A Schematic Presentation Of Ernwaca Colloqium Programme
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Overview of the Colloquium’s Presentations & Introduction to the workshop Therese M.S. Tchombe, President of the Regional Scientific Committee of ERNWACA 20th Anniversary International Colloquium Theme: Educational Research on Policy and Practice in Africa Bamako, Mali 15-16-17
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: The purpose of this study is to examine current English as foreign language education programmes in China (Hong Kong), Finland, Southern Cyprus, Japan, and Turkey and to reveal similarities and differences between them. And, the method of this study is reviewing of literature. At the end of the study, it was concluded that these countries have different objectives of a foreign language education according to their economic, cultural, and social status. However, communication and international relations are common denominators. It was also seen that China (Hong Kong), Finland, Southern Cyprus, and Turkey start teaching English as a foreign language at young age. If it is considered that starting English as a foreign language education at an early age is an advantage, it can be seen that Japan and Turkey have disadvantage. And, Finland is the most successful country in foreign language teaching. It was reached the conclusion that supporting the individuality of a foreign language education has a major share in this success. When it was examined the approaches used in a foreign language teaching, it came to a conclusion that all countries use various methods which make students active.
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This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
D272129
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
L312101112.pdf
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
New dimensions of Higher Education and 21st century Teacher Education
The ppt prepared on the New dimensions of Higher Education in general and 21st century Teacher Education of India in particular.
Education can't wait final-- Pagaduan, Vennesa n. finale
This document discusses strategies for mitigating learning losses due to the COVID-19 pandemic. It recommends developing a structured learning plan with realistic expectations since the full curriculum cannot be covered remotely. It also suggests maximizing the use of multimedia like television, radio and online platforms to reach students, and inspiring teachers to develop digital skills. Supporting parents to be involved is key. The document outlines policies like improving connectivity, providing accessible learning modalities, offering affordable devices and digital literacy training to help achieve learning recovery during and after the pandemic.
Every child should have a textbook, by UNESCO
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
Crossing the Chasm: OER in Africa – A Sea Change: Reclaiming our Power – Rec...
OER in Africa: A Sea Change? A Keynote Address at the OpenEd 2009: Crossing the Chasm.&#160;This is a keynote address made by OER Africa Project Director Catherine Ngugi&#160;at the Open Education Conference: Crossing the Chasm held <span style="FONT-STYLE: italic">at the </span><em>Vancouver, British Columbia, Canada</em> from the 12 - 14 August 2009. The video presentation can be viewed at <a target="_blank" href="http://openedconference.org/archives/1030">http://openedconference.org/archives/1030</a>. This is a 60 minute video, you can skip the first 11 minutes of the conference introduction and welcome address. The keynote focuses on&#160;how higher education has evolved on the African continent over the past three or four decades and the relevance of OER Africa and of Open Educational Resources, within this context.</p>
If you don´t understand, how can you learn?
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Presentation
The document outlines South Africa's national strategic objectives for education from 2011-2014, which include improving administration, the curriculum, teacher development, and planning/assessment. It discusses using information and communication technologies (ICTs) to develop knowledge societies and achieving education for all through goals like gender equity and improving quality. Teacher competency standards for integrating ICT into teaching are also presented.
Charting flexible pathways in open, mobile
This editorial provides an overview of papers presented at the DEANZ2016 conference on flexible learning. It introduces three think pieces from keynote speakers on how digital technologies have influenced teaching and learning. It also summarizes five conference papers that have been expanded into full articles on topics like a blended learning program, developing online course quality, and using mobile devices in classrooms. The editorial aims to showcase insights into open, flexible, and distance education from both New Zealand and international contexts.
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Strategic Magement Practices (Education Industry in Nigeria)
Strategic Magement Practices (Education Industry in Nigeria)
Umi conference presentation on Open Schooling Programme
Umi conference presentation on Open Schooling Programme
Diversifying course options in an urban high school curriculum proposal
Diversifying course options in an urban high school curriculum proposal
Increasing Access to and Quality of Open and Distance Learning Programmes thr...
Increasing Access to and Quality of Open and Distance Learning Programmes thr...
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PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...
A Comparative Analysis of English as Foreign Language Education Programmes
A Comparative Analysis of English as Foreign Language Education Programmes
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PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...
New dimensions of Higher Education and 21st century Teacher Education
New dimensions of Higher Education and 21st century Teacher Education
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Crossing the Chasm: OER in Africa – A Sea Change: Reclaiming our Power – Rec...
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This is a presentation of a joint paper with Daniela Gachago and Kathy Watters that I presented at the University of Minnesota on Monday 13 April 2015
Redefining Education '˜'The Need through Innovative in Africa, for Sustainabl...
Redefining education in Africa is a process that has existed over the years with the hope of addressing African realities through reviewing western orientations that dominate educational systems and practices in Africa. The past two decades have seen the emergence of a global movement that calls for a new model of learning for the twenty-first century. There is now a significant body of literature focusing mainly on three topics motivations for a new model of learning, the specific competencies and skills needed for learners to function effectively in the twenty-first century, and the pedagogy required to stimulate those capabilities. Most African countries are still grappling and yet to understand and promote learning that can foster sustainable development. This policy driven conceptual paper identifies multiple drivers working to transform the content that African learners need to be taught and the methods for teaching and learning. Conceptualizations from Experts offered diverse reasons for the need to transform learning content and pedagogy of most African countries. Persistent disengagement among youth and high early dropout rates in African have increased calls for schools to become more relevant. Changing views on the merit of formal education and emerging student characteristics are also challenging the value of the curriculum in most African states. Shifts in labour market trends and skills shortages in most African workforce have highlighted widening inadequacies in students preparedness to tackle twenty-first century challenges. Growing concern about potential economic and global crises ahead have also led many to question whether todays African learners possess the combination of critical thinking, creativity, collaborative, and communication skills necessary to tackle future shifts in the marketplace. This paper explores these factors in depth and offers a sound rationale for redefining twenty-first century learning content and pedagogy in most African countries. Recommendations for educational planning and policy, curriculum development and teacher training dynamics were proposed for consideration. Tani Emmanuel Lukong | Sr. Therese Nyia Njamfa | Micah Ezekiel Elton Micheal"Redefining Education ˜The Need through Innovative in Africa, for Sustainable Development hrough and Creative Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-6 , October 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2476.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2476/redefining-education-˜the-need-through-innovative-in-africa-for-sustainable-development-hrough-and-creative-learning/tani-emmanuel-lukong
F268 IHE Enhancing teaching Report_FINAL_Web
This report summarizes initiatives aimed at enhancing teaching quality in higher education institutions in Ghana, Kenya, Nigeria, and South Africa. It is based on interviews with quality assurance and academic development practitioners in these four countries. The report focuses on teaching staff professional development, pedagogical innovation, and feedback/review mechanisms to improve teaching quality, which are gaining momentum. While the report does not cover all aspects of quality such as infrastructure, it addresses an important area for enhancing quality given constraints in higher education in Sub-Saharan Africa. The perspectives presented can foster cross-national learning about generative practices and challenges to implementation.
Ascilite11 presentation v bozalek slim
This is a presentation about a research project on Emerging Technologies in South African Higher Education Institutions and their impact on transforming teaching and learning. It is a description of the project
Ascilite11 presentation v bozalek slim
This document summarizes an ongoing research project investigating the use of emerging technologies to transform teaching and learning across higher education institutions in South Africa. The project involves researchers from 8 universities collaborating to understand current technology uses, identify innovative practices, and develop models to inform future transformation through qualitative case studies and theoretical analysis. So far the team has conducted an initial literature review and survey of technology uses, with future plans including in-depth case studies of innovative practices and developing recommendations.
Teaching policies and learning outcomes in Sub-Saharan Africa(5)
This document discusses issues around teaching policies and learning outcomes in Sub-Saharan Africa. It notes that while access to basic education has expanded, learning outcomes still lag behind. It emphasizes the need for holistic, integrated teaching policies that are tightly connected to education improvement efforts and focus on quality of learning, not just teacher inputs. Teachers must be meaningfully involved in making instructional practices, curricula, and assessments more responsive. The document aims to provide options and a framework to help strengthen national teacher policies in support of education goals.
Open Education: What About Africa? Open Government Partnership Africa 2016
Open Education: What About Africa? Open Government Partnership Africa 2016Nelson Mandela Metropolitan University
Presentation at OGP Regional Meeting 2016, May 5/6, Cape Town South Africa: Open Education and opportunities for sustainable education in Africa, advocating of and for the inclusion of Open Education and OER in African regional National Action Plans (NAPs) which are being developed within member nations, geared to meet global Sustainable Development Goals.DISTANCE EDUCATION AND AFRICAN STUDENTS” College of Agriculture and Environme...
The document discusses a project exploring the role of distance education in Africa using the University of South Africa (UNISA) as a case study. The project has teams in the UK and South Africa and uses methods like questionnaires, interviews, and learning analytics data from UNISA courses. The goals are to examine equitable access to distance education for African students, assess and improve quality of education, and advance theoretical understandings of distance education through a postcolonial framework. The project takes a multidisciplinary approach and involves collaboration between various universities.
Fl2010 indigenous learners
This document discusses principles for effective learning approaches for indigenous and Pasifika learners in flexible learning contexts. It outlines 6 principles of indigenous learning: intercultural competence, respect, negotiation, meaningful outcomes, relationships, and indigenisation. For Māori learners, key aspects are institutional support, integration of tikanga, involvement of qualified leadership and staff, developing effective teaching strategies, and removing barriers to study. Principles for online learning with Māori learners include ako (reciprocal learning), manaakitanga (hospitality), whanaungatanga (relationship building), kotahitanga (building knowledge together), rangatiratanga (learner-centredness), and pū
Negotiating Digital Academic Writing Development Using an Open Educational Re...
Negotiating Digital Academic Writing Development Using an Open Educational Re...Global OER Graduate Network
Gino Fransman's presentation of his #PhD research at the 6th GO-GN Seminar in Cape Town, March 5th-6th, 2017.Negotiating Digital Academic Writing Literacy Development Using an Open Educa...
Negotiating Digital Academic Writing Literacy Development Using an Open Educa...Nelson Mandela Metropolitan University
Presentation of research project during the Global Open Graduate Network PhD seminar in Cape Town; 5 March 2017E learning africa reportback slides with links
e/merge Africa report on Highlights from the 2015 eLearning Conference in Addis Ababa, Ethiopia in May
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This document provides an overview of the Carnegie-South Africa Undergraduate Women's Scholarship Programme, which aimed to support young women studying primarily in science and engineering fields. It notes that while women's participation in higher education has increased overall, they remain underrepresented in certain disciplines like science and engineering. The scholarship programme sought to address this by providing full financial support to 150 students over three years. The overview discusses the South African policy context focusing on improving skills in these fields and increasing student success and throughput rates. It also examines factors beyond financial support that influence student experiences and outcomes.
Yidana presentation at the ge sci-panaf workshop in ela 2010 lusaka- zambia
The document summarizes research presented by Issifu Yidana on ICT in education across Africa. It discusses Yidana's past research studies in Ghana that examined factors influencing faculty use of instructional technology and explored using project-based learning and authentic assessment in ICT courses. It also outlines Yidana's involvement in ongoing research projects in Ghana investigating the pedagogical integration of ICTs and how academics use learning management systems. Key discussion points focused on challenges facing African ICT in education research and enhancing dialogue between researchers, policies, and practice on the continent.
Camerounolpcorpspres
The document summarizes capacity building efforts related to a project to improve education quality in Cameroon through the use of XO laptops. It describes stakeholders in the project and goals of training teachers and inspectors on integrating the laptops and ICT into pedagogy. An initial training was conducted with 462 educators across 5 regions to introduce the laptops and collaborative learning approaches. Further discussions focused on systemic integration and aligning use with the curriculum. Plans were made for an experimental deployment project in a pilot school to document the process and guide broader implementation.
ICT-Vision-Brief-Camargo
Carlos F. Camargo outlines a vision for expanding the work of ICT (presumably an education non-profit) internationally over the next 5 years. This would include expanding teacher training programs in areas like numeracy and multimedia literacy across Asia in the first 2 years, Latin America in years 3-4, and starting initiatives in Africa and the Middle East by year 5. He provides details on potential partnerships in countries like Indonesia, India, Mongolia, China, South Korea, and with various US organizations to deliver ICT curriculum and teacher training programs.
Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...
Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...Global CCS Institute
The second webinar in the public engagement, education and outreach for CCS Series took a more in-depth look at CCS education, specifically the creation and delivery of CCS education programs within developing countries.
Education has long been recognised as a critical component in understanding how science, society, and adaptation influence thinking about issues impacting our climate. As an emerging technology with an important role to play in shaping our low carbon energy future, CCS plays a role in our teaching around these topics in both developed and developing countries.
In this webinar, geochemist and renowned CCS education professional Sallie Greenberg, PhD, was joined by the Stakeholder Engagement Team from the South African Centre for Carbon Capture & Storage (SACCCS) to discuss the key learnings and experiences highlighted in, CCS education in developing countries a recent guidance paper for the Global CCS Institute.
Drawing on learning from existing CCS education initiatives and good practice from the wider education literature, Dr Greenberg highlighted areas of universal approach while facing particular challenges when working in the context of a developing country. Ms Polly Modiko, the Head of Stakeholder Engagement at SACCCS, then introduced the comprehensive program of education and outreach activities that the SACCCS team have been developing to support exploration of opportunities for an onshore Pilot CO2 Storage Project (PCSP) in South Africa.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS. This second Webinar combined elements of education research with real world application and discussion, showcasing important learnings, and concluding with links to further education resources for those wishing to learn more. Faculty presentation 2017 -template
The document provides an overview of a research proposal on the use of computers as tools in teaching and learning in secondary schools in South Africa. The study aims to understand how computers are used across curriculums and gain perspectives from teachers and learners. A qualitative case study design will be used to interview and observe teachers and learners from 4 schools. Thematic analysis will be used to analyze the collected data from questionnaires, interviews and observations. Ethical considerations such as permission and confidentiality will be upheld.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
A LITERATURE REVIEW ON KAUPAPA MAORI AND MAORI EDUCATION PEDAGOGY
This document provides an overview of Kaupapa Maori principles and practices, which form the basis for Maori educational pedagogy. Some key points:
1) Kaupapa Maori derives from distinct Maori cultural epistemological and metaphysical foundations, and aims to validate Te Reo and Tikanga Maori.
2) Contemporary expressions of Kaupapa Maori, like Kura Kaupapa Maori schools, developed as a response to mainstream education failing Maori students.
3) Kaupapa Maori challenges unequal power relations and asserts the validity of Maori knowledge, language, and practices. It seeks to intervene and transform power imbalances that continue to subordinate Maori
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Redefining Education '˜'The Need through Innovative in Africa, for Sustainabl...
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Teaching policies and learning outcomes in Sub-Saharan Africa(5)
Teaching policies and learning outcomes in Sub-Saharan Africa(5)
Open Education: What About Africa? Open Government Partnership Africa 2016
Open Education: What About Africa? Open Government Partnership Africa 2016
DISTANCE EDUCATION AND AFRICAN STUDENTS” College of Agriculture and Environme...
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Negotiating Digital Academic Writing Development Using an Open Educational Re...
Negotiating Digital Academic Writing Development Using an Open Educational Re...
Negotiating Digital Academic Writing Literacy Development Using an Open Educa...
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Yidana presentation at the ge sci-panaf workshop in ela 2010 lusaka- zambia
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Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...
Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx
A LITERATURE REVIEW ON KAUPAPA MAORI AND MAORI EDUCATION PEDAGOGY
A LITERATURE REVIEW ON KAUPAPA MAORI AND MAORI EDUCATION PEDAGOGY
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Thierry e learning-maiga
The document discusses a study on gender differences in computer use and training in Africa. The study was conducted by the PanAf network across 9 countries and examined data from 260,000 students, 9,000 teachers and 300 administrators regarding their access to and use of computers and the internet as well as training levels. The results showed gender differences in almost all indicators, with males having greater access to computers, the internet and training opportunities than females among all groups studied.
Sithabile preparing south african teachers final
The document discusses the WITS School of Education's efforts to prepare South African teachers for ICT integration through a "just in time" approach. Previously, less than 50% of lecturers used ICT in teaching and student work was not required to be digital. Now, the EDIT division is drafting an ICT use policy and working with New Literacies to develop strategies integrating ICT across courses. New Literacy modules teach digital literacy and require students to use technology like importing images and analyzing websites. This has improved student literacy and created communities of practice as a model for the school. The goal is to contribute to a technologically literate society by training teachers for ICT integration through practical, timely skills rather than theoretical training.
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The document summarizes research on gender inequality in access to and use of ICT in teaching and learning in Ugandan schools. The research found that while both male and female educators and students had limited overall access to computers and the internet, access tended to be even more constrained for females due to socioeconomic and cultural barriers. Barriers cited included lack of time, cost, and safety issues for females accessing ICT resources from home or internet cafes. The research concluded there is a need for gender-sensitive ICT policies and training to promote more equitable access to and use of technology in education.
Ndangle e learning africa 2010
The document summarizes a presentation on the state of equipment, connectivity, and access to ICT in schools in Cameroon. Data was collected from 10 schools through interviews and statistics. The findings show that:
- Schools vary in equipment levels, with some having better computer to student ratios than others.
- 9 of the 10 schools have internet connectivity, but 1 school still lacks connection.
- Students have more access to school computers than teachers due to timetable constraints.
- Better equipped schools tend to have ICT-literate school managers.
Kidombo harriet cross-cutting issues in ict usage among male and female tea...
This document analyzes factors influencing differences in ICT usage between male and female teachers in Kenya and Uganda. The study found that younger teachers and male teachers used ICT more than older teachers and female teachers. Subjects like sciences where ICT is used more are dominated by male teachers. Fewer female teachers received continuing professional training. Socio-cultural factors like household responsibilities and limited income contributed to lower ICT use among female teachers. The study concluded that structural gender inequalities in society and education systems have led to unintended disparities in ICT use between male and female teachers.
Judith e learning africa 2010
1. The study found a slight gender difference in access to and use of ICTs among educators and learners in selected schools in Cameroon, with male educators and learners using ICTs more frequently.
2. Qualitative data revealed that female learners perceive ICTs as boring and for boys, and female educators feel uncomfortable in cyber cafes.
3. The study recommends training more female teachers in ICTs, increasing computer availability in schools, and allocating more time for ICT classes to improve access and use for girls and women.
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This document provides information about a session at a conference on May 27th, 2010. The session focuses on strategies for teacher professional development and how teachers can remain equipped to handle their changing roles in the face of technology integration. The session will discuss research on contextual uses of information and communication technologies for teacher professional development. One of the presentations will address the challenges of continuing teacher education in French-speaking Africa.
The Zero Grade Challenge
The document summarizes a study conducted in Zimbabwe on the implementation of a 2005 government policy requiring primary schools to establish early childhood development (ECD) classes for 4-5 year olds. The policy aimed to promote equitable access to ECD programs. However, the study found several challenges in implementation due to lack of resources and teacher training. Plan International Zimbabwe addressed some challenges by constructing classrooms, providing furniture, sanitary facilities, learning materials, and training teachers. While access to ECD programs increased, the quality varied between schools and support is still needed to fully achieve the policy's goals.
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The document discusses youth employment and skills development in Africa. It notes that informal employment accounts for a large percentage of the economy and workforce in many African countries. It also points out shortcomings in recognizing qualifications, low wages, and a lack of job creation. The document examines the vulnerability of youth employment and discusses how initial education does not always lead to skills development. It presents two opposing views on the causes: that educational systems are inefficient, or that decision-making and policy monitoring by companies and governments are ineffective. The document hypothesizes that the real cause is a lack of conceptualization and policy around the relationship between employment, training, and skills development. It proposes some intermediary organizations and measures that could help bridge education and
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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