for Development Studies, 2019. https://doi.org/10.62986/dp2019.12.

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As a single market and production base, the ASEAN Economic Community (AEC) enabled ASEAN Member States (AMS) to take advantage of the free flow of goods, services, funds, and labor. The free movement of labor, particularly skilled, to economies with lucrative opportunities allows them to realize higher returns on their investments in human capital. Such movement is facilitated by mutual recognition arrangements (MRAs) where AMS agreed on recognition mechanisms (i.e., equivalence of registration, licensing requirements, and reciprocity requirements) that facilitated mobility of skilled professi
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Guevara-Castañeda, Diego Alejandro, Leonardo Villar-Gómez, Olga Lucía Acosta-Navarro, et al. Report of the Board of Directors to the Congress of Colombia, February 2025. Banco de la República, 2025. https://doi.org/10.32468/inf-jun-dir-con-rep-eng.01-2025.

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In 2024, the macroeconomic adjustment process continued, characterized by a sustained reduction in inflation that began in 2023 and a decline in the current account deficit of the balance of payments. This adjustment took place in the context of a contractionary monetary policy, with a gradual reduction in the monetary policy interest rate. GDP grew by 1.7%, driven by investment and consumption, while employment increased by 2.2%. Foreign reserves remained at adequate levels, and Banco de la República recorded a profit of COP 10,041 billion, benefiting from the returns on foreign reserves. Mac
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Vargas-Herrera, Hernando, Juan Jose Ospina-Tejeiro, Carlos Alfonso Huertas-Campos, et al. Monetary Policy Report - April de 2021. Banco de la República de Colombia, 2021. http://dx.doi.org/10.32468/inf-pol-mont-eng.tr2-2021.

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1.1 Macroeconomic summary Economic recovery has consistently outperformed the technical staff’s expectations following a steep decline in activity in the second quarter of 2020. At the same time, total and core inflation rates have fallen and remain at low levels, suggesting that a significant element of the reactivation of Colombia’s economy has been related to recovery in potential GDP. This would support the technical staff’s diagnosis of weak aggregate demand and ample excess capacity. The most recently available data on 2020 growth suggests a contraction in economic activity of 6.8%, lowe
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Teacher Training through Open, Distance and Technology-Enabled Learning in Rwanda. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5506.

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This baseline study focuses on analyzing policies and practices related to open and distance learning (ODL) and technology-enabled learning (TEL) in teacher education in Rwanda. The research, adopting a descriptive survey design, examines the status of ODL and TEL for teacher training, identifies challenges in policy practices, and proposes mitigating strategies. The findings underscore the Rwandan government's commitment to enhancing the teaching profession, with a significant increase in teaching staff across all educational levels. However, despite improvements, pupil-to-teacher ratios rema
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Report of the Board of Directors to the Congress of Colombia, July 2024. Banco de la República, 2025. https://doi.org/10.32468/inf-jun-dir-con-rep-eng.04-2024.

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In the first quarter of 2024, the figures of the National Administrative Department of Statistics (DANE in Spanish) showed that the economy achieved annual growth of 0.9%. Although this result was moderate, it confirmed the economy's recovery path. Monetary policy has played a critical role in containing inflationary pressures. This has allowed inflation to trend downwards, continuing into the first half of 2024. Net foreign reserves totaled USD 60,901 million as of 30 June 2024, a slight increase over the course of the year. For 2024, the profit of Banco de la República (the Central Bank of C
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