Vocational education in Brazil
In: International labour review, Band 46, S. 75-77
ISSN: 0020-7780
373793 Ergebnisse
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In: International labour review, Band 46, S. 75-77
ISSN: 0020-7780
In: International labour review, Band 45, S. 332-333
ISSN: 0020-7780
In: The annals of the American Academy of Political and Social Science, S. 156-200
ISSN: 0002-7162
In: International labour review, Band 15, S. 294-298
ISSN: 0020-7780
In: International labour review, Band 7, S. 425-431
ISSN: 0020-7780
In: International labour review, Band 7, S. 780-785
ISSN: 0020-7780
In: International labour review, Band 3, S. 205-215
ISSN: 0020-7780
In: Family relations, Band 35, Heft 3, S. 357
ISSN: 1741-3729
In: Revue économique, Band 11, Heft 3, S. 494
ISSN: 1950-6694
The boundaries between secularism, democracy, pluralism, and religious diversity cannot easily be demarcated. Bringing democratic and secular values together with religious pluralism, accommodating different religious communities, and acknowledging individual rights is a great challenge for many societies. In parallel, religious education (RE) in state schools has been a controversial and unresolved issue. On both sides of Cyprus, RE is organized in a mono-confessional way: while the Christian Orthodox content of RE is linked with Greek national identity in the Greek Cypriot South, Sunni Islamic RE is linked with the Turkish national identity in the Turkish Cypriot North. On both sides of the island, the compulsory and mono-confessional characters of RE, as well as the national curricula and textbooks that are used, are a source of conflict. Within this context, this article explores the way RE (Orthodox Christian, Sunni Islamic) is organized in Cyprus and to what extent this may lead to an infringement of the freedom of religion and freedom of education.
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"Where to go for facts and ideas": p. 151-264. ; Mode of access: Internet.
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In: International perspectives on higher education research 14
As students are bearing an increasing proportion of the costs of their participation in higher education, increasing attention has been paid nationally and internationally to the issue of what higher education does for its students. What do students gain from engaging in higher education, and how might this be accurately measured? This volume explores the latest thinking, research and practice on this topic from across the globe. Acknowledging that institutions of higher education, along with national governments and international organizations, are closely concerned with the answers to these questions, the authors demonstrate how it is critically important to be able to demonstrate convincingly and transparently how students have progressed, and what measurable skills and knowledge they have acquired.