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Titlebook: Education in the Industrialised Countries; Raymond Poignant Book 1973 Springer Science+Business Media Dordrecht 1973 development.education

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发表于 2025-3-21 19:16:54 | 显示全部楼层 |阅读模式
书目名称Education in the Industrialised Countries
编辑Raymond Poignant
视频video
丛书名称Plan Europe 2000, Project 1: Educating Man for the 21st Century
图书封面Titlebook: Education in the Industrialised Countries;  Raymond Poignant Book 1973 Springer Science+Business Media Dordrecht 1973 development.education
描述In 1965 Mr. Raymond Poignant published a comparative study, entitled "Education in the Common Market Countries", of the organi­ sation and state of development of education in the six countries of the Community and in three industrialised countries: the United States, the United Kingdom and the USSR. Mr. Poignant, at present Director of the International Institute for Educational Planning (UNESCO), compiled the material for this study when he was Chairman of a committee set up by the EEC Institute for University Studies. Since then it has become a reference work for all those who wish to under­ stand the similarities and the diversity of our educational systems; it has been translated into German and English. In the preface to the first edition we expressed the wish that this work of comparative analysis should be pursued and kept up-to-date. This wish is fulfilled in the work we are now introducing, and which was undertaken by Mr. Poignant pursuant to an agreement between the European Cultural Foundation and the International Institute for Educational Planning. It should be emphasised that this is not simply a revised edition of the previous work. The scope of the book has been en
出版日期Book 1973
关键词development; education; higher education; organization; state
版次1
doihttps://doi.org/10.1007/978-94-015-7592-8
isbn_softcover978-94-017-0046-7
isbn_ebook978-94-015-7592-8
copyrightSpringer Science+Business Media Dordrecht 1973
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Tatjana Zeman,Mario Jooss,Mario Situm or more foreign languages, a more or less limited knowledge of “the tools of mathematics”, and a sufficiently broad awareness of human societies, past and present, and of the physical world and who, in the process, has naturally learned how to reason.
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The Organisation and State of Development of General Primary and Secondary Education,social role (care of young children) these establishments have officially defined educational aims, which are regarded as increasingly important for the children’s development. Table 6 shows the present duration of pre-school attendance.
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General Conclusion,ences we have made to the content of education are designed merely to characterise the different elements of school and university organisation; they do not include any analysis in depth of curricula or timetables, still less of teaching methods.
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https://doi.org/10.1007/978-94-015-7592-8development; education; higher education; organization; state
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978-94-017-0046-7Springer Science+Business Media Dordrecht 1973
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