共查询到20条相似文献，搜索用时 406 毫秒
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Michelle F. Eble 《Technical Communication Quarterly》2013,22(1):101-103
Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Two models of technical writing instruction, centralized and diffused, are discussed, and we show how outcomes-based assessment provides for the change in perspective we seek. 相似文献
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Senia Nhamo Godwell Nhamo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(3-4):305-322
The Millennium Summit held in New York in September 2000 outlined the Millennium Development Goals (MDGs). The first of these involves the eradication of extreme poverty and hunger, setting two targets: halving by 2015 the percentage of the world’s populace in 1990 with income less than US-$1 a day (i.e., cutting this percentage from 27.9 to 14%); and halving the share of people who suffer from hunger. As for education, the MDGs seek to ensure that all children can complete primary schooling by 2015. Drawing on examples from selected southern African countries, the present study examines the need to strengthen economic support for (adult) education as an instrument of poverty eradication. It argues that human capital is one of the fundamental determinants of economic growth, and that this economic resource is essentially determined in both qualitative and quantitative regards by education. 相似文献
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Senia Nhamo Godwell Nhamo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,14(2):305-322
The Millennium Summit held in New York in September 2000 outlined the Millennium Development Goals (MDGs). The first of these
involves the eradication of extreme poverty and hunger, setting two targets: halving by 2015 the percentage of the world’s
populace in 1990 with income less than US-$1 a day (i.e., cutting this percentage from 27.9 to 14%); and halving the share
of people who suffer from hunger. As for education, the MDGs seek to ensure that all children can complete primary schooling
by 2015. Drawing on examples from selected southern African countries, the present study examines the need to strengthen economic
support for (adult) education as an instrument of poverty eradication. It argues that human capital is one of the fundamental
determinants of economic growth, and that this economic resource is essentially determined in both qualitative and quantitative
regards by education. 相似文献
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安玉斌 《乌鲁木齐成人教育学院学报》2006,14(1):106-108
社科理论研究试论新时期加强党的执政能力建设的重要意义/梁正//2005.1.1～3加强党的执政能力建设是推进党的建设伟大工程的核心问题/木拉提·巴海//2005.1.4～7时代呼唤郑培民式的领导干部/司马义·尼牙孜//2005.1.8～10党要执好政必须保持党的先进性/王红//2005.1.11～12领导 相似文献
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《International Journal of Educational Development》2000,20(4):367-368