Suchergebnisse

The article presents the issues of entrepreneurship and innovativeness of universities in the context of the analysis of the European Union guidelines and determining the competitive position of the university with the use of the strategic group maps. The aim of the article is to present different variants of strategic group maps, called by the authors 1D, 2D and 3D maps, which enable the identification of the competitive situation in the sector of higher education in Poland. The study focused on two sets of criteria of differentiation of the universities' strategies, which are entrepreneurship and innovativeness. The research problem was formulated in the form of the following questions: whether the described methods of 1D, 2D and 3D maps may be applied to the analysis of competition in the sector of higher education institutions in Poland, in relation to entrepreneurship and innovativeness.

This paper traces the working of various local governments within the Khyber Pakhtunkhwa province of Pakistan in terms of efficiency while providing health and educational facilities. Only those districts of Khyber Pakhtunkhwa having a population of at least one million, were taken into account. The performance of six district local governments in the field of education and health was thoroughly analyzed. The main focus was to assess whether local governments were efficient in the provision of the required services or otherwise. In the context of this study, local governments were perceived as firms, each aiming at the efficient provision and welfare of their respective communities / localities. Annual time-series data for the period 2004 to 2015 was taken. The study revealed the performance and efficiency of each of the selected district governments. The study also confirmed the validity of the Tiebout Hypothesis in terms of the local governments of KP in relevance to the provision of health and educational services. The district government primarily revolves around the needs and aspirations of the common people. This system can perform better if properly implemented and monitored in light of the gross root level input.

The idea of universal Education was first mooted in 1955 when the universal primary educationscheme was inaugurated by the government of Western Nigeria. The Eastern Nigeria governmentlaunched its own universal primary education in 1957. In Northern Nigeria, education was providedfree by government in a bid to make children attend school (Adeyemi, 2007). Thus, at its onset, theuniversal primary education scheme had been undertaken by regional government. There was noFederal Government intervention until 1976 when the universal primary education (UPE) was launchedto cover the whole country.

Highlights of the Navajo Area Education progress report. The document states education goals by the Tribal Education Committee for Navajo students from kindergarten to high school. It was originally written in 1966 by counselors, supervisors and instructional aides and continued to be implemented. One of the goals was to meet the special needs of the Navajo student by curriculum development. The expected results of the goals were improved student self image, better school work and increased social competence. This collection pertains to Public Health Nursing among Native American people, with emphasis on the Navajo Tribe. This collection consists of correspondence, a manuscript, a questionnaire, and responses, personal reminiscences, articles, essays, many government documents and pamphlets, as well as photographs (see Photographic Collection), which depict Reservation life through the eyes of Public Health nurses, Native Americans, and government officials and includes a wealth of statistical material and government data.

The influence of language-use patterns on the occupational achievements of Hispanic working-age Ms is examined, using data from the 1976 Survey of Income & Education (N = 3,104, restricted sample), to determine how Spanish-English bilingualism & English proficiency influence SES. Retention of Spanish generally does not hinder the SE achievements of Hispanic origin Ms, provided that they acquire a minimum education (high school) & English proficiency. Foreign-born Mexicans & island-born Puerto Ricans are an exception to this pattern; they are penalized in terms of status if they speak no English. Implications for bilingual education programs are discussed. 3 Tables, 27 References. Modified HA.

"For further study" at end of each chapter except chapters XV and XVI. ; Mode of access: Internet.