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26 Jun 2014: 11. Field, E., Robles, O. and Torero, M. (2009) 'Iodine deficiency and schooling attainment in Tanzania', American Economic Journal; Applied Economics. ... American Economic Journal: Applied Economics 3(1): 91-100 18. Birdthistle, I.; Dickson, K.; Freeman

26 Jun 2014: SES Socio-economic status. SWAPs System Wide Action Plans. TEGINT Transforming Education for Girls in Nigeria and Tanzania. ... different school locations and/or socio-economic status (SES) levels, and did not deal with interventions.

3 Jun 2014: To elucidate how educational policy can be optimised to help achieve social and economic transformation.

3 Jun 2014: The public training providers were all formal and aimed for preparing their trainees for the nationally-accredited NVTI3 Grade 1 Trade Test certificate. ... The Tamale office, which serves the largest of Ghana's ten. 16 The GPRS-II specifically

12 May 2014: ratio for other countries – this compares the relative economic position of teachers in India. ... willing to do something to improve it”. Thus, an important consequence of increased economic.

12 May 2014: poverty-reduction arising from economic growth and burden the environment. Although much is. ... languages). o Numeracy (short and long math tests for basic arithmetic skills: both test basic and.

12 May 2014: where economic growth has the highest impact on poverty reduction either because better. ... countries, the political and economic interests and colonial history of donor countries are.

12 May 2014: the qualitative studies and two other randomly chosen districts from the same agro-economic zone. ... Economic activity, type of employment. Weight/height. Arm circumference. Hou. seho. ld q.

22 Oct 2014: economic and environmental performance of both existing and new processes. MUSCAT was originally comprised of six work packages. ... In particular, work has continued on the concepts of ‘quadratic dissipativity’ and ‘asymptotic quadratic

1 Oct 2014: We have evolved a Collegiate approach which has stood the test of time. ... There is no ‘right background’ for Cambridge, no right school to have attended, no hidden test of social and economic circumstances.