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CCE Report No5-Gender Report2_final_v2
https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE%20Report%20No5_Gender%20Report2_final_v2.pdf22 Sep 2011: Uganda’s main economic activity is agriculture (particularly coffee) and it is estimated. ... devastating effect on the country’s economic and social infrastructure. A number of reformist. -
CCE Report No8-Gender Report3_final_v2.
https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE%20Report%20No8-Gender%20Report3_final_v2_.pdf4 Nov 2011: much poorer socio-‐economic backgrounds, growing up in sometimes remote rural areas in. ... head of household and decision maker, and was more likely to be the one with economic. -
CCE_Report No4_Gender Report1_final
https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report%20No4_Gender%20Report1_final.pdf22 Sep 2011: Uganda’s main economic activity is agriculture (particularly coffee) and it is estimated. ... devastating effect on the country’s economic and social infrastructure. A number of reformist. -
Developing use of ICT to enhance teaching and learning in East…
https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf22 Sep 2011: been argued that ICT is a principal driver of economic development and social change worldwide (Kozma, 2005; Leech, 2008). ... in politics, in economic life, as well as in social and cultural development. -
An investigation of appropriate new technologies to support…
https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report_No6_%20DfID_ANTSIT.pdf22 Sep 2011: 56 4.2.6 Principal perspectives. 57. 4.3 Gender, socio-economic background. 59 4.4 Conclusion. ... The project also seeks to find the right ICT requirements for each geographical and socio-economic environment. -
Developing ICT use in East African schools: matching policy and…
https://www.educ.cam.ac.uk/centres/archive/cce/publications/eLearning_Africa_extended_overview_Wamakote-1.pdf22 Sep 2011: While ICT is considered a principal driver of economic development and social change worldwide, technology alone can only be an enabler, not a driver of development. ... context. Striving towards bringing East African schooling into the 21st century in -
MILLENNIUM GOALS REVISITED: TRANSFORMING TEACHING, LEARNING AND…
https://www.educ.cam.ac.uk/centres/archive/cce/publications/Mauritius%20Conference%20report.pdf22 Sep 2011: The broader political, social and economic trends in society that impact on teachers as. ... The Constitution of India has envisaged special provisions for socio-economic development of tribes. -
Annual Review 2010 From the Pro-Vice-Chancellor(Research) This year…
https://www.enterprise.cam.ac.uk/wp-content/uploads/2015/04/2009-2010-annual-review-final.pdf6 Jan 2011: In. particular, it is central to both an innovation-based. economic recovery and the communication of the. ... economic and societal impact. Professor Lynn Gladden. Pro-Vice-Chancellor (Research). University of Cambridge. -
CE Annual Review 2010-2011:A4
https://www.enterprise.cam.ac.uk/wp-content/uploads/2015/04/ce-annual-review-2010-2011-web.pdf19 Dec 2011: economic environment, the Cambridge Enterprise. team completed 116 licences, signed 183 consultancy. ... 11Annual Review 2011. Dr Ward Hills. Financial performance. Economic impact from researchIncome from knowledge transfer activities is a key indicator -
FaradayPaper5Japanese
https://www.faraday.cam.ac.uk/wp-content/uploads/resources/Faraday%20Papers/Faraday%20Paper%205%20Houghton_JAP.pdf21 Jul 2011: つまり、持続可能な サステナブルな コミュニティや、持続可能な経済状態とも密接に結びついている。「持続可能な開発」は、包括的な用語である。ブルントランド委員会 1 ... 14Grubb, M,
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