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The general objective of this research was to assess the practices and challenge of Management Development in government of polytechnic colleges in Addis Ababa. Descriptive survey research design was employed. The research both quantitative and qualitative research approach was used. Also, take as a study population all the colleges' managers that worked in different managerial position levels. Data gathering instruments were employed mainly, closed and open ended questionnaire interview. In this effect, mean, standard deviation and frequency percentage was employed to data analysis. The findings clearly show there was a limited attention to MD programs intervention in government colleges.Therefore, according to the findings that gathered from the data there were less support and less follow up practice of MD programs in the colleges as compared to its importance. Key recommendations include for different groups that was for the government and top responsible bodies that establishing effective and institutionalized MD system in the colleges, develop MD policy, strengthen and empower the responsible department to properly manage the separate MD practices of individual departments, undertaking the whole MD cycle very carefully and in a continuous base also for individual managers motivated to do self development by using different mechanisms.

Pennsylvania was named for its vast forests, which included well-stocked hardwood and softwood stands. This abundant resource supported a large sawmill industry, provided hemlock bark for the tanning industry, and produced many rotations of small timber for charcoal for an extensive iron-smelting industry. By the 1880s, the condition of Pennsylvania's forests was indeed grim. In the 1895 report of the legislatively created Forestry Commission, Dr. Joseph T. Rothrock described a multicounty area in northeast Pennsylvania where 970 square miles had become "waste areas" or "stripped lands." Rothrock reported furthermore that similar conditions prevailed further west in north-central Pennsylvania. In a subsequent report for the newly created Division of Forestry, Rothrock reported that by 1896 nearly 180,000 acres of forest had been destroyed by fire for an estimated loss of $557,000, an immense sum in those days. Deforestation was also blamed for contributing to the number and severity of damaging floods. Rothrock reported that eight hard-hit counties paid more than $665,000 to repair bridges damaged from flooding in the preceding four years.

Even today, the type of knowledge that prevails in most of our educational institutions is fragmentary, encyclopedic and based on memory. It is disconnected from the reality in which our youth live and hinders the understanding of the technological and social processes that take place in society. In addition, the skills required to access the labor market are similar to those necessary to understand and participate in social and political life, which is, many a time, far from the abilities students develop in classrooms. University outreach is a way of articulating academia and society, giving students the tools to connect both of them in a significant way. The experience students have when involved in university outreach activities can be significant in many ways. It is participating in them that students can strengthen academic knowledge, and also assimilate new practices and structures that go far beyond the professional field. ; Aún hoy, el tipo de saberes que predominan en nuestras instituciones educativas formales son atomizados, memorísticos y enciclopédicos. Están desvinculados de las realidades que viven nuestros jóvenes y dificulta la comprensión de los procesos tecnológicos y sociales que ocurren fuera de ellas.A ésta experiencia de recorrido del trayecto pedagógico se le suman las competencias que se exigen para acceder al mercado laboral, cada vez más específicas. Alejadas, en muchos casos, de lo que sucede en la realidad social. La práctica de extensión es un modo de articulación entre esos espacios, entre lo académico y la comunidad, brindando a los jóvenes las herramientas para poder vincularlas de una manera significativa. La experiencia de los estudiantes en la práctica de extensión es significativa de muchas maneras. A partir de la participación en los proyectos se pueden vivenciar distintas experiencias que fortalecen los conocimientos académicos, como así también, la asimilación de nuevas prácticas y estructuras que se trasladan más allá del ámbito profesional. La práctica de extensión ofrece ciertas condiciones particulares que aporta a un aprendizaje situado, basado en la experiencia, en la emoción y afectividad de sus protagonistas.

Even today, the type of knowledge that prevails in most of our educational institutions is fragmentary, encyclopedic and based on memory. It is disconnected from the reality in which our youth live and hinders the understanding of the technological and social processes that take place in society. In addition, the skills required to access the labor market are similar to those necessary to understand and participate in social and political life, which is, many a time, far from the abilities students develop in classrooms. University outreach is a way of articulating academia and society, giving students the tools to connect both of them in a significant way. The experience students have when involved in university outreach activities can be significant in many ways. It is participating in them that students can strengthen academic knowledge, and also assimilate new practices and structures that go far beyond the professional field. ; Aún hoy, el tipo de saberes que predominan en nuestras instituciones educativas formales son atomizados, memorísticos y enciclopédicos. Están desvinculados de las realidades que viven nuestros jóvenes y dificulta la comprensión de los procesos tecnológicos y sociales que ocurren fuera de ellas.A ésta experiencia de recorrido del trayecto pedagógico se le suman las competencias que se exigen para acceder al mercado laboral, cada vez más específicas. Alejadas, en muchos casos, de lo que sucede en la realidad social. La práctica de extensión es un modo de articulación entre esos espacios, entre lo académico y la comunidad, brindando a los jóvenes las herramientas para poder vincularlas de una manera significativa. La experiencia de los estudiantes en la práctica de extensión es significativa de muchas maneras. A partir de la participación en los proyectos se pueden vivenciar distintas experiencias que fortalecen los conocimientos académicos, como así también, la asimilación de nuevas prácticas y estructuras que se trasladan más allá del ámbito profesional. La práctica de extensión ofrece ciertas condiciones particulares que aporta a un aprendizaje situado, basado en la experiencia, en la emoción y afectividad de sus protagonistas.

This study investigated scientific research collaborations among universities in Northeast Asia and sought to conceptualize how they might influence, and be influenced by, broader processes of regional integration in economic, political, and societal arenas. To investigate these dynamics, a program for regional collaboration initiated jointly by the governments of China, Japan, and South Korea was taken as a case study. Co-authored publication outputs, annual project reports, and interviews with program participants at Japanese universities were analyzed using selected theories from the field of International Relations. The interviews explored the ideas researchers had about the potential for the indirect effects of collaborations to spill over into other arenas, and the barriers faced which impeded regional cooperation. The findings suggest that while a number of barriers exist, the program has contributed to ongoing knowledge production and regional collaboration, societal integration, and the cultivation of a generation of regionally-networked young researchers.

There are currently 4,560 refugee and asylum‐seeking children in care in England, but little is known about their care histories and educational outcomes. This study analysed the educational outcomes of unaccompanied refugee and asylum‐seeking children in care at age 16 (n = 167) in 2013, using secondary data analysis. It compared their care histories and educational experiences with other children in care and those in the general population. Secondly, it used linear regression to determine what factors predict educational outcomes. Refugee and asylum‐seeking young people in care faced fewer difficulties than their peers in care or those in need, but they lagged behind children in the general population. Age at entry, placement type, Strengths and Difficulties Questionnaire scores, school type and mobility predicted attainment. Special educational needs (SEN), number of placements and absences did not. Better care planning and a greater understanding of SEN are required to enhance the well‐being of this population.