Titlebook: Education Technology Policies in the Middle East; Globalisation, Neoli Michael Lightfoot Book 2016 The Editor(s) (if applicable) and The Au

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書目名稱Education Technology Policies in the Middle East影響因子(影響力)學(xué)科排名




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書目名稱Education Technology Policies in the Middle East網(wǎng)絡(luò)公開度學(xué)科排名




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書目名稱Education Technology Policies in the Middle East被引頻次學(xué)科排名




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書目名稱Education Technology Policies in the Middle East年度引用學(xué)科排名




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Omer Engin,Gizem Kilinc,Semra Salimoglue of Bahrain, in particular, and the place of “knowledge” within the Islamic tradition. It illustrates the importance of the Islamic faith and the way in which this faith is inextricably bound within the state constitutions, the people’s consciousness of statehood and of individuals’ capacity to ope

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Kundan Singh,Krishna MaheshwariMENA countries to embark upon reforms that seek to meet the learning needs of young people in the twenty-first century. In an age of international education comparisons, there are pressures to conform to a series of global expectations of what education should look like, and what its outcomes should

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Policing and Surveillance in France, enacting policy reforms in schools. Over the course of the focus group discussions and the interviews with senior officers, three broad themes emerged, and it is within these themes that the contributions have been analysed and presented. The themes are as follows:

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Responsible Government in Britain,spurred by technology, as the countries in the region have sought to reflect their legitimacy as serious players in the globalised KE. Yet the social conservatism of much of the population in the Middle East has acted as a brake upon the higher and wider ambitions of the educational and social refor