Titlebook: International Handbook on Education in Southeast Asia; Lorraine Pe Symaco,Martin Hayden Reference work 2024 Springer Nature Singapore Pte

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书目名称International Handbook on Education in Southeast Asia影响因子(影响力)




书目名称International Handbook on Education in Southeast Asia影响因子(影响力)学科排名




书目名称International Handbook on Education in Southeast Asia网络公开度




书目名称International Handbook on Education in Southeast Asia网络公开度学科排名




书目名称International Handbook on Education in Southeast Asia被引频次




书目名称International Handbook on Education in Southeast Asia被引频次学科排名




书目名称International Handbook on Education in Southeast Asia年度引用




书目名称International Handbook on Education in Southeast Asia年度引用学科排名




书目名称International Handbook on Education in Southeast Asia读者反馈




书目名称International Handbook on Education in Southeast Asia读者反馈学科排名

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Springer Nature Singapore Pte Ltd. 2024

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International Handbook on Education in Southeast Asia978-981-16-8136-3Series ISSN 2197-1951 Series E-ISSN 2197-196X

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Overview of Education in the Philippinesnclusion and equity issues. The country’s . or the national vision for a prosperous and healthy society by 2040 is premised on education’s role in developing human capital through quality lifelong learning opportunities. Education governance is handled by three government agencies overseeing the bro

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Early Childhood Education in the Philippinesl children. Despite political and socioeconomic constraints and a growing population, the country remains committed to providing learning programs and services for its youngest populace. The government has robust legislative frameworks for providing early learning programs, namely, the “Early Years

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POLYP

Higher Education in the Philippines access, inclusion and equity, and quality of higher education. Inequitable and inadequate household income issues bring about the abovementioned challenges, the lack and poor implementation of laws and policies for inclusion and equity, the profit-seeking nature of nonsectarian private higher educa

IRS

Vocational Education and Training in the Philippines whom are in public institutions. In terms of the number of VET institutions, however, public institutions constitute only 9%. While the VET usually starts after secondary schooling, upper secondary school has a VET track that makes graduates eligible for levels 1 and 2 of the national certification