Interim Conclusions of the Trends II Analysis
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Changes in Family Policies and Outcomes: Is There Convergence?
OECD Social, Employment and Migration Working Papers No. 157 Changes in Family Policies Willem Adema, and Outcomes: Is there Nabil Ali, Convergence? Olivier Thévenon https://dx.doi.org/10.1787/5jz13wllxgzt-en For Official Use DELSA/ELSA/WD/SEM(2014)3 Organisation de Coopération et de Développement Économiques Organisation for Economic Co-operation and Development ___________________________________________________________________________________________ _____________ English - Or. English DIRECTORATE FOR EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS COMMITTEE For Official Use Official For DELSA/ELSA/WD/SEM(2014)3 OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS No. 157 Changes in family policies and outcomes: is there convergence? Willem Adema, Nabil Ali and Olivier Thévenon JEL Classification: D1 (Household Behavior and Family Economics), J12 (Marriage; Marital Dissolution; Family Structure), J13 (Fertility; Family Planning; Child Care; Children; Youth), J18 (Demographic economics – public policy) Key words: Family and Child outcomes, Female Employment, Taxes and Benefits, Child Care and Parental Leave. Authorised for publication by Stefano Scarpetta, Director, Directorate for Employment, Labour and Social Affairs. All Social, Employment and Migration Working Papers are now available through the OECD website at www.oecd.org/els/workingpapers English Complete document available on OLIS in its original format - This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of Or. English international frontiers and boundaries and to the name of any territory, city or area. DELSA/ELSA/WD/SEM(2014)3 DIRECTORATE FOR EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS www.oecd.org/els OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS www.oecd.org/els/workingpapers OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. -
Downloads Area (On the Reforestation
FSC National Risk Assessment For Austria DEVELOPED ACCORDING TO PROCEDURE FSC-PRO-60-002 V3-0 Version V1-0 Code FSC-NRA-AT V1-0 National approval National decision body: Technical project group for CWRA (hosted by FSC Germany) Date: 08.11.2017 International approval FSC International Center: Performance and Standards Unit Date: 03 April 2018 International contact Name: Ulrich Malessa Email address: [email protected] Period of validity Date of approval: 03 April 2018 Valid until: (date of approval + 5 years) Body responsible for NRA FSC Germany – Verein für verantwortungsvolle maintenance Waldwirtschaft e.V. FSC-NRA-AT V1-0 NATIONAL RISK ASSESSMENT FOR AUSTRIA 2018 – 1 of 112 – Contents Risk designations in finalized risk assessments for Austria ......................................................... 3 Background information .............................................................................................................. 4 What do we mean by FSC Controlled Wood? ..................................................................... 4 Why is the risk assessment necessary?.............................................................................. 4 Proceeding in a participatory process ................................................................................. 5 Timeline for the approval of the Austrian FSC risk assessment .......................................... 5 Structure of the document ................................................................................................... 8 Evaluation and control -
Higher Diploma Postgraduate Diploma
HIGHER DIPLOMA Higher Diploma in Business Management Higher Diploma in Computers, Electronics and Communications POSTGRADUATE DIPLOMA Postgraduate Diploma in International Business Postgraduate Diploma in Engineering Management About Auston 03 About Us Auston Institute of Management, a popular school in Singapore for our Engineering and Management programmes, provides an industry focused education. We are a practical and outcome based institution that offers top-up degrees to improve the employability, and the lives, of our graduates. We are dedicated to our students success and place their learning, welfare and workplace-ability above all else. Our campus is set in the heart of Singapore, just beyond the borders of the Central Business District and fosters a tight-knit community of teachers, students and administrators from Singapore and the region. In February 2013, Auston was awarded the prestigious 4 years EduTrust Certification by Council of Private Education (CPE) for achieving the high standards in school administration and management, provision of educational services and positive financial health. We are registered under Enhanced Registration Framework by Council of Private Education Singapore. Our Culture We aim to create a culture that encourages friendship, open communication, trust and respect within the organization and with our stakeholders. Our Mision, Vision and Values MISSION - To provide a value added education for high workplace relevance VISION - To be the preferred education provider in the Asia Pacific region VALUES - Integrity = Trust and Responsibility, Creativity in Our Approach, Dedication to Our Students Success Why Students Choose Auston 1. Our students A typical student cohort is nearly 50% Singapore and 50% International with students from Korea, China, India, Myanmar, and more. -
10.4 Regulations for Certificates and Diplomas
10.4 REGULATIONS FOR CERTIFICATES AND DIPLOMAS OF HIGHER EDUCATION AND HIGHER DIPLOMAS Academic Handbook 2021/22 – Volume 1 - 10.4 -Regulations for Certificates and Diplomas of Higher Education – modified 19.06.08, 26.05.10, 30.09.14, 26.11.19; last modified 19.01.21 1 CARDIFF METROPOLITAN UNIVERSITY REGULATIONS FOR CERTIFICATES AND DIPLOMAS OF HIGHER EDUCATION AND HIGHER DIPLOMAS (MODULAR PROGRAMMES) General 1. Certificates and Diplomas of Higher Education may be offered as stand- alone programmes (including for franchising purposes) and may also be exit awards, normally corresponding to the end of Level 4 (HE Level 1) and Level 5 (HE Level 2) of a three-year, full-time, modular initial degree programme. Higher Diplomas are offered as standalone programmes equivalent to Levels 4 & 5. 2. These Regulations apply to stand-alone Certificates and Diplomas of Higher Education and Higher Diploma programmes. Regulations specific to Certificates and Diplomas of HE offered as exit awards are given in the appendix. 3. If a candidate, having accepted either a Certificate or Diploma of Higher Education as an exit award, subsequently continues studies on the programme from which the Certificate or Diploma was awarded and successfully completes the associated degree, he/she must relinquish the Certificate or Diploma before being admitted to the degree. Entry 4. To be eligible for admittance to study for a Certificate or Diploma of Higher Education or Higher Diploma programme, a candidate shall: (i) have fulfilled the admissions criteria set out in "CRITERIA FOR THE ADMISSION OF STUDENTS TO FIRST DEGREE, HND, HNC AND FOUNDATION DEGREE PROGRAMMES"; and (ii) have fulfilled any further entry conditions required by Cardiff Metropolitan University in respect of the programme in question. -
Democracy Beyond Parties
Center for the Study of Democracy (University of California, Irvine) Year Paper - Democracy Beyond Parties Peter Mair Leiden University, The Netherlands This paper is posted at the eScholarship Repository, University of California. http://repositories.cdlib.org/csd/05-06 Copyright c 2005 by the author. Democracy Beyond Parties Abstract This paper is concerned primarily with the way in which the changing char- acter of political parties impacts upon their standing, legitimacy, and effective- ness. We see an emerging notion of democracy that is being steadily stripped of its popular component–a notion of democracy without a demos. As I try to show in this paper, much of this has to do with the failings of political parties. I am not suggesting that there has been a wholesale failure of parties; rather, I am seeking to draw attention to an ongoing process in which there are party failings, and in which democracy itself tends to adapt and change to these fail- ings. This process then provokes its own momentum, in which parties become steadily weaker, and in which democracy becomes even more stripped down. CSD Center for the Study of Democracy An Organized Research Unit University of California, Irvine www.democ.uci.edu This paper derives from a wider project on the politics of popular democracy, and is concerned primarily with the way in which the changing character of political parties impacts upon their standing, legitimacy, and effectiveness.1 The argument that is developed here owes much to that originally advanced by E.E. Schattschneider in The Semi-Sovereign People (1960) and to his contention that control over political decision-making sometimes lay beyond the reach of the ordinary citizen. -
Short Cycle Higher Education in Europe Level 5: the Missing Link
2011 Short Cycle Higher Education in Europe Level 5: the Missing Link MAGDA KIRSCH AND YVES BEERNAERT This project has been funded with the support of the Lifelong Learning Programme of the European Commission Copyright © 2011 by EURASHE All rights reserved. This information may be freely used and copied for non-commercial purposes, provided that the source is acknowledged (©EURASHE). EURASHE Ravensteingalerij 27/3 1000 Brussels BELGIUM ISBN-9789081686709 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein Foreword ‘Level 5-The Missing Link’ is an intriguing title for this new publication of EURASHE for those not versed in the qualifications terminology. It rightly points to an existing lack in the National Qualifications Frameworks, at least in some countries in the European Higher Education Area (formerly ‘Bologna’). The implementation of the two- (later three) cycle structure also had to incorporate the level that is the link between secondary and higher education, and this for reasons explained below. It is a great merit of the two researchers, Magda Kirsch and Yves Beernaert, co-authors of the report, that they have taken up the challenge of mapping a sector of (higher) education in a variety of countries, which often have just this in common, that they are among the 47 that signed the Bologna Declaration, but otherwise have such different education systems and structures that make comparisons of levels and programmes extremely difficult. -
Diploma Supplement
INSTITIÚID TEICNEOLAÍOCHTA LEITIR CEANAINN LETTERKENNY INSTITUTE OF TECHNOLOGY EUROPASS DIPLOMA SUPPLEMENT This Diploma Supplement follows the model developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original qualification to which this supplement is appended. It should be free from any value judgements, equivalence statements or suggestions about recognition. Information in all eight sections should be provided. Where information is not provided, an explanation should give the reason why. 1. HOLDER OF THE QUALIFICATION 1.1 Surname 1.2 First name McNulty Joseph Peter 1.3 Date of birth (day/month/year) 1.4 Student ID number or code (if available) 22/09/1976 L123456; 456789 H 2. QUALIFICATION 2.1 Name of qualification Title conferred Bachelor of Business Studies - 2.2 Main field(s) of study Accounting / Finance 2.3 Institution awarding the qualification Status QQI (Quality and Qualifications Ireland) State agency established by the Quality Assurance and Qualifications (Education and Training) Act 2012 See www.QQI.ie 2.4 Institution administering studies Status Letterkenny Institute of Technology Recognised higher education institution in Ireland established under the Institutes of Technology Act, 2006. 2.5 Language(s) of instruction/examination English 3. LEVEL OF THE QUALIFICATION 3.1 National Framework of Qualifications level 3.2 Official length of programme Honours Bachelor Degree (NFQ Level 8 / In full-time mode 4 years (240 ECTS Credits) EQF Level 6) In part-time mode, 240 credits may be accumulated over several years. -
Optometry and Vision Sciences Postgraduate Brochure
School of Optometry and Vision Sciences Postgraduate Programmes cardiff.ac.uk/optometry-vision-sciences Important Legal Information The contents of this prospectus relate to Contents the Entry 2018 admissions cycle and are correct at the time of going to press in Welcome to the School 1 March 2018. However, there is a lengthy period of time between printing this Cardiff: a capital city 2 prospectus and applications being made to and processed by us, so please check our Cardiff: the University 4 website www.cardiff.ac.uk before making an application in case there are any changes About the School 6 to the course you are interested in or to other facilities and services described here. Postgraduate Taught Programmes 8 Where there is a difference between the contents of this prospectus and our website, MSc Clinical Optometry (Part Time) 9 the contents of the website take precedence and represent the basis on which we intend MSc Clinical Optometry (Full Time) 10 to deliver our services to you. Any offer of a place to study at Cardiff Certificate in Eye Care Governance 11 University is subject to terms and conditions, which can be found on our website Certificate in Glaucoma 12 www.cardiff.ac.uk/offerterms and which you are advised to read before making an Certificate in Therapeutic Prescribing 13 application. The terms and conditions set out, for example, when we might make Postgraduate Research Programmes 14 changes to your chosen course or to student regulations. It is therefore important you Visions Sciences 15 read them and understand them. If you are not able to access information International students 17 online please contact us: Email: [email protected] Funding your postgraduate study 18 Tel: +44 (0)29 2087 4455 Making your application 19 Your degree: Students admitted to Cardiff University How to find us 21 study for a Cardiff University degree. -
National Qualifications Framework Developments in Europe 2017
ENENEN NATIONAL QUALIFICATIONS FRAMEWORK DEVELOPMENTS IN EUROPE 2017 National qualifications framework developments in Europe 2017 Luxembourg: Publications Office of the European Union, 2018 Please cite this publication as: Cedefop (2018). National qualifications framework developments in Europe 2017. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/029873 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2018 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2018 All rights reserved. PRINT ISBN: 78-92-896-2649-1 doi:10.2801/545730 TI-01-18-117-EN-C PDF ISBN: 978-92-896-2650-7 doi:10.2801/029873 TI-01-18-117-EN-N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Joachim James Calleja, Director Tatjana Babrauskiene, Chair of the Governing Board Foreword Cedefop has been working on transparency and recognition of qualifications since the 1980s and has helped shape the European qualifications framework (EQF), adopted in 2008 and revised in 2017. -
ECA Country Specific Required Academic Documents – IQAS
ECA Country Specific Required Academic Documents – IQAS Algeria ......................................................................................................................................................... 3 Australia ..................................................................................................................................................... 5 Austria ......................................................................................................................................................... 7 Bangladesh ................................................................................................................................................ 9 Belgium ..................................................................................................................................................... 11 Brazil .......................................................................................................................................................... 13 Cameroon ................................................................................................................................................. 15 China ......................................................................................................................................................... 17 Colombia .................................................................................................................................................. 19 Croatia ...................................................................................................................................................... -
Qualifications Levels Explained
QUALIFICATIONS LEVELS. Regulated qualifications in England, Wales & Northern Ireland are in either the Regulated Qualifications Framework (RFQ) Framework for Higher Education Qualifications (FHEQ) The table shows how the most common qualifications compare. The higher the level, the more difficult a qualification is. Qualifications at the same level are a similar level of difficulty, but the size and content of the qualifications can vary. AS levels and A levels are both level 3, but you study AS levels over 1 year and A levels over 2 years. You’ll therefore have a deeper knowledge of a subject if you’ve studied it at A level. LEVEL RFQ EXAMPLES FHEQ EXAMPLES Entry Entry level certificate Entry level Skills for Life Entry level award, certificate and diploma Entry level Functional skills Entry level Foundation Learning 1 GCSE (grades D-G) Key Skills level 1 NVQ level 1 Skills for Life level 1 Foundation diploma BTEC award, certificate and diploma level 1 Foundation Learning level 1 Functional Skills level 1 Cambridge National level 1 2 GCSE (grades A*-C) Key Skills level 2 NVQ level 2 Skills for Life level 2 Higher diploma BTEC award, certificate and diploma level 2 Functional Skills level 2 Cambridge National level 2 Cambridge Technical level 3 AS and A level Advanced Extension Award Cambridge International award International Baccalaureate Key Skills level 3 NVQ level 3 Advanced diploma Progression diploma BTEC award, certificate and diploma level 3 BTEC National Cambridge Technical level 3 4 HNC Certificate of higher education Certificate -
Invasion of Personal Privacy U.S
C.S. Department of Homeland Security U. S. Citizenship and Immigration Services identifying dpta deleted to Office of Administrative Appeals MS 2090 prevent clearly dnwarranted Washington, DC 20529-2090 invasion of personal privacy U.S. Citizenship and Immigration IN RE: PETITION: Immigrant Petition for Alien Worker as a Member of the Professions Holding an Advanced Degree or an Alien of Exceptional Ability Pursuant to Section 203(b)(2) of the Immigration and Nationality Act, 8 U.S.C. 9 1153(b)(2) ON BEHALF OF PETITIONER: INSTRUCTIONS: Enclosed please find the decision of the Administrative Appeals Office in your case. All of the documents related to this matter have been returned to the office that originally decided your case. Please be advised that any further inquiry that you might have concerning your case must be made to that office. If you believe the law was inappropriately applied by us in reaching our decision, or you have additional information that you wish to have considered, you may file a motion to reconsider or a motion to reopen. The specific requirements for filing such a request can be found at 8 C.F.R. 9 103.5. All motions must be submitted to the office that originally decided your case by filing a Form I-290B, Notice of Appeal or Motion, with a fee of $585. Please be aware that 8 C.F.R. 9 103.5(a)(l)(i) requires that any motion must be filed within 30 days of the decision that the motion seeks to reconsider or reopen. Thank you, @Perry ew Chief, Administrative Appeals Office DISCUSSION: The Director, Nebraska Service Center, revoked the employment-based immigrant visa petition.