Titlebook: Education, Skills and International Cooperation; Comparative and Hist Kenneth King Book 2019 Springer Nature Switzerland AG 2019 Politics o

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書目名稱Education, Skills and International Cooperation影響因子(影響力)




書目名稱Education, Skills and International Cooperation影響因子(影響力)學(xué)科排名




書目名稱Education, Skills and International Cooperation網(wǎng)絡(luò)公開度




書目名稱Education, Skills and International Cooperation網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Education, Skills and International Cooperation被引頻次




書目名稱Education, Skills and International Cooperation被引頻次學(xué)科排名




書目名稱Education, Skills and International Cooperation年度引用




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Ruptured-Disk

不溶解

,Africa’s Informal Economies: Thirty Years On,l sector in developing countries: Policy issues for practitioners’ (King, 1989). The article reproduced here is from 2001, 30 years after the term ‘informal sector’ had first been used. Over that period, the early focus on the urban informal sector had shifted to acknowledge the very widespread presence of the rural informal sector.

Feigned

chandel

原始

Contemporary Fictions of Multiculturalismin its Employment Mission to Kenya. This excerpt is about the multi-faceted attempt by the Kenyan government to orient schools more towards self-employment and enterprise – in other words to connect education and the informal sector.

原始

白楊

acrobat

The Xie Family in Yokohama Chinatown,e already shown how the first education commissions to Africa arrived with their own priorities for Africa already set. I have also noted in Chapter 3 the very substantial amounts of knowledge generated by development agencies as part of their own project cycles.

N斯巴達(dá)人

The Phelps-Stokes Commissions and the Politics of Negro Education,ed agencies, such as UNESCO and UNICEF, from the 1940s. Provision of educational aid was not confined to the European and North American nations, however; it was also associated with China, India and Japan from at least as early as Western nations established their development agencies.