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Now showing items 9446-9465 of 9615
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Wapima ikahatteranijine 4 : cuaderno de Trabajo y Folder - Inicial 4 años Madija
(PEMinisterio de Educación, 2021-05)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Wapima ikahatteranijine 5 : cuaderno de Trabajo y Folder - Inicial 5 años Madija
(PEMinisterio de Educación, 2020-11)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Wapima ikahatteranijine 5 : cuaderno de Trabajo y Folder - Inicial 5 años Madija
(PEMinisterio de Educación, 2021-08)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Washunad Yasayani 4 : cuaderno de Trabajo y Folder - Inicial 4 años Kandozi
(PEMinisterio de Educación, 2020-10)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculadas a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Washunad Yasayani 5 : cuaderno de Trabajo y Folder - Inicial 5 años Kandozi
(PEMinisterio de Educación, 2020-10)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculadas a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Wataju datyanuju - Katera padye dera wayanuju daryajuyu nijya tawa 4 : cuaderno de trabajo y folder-inicial 4 años Yagua
(PEMinisterio de Educación, 2020-10)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Wataju datyanuju - Katera padye dera wayanuju daryajuyu nijya tawa 5 : cuaderno de trabajo y folder-inicial 5 años Yagua
(Ministerio de Educación, 2020-10)Contiene actividades que apoyan el desarrollo de competencias de las áreas curriculares a partir de situaciones de aprendizaje vinculados a las actividades del calendario socio-productivo de la comunidad, usando la lengua ... -
Watching the watchmen : A statistical analysis of mark consistency across taught modules
(Elsevier, 2014)Verifying that taught modules are marked and taught to a common standard is important but doing so by comparing mean module marks is inadequate when students’ ability is not uniform across these modules. For example, a ... -
We can make higher education equitable and affordable for all
(UNESCO, 2017-04)Higher education is a cornerstone for sustainable development. It creates new knowledge, teaches specific skills and promotes core values like freedom, tolerance and dignity. Under the fourth Sustainable Development Goal ... -
Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries
(The World Bank, 2014-02)Research from the United States shows that gaps in early cognitive and noncognitive abilities appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new ... -
Web Accessibility Theory and Practice : An Introduction for University Faculty
(Cook, Ruth Gannon, 2010-01)Web accessibility is the practice of making Web sites accessible to all, particularly those with disabilities. As the Internet becomes a central part of post-secondary instruction, it is imperative that instructional Web ... -
Wesë kokua iñako - Secoya. Diccionario visual - Secoya
(PEMinisterio de Educación, 2021)Diccionario visual en lengua Secoya. -
What are tertiary students choosing to study?
(OECD, 2014-02)Traditionally, high school graduates have placed a great deal of importance on the question “what field should I study and where?” There is a widespread assumption that this decision will determine their future and their ... -
What are the benefits from early childhood education?
(OECD, 2016-05)Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education. The educational results ... -
What are the benefits of ISCED 2011 classification for indicators on education?
(OECD, 2015-11)The International Standard Classification of Education (ISCED) is the reference framework used to classify education programmes and related qualifications by education levels and fields. The basic concepts and definitions ... -
What can immigrant students tell us about education systems?
(OECD, 2013-10)Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant ... -
What can parents do to help their children succeed in school?
(OECD, 2011-11)Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. ... -
What Did You Do All Day? Maternal Education and Child Outcomes
(World Bank, 2009-11)Female education levels are very low in many developing countries. Does maternal education have a causal impact on children's educational outcomes even at these very low levels of education? By combining a nationwide census ... -
What do parents look for in their child's school?
(OECD, 2015-05)When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s ... -
What do students expect to do after finishing upper secondary school?
(OECD, 2012-12)The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%). Many high-performing students do not expect to go to university, representing potentially lost talent to ...