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In cases where a student has gained access to a Grad Cert on the basis of substantial relevant work experience, it is because a student has been judged to have achieved the learning outcomes of a Bachelor degree through their career. In this way it can be seen that a Graduate Certificate does not replace, or is equivalent to a Bachelor degree, it simply has similar entry requirements in terms of previous education or experience. (...) The Graduate Certificate does not replace, neither is it equivalent to a Bachelor[’s] degree, it simply has similar entry requirements (of a BA) in terms of previous education or experience. (...) The correspondence from the Charles Darwin University confirms that “a graduate certificate does not replace, or is equivalent to a bachelor degree, it simply has similar entry requirements in terms of previous education or experience.
Language:English
Score: 1400216.7 - www.un.org/en/internalj...dt/judgments/undt-2015-079.pdf
Data Source: oaj
Private Education Survey There are in total 7 items to be priced: 5 for primary, secondary and tertiary levels and 2 for other educational programs (language course, private lessons of mathematics) Private Education Survey Items Code: Name: 1 11.10.11.1.01.010 Primary Education 2 11.10.11.1.01.020 Lower Secondary General Education 3 11.10.11.1.01.030 Upper Secondary General Education 4 11.10.11.1.01.040 Tertiary Education (ICTs Degree) 5 11.10.11.1.01.050 Tertiary Education (Economics Degree) 6 11.10.11.1.01.060 Other Education Programs (Foreign Language Course or Lessons) 7 11.10.11.1.01.070 Other Education Programs (Private Lessons in Mathematics, Tutoring Outside School Hours) Primary, secondary and tertiary levels The information to be collect (annuity) will be the enrollment fee (tuition) plus the monthly values paid for that educational service for the entire academic year. The tuition do not should include any cost of educational materials and support of educational services Primary, secondary and tertiary levels Annuity = The enrollment fee + monthly values paid for that educational service for the entire academic year Secondary level For Upper Secondary there are 2 kinds of educational establishment: Secondary High and Secondary technical High. (...) The class specification corresponds to instruction for a high school senior. • The observations for the math private lesson, corresponds to the hourly value of the educational service (chronological). Educative Cycle Source: Catalogue ICP Level Name: Level of education: Entranc e age (years): Exit age (years): Duratio n of the cycle (years): Primary Primary Education ISCED 2011 level 1 – Primary education 5-8 10-12 5-6 Secondary Lower Secondary General Education ISCED 2011 level 2 – Lower secondary education; entry after completion of primary education 10-13 14-16 2-4 Upper Secondary General Education ISCED 2011 level 3 – Upper secondary education; general school leaving certificate giving access to university level education 14-16 17-18 2 Tertiary Tertiary Education (ICTs Degree) ISCED 2011 level 6 – Bachelor’s or equivalent level; first degree ( e.g. bachelor's, license, diploma, etc.) 18-22 23-26 4+ Tertiary Education (Economics Degree) ISCED 2011 level 6 – Bachelor’s or equivalent level; first degree ( e.g. bachelor's, license, diploma, etc.) 18-22 23-26 4+ Example: Educative Cycle - Jamaica Source: Elaborated by ICP team Level Item Name Level of education: Entrance age (years): Exit age (years): Duration of the cycle (years): Primary Primary Level (Primary Grade 1-6) ISCED 2011 level 1 – Primary education 6 12 6 Secondary Lower Secondary General Education (Junior high Grade 7-9) (Secondary High 7-9, New Secondary 7-9, Compressive High 7-9) ISCED 2011 level 2 – Lower secondary education; entry after completion of primary education 12 14 3 Upper Secondary General Education (Secondary High 10-13, New Secondary 10-11, Compressive High 10-11) ISCED 2011 level 3 – Upper secondary education; general school leaving certificate giving access to university level education 15 17 2 Tertiary Tertiary Education (ICTs Degree) ISCED 2011 level 6 – Bachelor’s or equivalent level; first degree ( e.g. bachelor's, license, diploma, etc.) 18-22 22-26 4+ Tertiary Education (Economics Degree) ISCED 2011 level 6 – Bachelor’s or equivalent level; first degree ( e.g. bachelor's, license, diploma, etc.) 18-22 22-26 4+ Example: Educative Cycle –Saint Vincent and The Granadines Source: Elaborated by ICP team Level Name: Level of education: Entranc e age (years): Exit age (years): Duration of the cycle (years): Primary Primary Education ISCED 2011 level 1 – Primary education 6 11-12 6 Secondary Lower Secondary General Education ISCED 2011 level 2 – Lower secondary education; entry after completion of primary education 12 14-15 3 Upper Secondary General Education ISCED 2011 level 3 – Upper secondary education; general school leaving certificate giving access to university level education 16 17-18 2 Tertiary Tertiary Education (ICTs Degree) ISCED 2011 level 6 – Bachelor’s or equivalent level; first degree ( e.g. bachelor's, license, diploma, etc.) 18-22 22-26 4+ Tertiary Education (Economics Degree) ISCED 2011 level 6 – Bachelor’s or equivalent level; first degree ( e.g. bachelor's, license, diploma, etc.) 18-22 22-26 4+ Any questions and/or comments, consult with your focal point to eclac-pci-alc@cepal.org Giannina López Statistics Division Economic Commission for Latin America and The Caribbean Technical Meeting on Special Surveys of the International Comparison Program (ICP)Cycle 2021 25th March, 2021 Survey of Education Services Cycle 2021-2022
Language:English
Score: 1374547.6 - https://www.cepal.org/sites/de...3-private-education-survey.pdf
Data Source: un
The RVU turned to the other educational institution listed in the Applicant’s, PHP, that is, Group IPG/ISTI with a query from the RVU to clarify whether the Brevet d’études Supérieures Spécialisées awarded in 1992 could be aligned with a Bachelor’s degree. (...) On 8 June 2018, the RVU informed the Applicant that the educational titles listed in her PHP are not at University degree level and are not accepted as fulfilling the minimum requirement for, or in lieu of, a first-level post-secondary degree (Bachelor’s degree) for the purposes of recruitment to the Professional level. (...) The Applicant does not meet the minimum educational requirements for the position. She does not hold either the first-level Licence (Bachelors) degree or the Maîtrise (Masters) degree that she listed in her PHP.
Language:English
Score: 1366096 - www.un.org/en/internalj...dt/judgments/undt-2019-018.pdf
Data Source: oaj
The Högskoleverket further advised the FPD that the certificates awarded to the Applicant in 1976 “are not formally equivalent to Bachelor’s degrees” in the Swedish education system. (...) Matts Geijer provided a statement certifying that the Applicant’s military education stands in parity to a Bachelor’s degree. 28. (...) UNDT/2013/119 Page 12 of 15 in 1976 “are not formally equivalent to Bachelor’s degrees” in the Swedish education system. 58.
Language:English
Score: 1324516 - www.un.org/en/internalj...dt/judgments/undt-2013-119.pdf
Data Source: oaj
ICC-02/04-01/15 15/50 6 December 2021  Caution Money (Once): 1,000  University Rules Book (Once): 1,000  UNSA Fee (Per Annum): 2,000  Surcharge after 8th week with <100% fees paid: 20,000  Examination Fee (Per Semester): 80,000  UNSA Fee (Per Annum): 2,000  Identity Card (Once): 20,000  Sports Fee (Per Semester): 30,000  University Rules Book (Once): 5,000  Capital Development (Once): 80,100  Re- examination/Retake (Per Paper): 6,000  Medical Examination (1st Semester): 20,000  Medical Fee (Per Semester): 20,000  Library User Fee (Per Semester): 20,000  Guild Fee (Per Semester): 30,000  School Practice Fee (For Bachelor of Education Students Year 2 & 3 and Postgraduate Diploma in Education)[Per Annum]: 150,000  Internship Fee (For Diploma in Pharmacy and Certificate in  Bachelor of Science in Biosystems Engineering: 1,344,000  Bachelor of Science in Food and Agribusiness: 1,050,000  Bachelor of Science in Agri- Entrepreneurship and Communication Management: 1,050,000  Bachelor of Science in Public Health: 1,344,000  Bachelor of Business Administration: 910,000  Bachelor of Public Administration: 770,000  Bachelor of Development Studies: 77,000  Bachelor of Quantitative Economics: 1,050,000  Bachelor of Science Economics: 980,000  Bachelor of Business Education: 630,000 ICC-02/04-01/15-1923-Anx1 07-12-2021 15/50 EC No. ICC-02/04-01/15 16/50 6 December 2021 Pharmaceutical and Health Supplies Management)[Per Annum]: 200,000  Internship Fee (For Bachelor of Science in Public Health) [Per Annum]: 150,000  Bachelor of Arts Education: 630,000  Bachelor of Education (Primary)[Distance]: 630,000  Bachelor of Science Education (Biological): 630,000  Bachelor of Science Education (Economics): 630,000  Bachelor of Science Education (Physical): 630,000  Bachelor of Science Education (Sport Science): 630,000  Bachelor of Science Education (Agriculture): 630,000  Bachelor of Science in Computer Science: 910,000  Bachelor of Information and Communication Technology: 910,000  Bachelor of Laws: 1,200,00  Bachelor of Applied Sciences (Chemistry): 900,000 ICC-02/04-01/15-1923-Anx1 07-12-2021 16/50 EC No. (...) ICC-02/04-01/15 31/50 6 December 2021 Pharmacy and Certificate in Pharmaceutical and Health Supplies Management)[Per Annum]: 200,000  Internship Fee (For Bachelor of Science in Public Health) [Per Annum]: 150,000  Bachelor of Arts Education: 630,000  Bachelor of Education (Primary)[Distance]: 630,000  Bachelor of Science Education (Biological): 630,000  Bachelor of Science Education (Economics): 630,000  Bachelor of Science Education (Physical): 630,000  Bachelor of Science Education (Sport Science): 630,000  Bachelor of Science Education (Agriculture): 630,000  Bachelor of Science in Computer Science: 910,000  Bachelor of Information and Communication Technology: 910,000  Bachelor of Laws: 1,200,00  Bachelor of Applied Sciences (Chemistry): 900,000 ICC-02/04-01/15-1923-Anx1 07-12-2021 31/50 EC No.
Language:English
Score: 1303835.2 - https://www.icc-cpi.int/sites/...elatedRecords/CR2021_11387.PDF
Data Source: un
The pilot project was successfully implemented and “fundamentals of standardization” were included in all bachelor programmes at the economic faculty. As of the end of 2020-2021 school year, the course “fundamentals of standardization” was taught (from 2013-2021) in total to 1412 students (with various forms of education: full time attendance and by correspondence) at the economic faculty, including : “management” - 541 student; “personnel management” - 396 students ; “state and municipal management” - 475 students. (...) We also develop other forms of studying standardization matters beyond the official educational programme (see below on a project “more knowledge on environmental protection”). (...) We are confident to continue including UNECE standards and recommendations into MGOU educational programmes. Submission prepared by MGOU professor Dr.
Language:English
Score: 1303608.3 - https://unece.org/sites/defaul...lasova_MGOU-info%20note_EN.pdf
Data Source: un
Microsoft Word - WEB-LIST.doc YES - YOUTH EDUCATION SCHEME WINNERS – 2007 # Name Country M/F Age Present Degree / Education Degree to be obtained Institution Sponsor 1 ABBO Patricia Uganda F 24 Bachelor of Computer Science Advanced Diploma in Software Engineering APTECH Computer Education Kampala (Uganda) Prior donations 2 AGBAHOLOU Landry Marino Benin M 18 Baccalauréat 2ème année cycle classes préparatoires intégrées Ecole supérieure multinationale des télécommunications (ESMT) Dakar (Senegal) ALCATEL (France) 3 BETTO Jones Grand Central African Republic M 25 Diplôme universitaire de technologie en génie industriel Diplôme d’ingénieur de travaux en télécom. Institut moderne des métiers spécialisés Bangui (CAR) Prior donations 4 CHIKWAVA Kuzivakwashe Zimbabwe F 27 Bachelor of Science (computer Science) Master of Engineering “Software and Information Engineering” University of the Witwatersrand, Johannesburg (South Africa) ALCATEL (France) 5 CHITAMBAIKA Sepiso Zambia F 23 Institute for the Management Information Systems Higher Diploma BSC in Computing Zambia Centre for Accountancy Studies (ZCAS ) ANACOM (Portugal) 6 GBEDJEHA Olivier Togo M 21 Diplôme de technicien supérieur en réseaux télécoms Diplôme d’ingénieur Ecole supérieure d’ingénieur de Rouen (France) ALCATEL (France) 7 KATETE EDWARD Malawi M 29 Diploma in Diploma in University of Malawi ALCATEL Qabaniso Education (Mathematics and Statistics) Mathematics (France) 8 LEMA EVIA Maria Ximena Uruguay F 27 Bachelor on Social Communications Postgrade in Marketing Master in Marketing Pompeu Fabra Barcelone (Spain) ANACOM (Portugal) 9 MUMTAZ Yasar Pakistan M 22 Bachelor in Software Engineering Master in Telecommunications Queen Mary University (UK) ALCATEL (France) 10 NASHED Youssef Egypt M 24 BSc in Computers Science Master in Games Programming University of Hull (UK) ALCATEL (France) 11 NDAMYIMANA Fidele Rwanda M 26 Bachelor of Science in Engineering Master in DSP and VHDL for Communications Oxford Brookes University ANACOM (Portugal) 12 NIGMATOV Anvar Uzbekistan M 26 Master in Economics in Communication and Information Master Programme in International Affairs Graduate Institute of International Studies (HEI) Geneva (Switzerland) ANACOM (Portugal) 13 OULD AHMED Sidi Mohamed Mauritania M 23 Maîtrise en Économie/Gestion Master en gestion d’entreprise Université de Nouakchott (Mauritania) Prior donations 14 RAKOTOMALALA Rebeka Madagascar F 19 Baccalauréat L.M.D en marketing et commerce Institut supérieur de technologie d’Antananarivo (Madagascar).
Language:English
Score: 1297230.9 - https://www.itu.int/ITU-D/youth/yes/awards2007-08.pdf
Data Source: un
APPOINTMENT OF 25 MEMBERS TO THE COMMITTEE OF EXPERTS ON INTERNATIONAL COOPERATION IN TAX MATTERS :NOTE / BY THE SECRETARY-GENERAL
E/2018/9/Add.1 17-13826 4/12 Previous positions Chief Tax Treaty Negotiator, Indian Revenue Service, Government of India Officer, Indian Revenue Service, Government of India Education Bachelor’s Degree in Electrical and Electronics Engineering, Indian Institute of Technology, Kanpur Master’s Degree in Business Administration, University of Delhi Name: Ms. (...) George Omondi Obell Nationality: Kenya Present position Chief Manager, International Tax Division, Kenya Revenue Authority Previous positions Chief Manager, Large Taxpayers Office (LTO) Audit Program, Kenya Revenue Authority Education Master’s Degree in Business Administration, University of Nairobi Bachelor’s Degree in Laws, University of Nairobi Bachelor’s Degree in Accounting, United States International University — Africa Name: Ms. Carmel Peters Nationality: New Zealand Present position Policy Manager, Inland Revenue, New Zealand E/2018/9/Add.1 17-13826 8/12 Previous positions Senior Policy Analyst and Senior Policy Advisor, Inland Revenue, New Zealand Senior Associate, Rudd Watts & Stone law firm Education Master’s Degree in Law (Taxation), New York University, USA Bachelor’s Degree in Law, Victoria University of Wellington, New Zealand Name: Mr.
Language:English
Score: 1296543.3 - https://daccess-ods.un.org/acc...?open&DS=E/2018/9/ADD.1&Lang=E
Data Source: ods
Projecting demand and supply of labour by education Experiences from Norway Projecting demand and supply of labour by education Experiences from Norway BJORN DAPI, HEGE MARIE GJEFSEN AND NILS MARTIN STØLEN Main modules • Demographic projections ◦ Annual cohort-component model • Macroeconomic projections by main industries ◦ Quarterly/annual model based on National Accounts and econometric connections • Change in composition of employment in each industry • Projections of labour supply by qualification/education ◦ Annual dynamic microsimulation model, but sufficient with a cohort-component model • Further information: Reports 2016/31 ◦ https://www.ssb.no/arbeid-og-lonn/artikler-og-publikasjoner/education-specific-labour-force-and- demand-in-norway-in-times-of-transition https://www.ssb.no/arbeid-og-lonn/artikler-og-publikasjoner/education-specific-labour-force-and-demand-in-norway-in-times-of-transition Other main information • Long traditions for projections at Research Department of Statistics Norway ◦ Macroeconomic projections since the early 1980s ◦ Projections of labour supply by education since the 1970s ◦ Projections of demand and supply of labour by education since the early 1990s • Labour market projections with a scope of about 15 years • Prepared every third or second year on demand from relevant Ministries Labour classification • Dependent on available statistics • Classification by occupation common for analyses of demand for labour • Skills or education more relevant for analyses of supply • Your occupation may change when you start in a new job • Skills and education more fixed • More distinct borderlines between different educations than occupations • In Norway level and fields of education from administrative registers How many detailed groups? It depends on: • Available statistics • More details demand more resources, and results are more uncertain • Possible with more details when discussing the present situation • Small benefits from separating groups with large possibilities of substitution • Technical limits for the number of groups in a general approach • No technical limits when dividing into subgroups and for partial analyses Classification used for the Norwegian projections 10-15 years ahead • General approach ◦ 5 levels of education - Primary education - Secondary education, university preparatory - Secondary education, vocational - Education at bachelor level - Education at master level ◦ Distributed over 28 educational groups Classification used (cont.) • Partial projections for specific groups ◦ Educations towards health and care ◦ Different kinds of teachers • Common characteristics for these projections ◦ Borderlines between different groups ◦ Demographic development important for demand ◦ Demand mainly regulated by local and central government Macroeconomic projections of employment by industry • Time-series from the National Accounts and econometric connections • 15 main industries in the model • Level of production determined from demand except from resource based industries • Most important exogenous factors ◦ Demographic development ◦ Prices and activity in resource based industries ◦ International economic development, prices and rate of interest ◦ Economic policy including use of labour in the public sector Employment by main industries (2017 = 1) 80 85 90 95 100 105 110 115 120 125 130 2015 2017 2019 2021 2023 2025 2027 2029 2031 2033 2035 Extraction of oil and gas Government sector Private services Building and construction Wholsale and retail trade Manufacturing Projections by level and field of education Two main components • Change in employment between industries • Change in composition within each industry ◦ Includes change in composition caused by technical progress Composition by level and field of education • Based on observation of recent changes for each industry • Look at changes in composition between levels first • Thereafter look at changes in composition between fields within each level Change in composition by level of education Share of total employment 0.00 0.05 0.10 0.15 0.20 0.25 0.30 2005 2010 2015 2020 2025 2030 2035 Primary and unknown Bachelor Master Secondary general Secondary vocational Projecting the labour force • Labour force = Employed + Unemployed • Population in working age from official projections 2018 • Labour market participation by age, gender and education • Know the level and field of education for those in work • Projection of education for natives and immigrants Persons entering Labour force Persons leaving Composition of labour force • Dependent on those entering and those leaving • Educational level among new entrants is much higher than for those who entered some decades ago • Large changes over time in level and field of education Secondary education Secondary education Labour force Labour force by level of education 0 100000 200000 300000 400000 500000 600000 700000 800000 900000 1000000 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 2033 2034 2035 Unknown Primary education Secondary general Secondary vocational Bachelor Master Inflow versus replacement demand Economics and administration, bachelor level • The number of new entrants is much higher than the number of those who leave 0 1000 2000 3000 4000 5000 6000 7000 0 20000 40000 60000 80000 100000 120000 140000 160000 180000 200000 2 0 1 6 2 0 1 7 2 0 1 8 2 0 1 9 2 0 2 0 2 0 2 1 2 0 2 2 2 0 2 3 2 0 2 4 2 0 2 5 2 0 2 6 2 0 2 7 2 0 2 8 2 0 2 9 2 0 3 0 2 0 3 1 2 0 3 2 2 0 3 3 2 0 3 4 2 0 3 5 Labour force Entering Leaving Nursing and caregiving, bachelor level • Only a few more entering than leaving • The number of persons in the labour force is almost constant 0 500 1000 1500 2000 2500 3000 0 20000 40000 60000 80000 100000 120000 20 1 6 20 1 7 20 1 8 20 1 9 20 2 0 20 2 1 20 2 2 20 2 3 20 2 4 20 2 5 20 2 6 20 2 7 20 2 8 20 2 9 20 3 0 20 3 1 20 3 2 20 3 3 20 3 4 20 3 5 Labour force Entering Leaving How do we compare projected demand end supply? • Aggregate labour force and employment simultaneously projected in the macro model • Demand and supply for different educational groups projected independently • Comparisons indicates possible imbalances • In the real world imbalances will be moderated ◦ Educational and labour market policy ◦ Educational choice ◦ Demand for close substitutes is affected ◦ Relative wages Projections by level of education. 1000 persons 0 200 400 600 800 1000 1200 2010 2015 2020 2025 2030 2035 Primary and unknown, supply Upper secondary general, supply Upper secondary, vocational, supply Bachelor, supply Master, supply Primary and unknown, demand Upper secondary general, demand Upper secondary, vocational, demand Bachelor, demand Master, demand Secondary vocational education towards manufacturing, building an construction and crafts Share of total labour force (17%) Electronics, mechanical and machinery Building and construction Other crafts 0.166 0.168 0.17 0.172 0.174 0.176 0.178 0.18 0.182 2015 2020 2025 2030 2035 Supply Demand Engineering and tertiary education in science Share of total labour force( 8% ) • Relatively strong growth in labour force because several youths choose these educations • Demand is rather stable because reduced activity in the petroleum industry and production of equipment and services towards this industry outweigh increased demand in most other industries 0.060 0.065 0.070 0.075 0.080 0.085 0.090 0.095 0.100 0.105 2015 2020 2025 2030 2035 Supply Demand Nursing and caregiving, bachelor Share of total labour force( 3% ) • Demographic development causes more old persons and increases demand • Labour force almost constant because the number of those entering corresponds to those retiring 0.025 0.027 0.029 0.031 0.033 0.035 0.037 0.039 2015 2020 2025 2030 2035 Supply Demand Tertiary education in economics and administration Share of total labour force 6% • A relatively strong growth in demand compared to most other groups • A large expansion of capacity in education during last decades causes a high number of new entrants compared to the number of retirees0.060 0.065 0.070 0.075 0.080 0.085 0.090 0.095 0.100 0.105 2015 2020 2025 2030 2035 Supply Demand Funding of Statistics Norway’s skills projections • The Ministry of Education and Research • The Ministry of Labour and Social Affairs • The Ministry of Trade, Industry and Fisheries • The Ministry of Health and Care Services • The Norwegian Directorate of Health • The Norwegian Labour and Welfare Administration Government Committee on Skill Needs established 2017 • Provide the best professional assessments of Norway’s future skill needs ◦ Basis for national and regional planning ◦ Strategic decision making of both employers and individuals • Annual report on skill needs • Representatives from social partners, researchers/analysts and civil servants from the Ministries • Statistics, analyses and projections from Statistics Norway part of the knowledge base Thank you
Language:English
Score: 1293968.75 - https://www.cepal.org/sites/de...tations/mesa_5_nils_stolen.pdf
Data Source: un
Microsoft Word - Web Winners2008.doc YES- YOUTH EDUCATION SCHEME WINNERS- 2008 - 2009 # Full Name Country (Nationality) Present degree / education Degree to be obtained Institution/ University/ Courses Sponsor 1 Mr. (...) RINZIN Chimi Bhutan Bachelor of Computer Applications (BCA) (1 year student). (...) MENDES PEREIRA Cape Verde License in computing License in computing Higher Education Institute Portugal Administration Edna Suzete technology (Student in the 3rd year) technology 10 Ms.
Language:English
Score: 1289727.1 - https://www.itu.int/ITU-D/youth/yes/Web%20Winners2008.pdf
Data Source: un