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External sources (not reviewed)

[...] indication of the learner’s acquisition of skills [...] [...]

[...] [...] which creates equal opportunities for acquiring of education and progression in the education system.

It requires that teachers understand both the limitations of the current emphasis and the new ways of deciding what knowledge is valued.

(f) Unprecedented growth in the variety of “open” formats for the distribution of information and “libraries” from which this information can be drawn, which, in turn, serve as foundations for knowledge management and learning by collaboration.

Customary rights of indigenous and ethnic minority communities should remain inalienable [...]

[...] [...] providing every child attending State school throughout the country with a computer.

Transaction lifetimes are really very simple but it might take a little time to get used to.

The Commission notes that quality education and full and equal access and participation in science and technology for women of all ages are imperative for achieving gender equality and the empowerment of women, and an economic necessity, and that they provide women with the knowledge, capacity, aptitudes, skills, ethical values and understanding necessary for lifelong learning, employment, [...] [...]

Five major themes of convergence between these three authors were identified during that first informal reflection process: (i) the place of pedagogy in [...] [...]

[...] [...] rights must be respected, it is because of their customary and, in some [...] [...]

[...] [...] Supreme Court had the opportunity to state that genocide, war crimes and crimes against humanity had attained the status of customary international law.

Add a new indicator (c) (ii) (renumbering indicator (c) as (c) (i)), to read: “(c) (ii) Increased availability of updated data on staff members regarding matters such as skills development, acquisition of languages or staff mobility”.

[...] [...] delivery of technical assistance; and (f) supporting the establishment of networks and platforms for policy dialogue and peer learning among Member States at the regional and international levels.

[...] [...] three week-long workshops for two groups [...]

[...] [...] development, and enhancing lifelong learning opportunities through access to diversified delivery systems.

The following elements of quality education were highlighted: focus on assistance in curricula review and revision, particularly the introduction of values education and ethical approaches, in accordance with national priorities and Arab needs; “learner-centred” education; improvement of teaching including capacity-building and teacher training; improvement in the status of teachers; development of benchmarking and assessment; elaboration of national standards regarding quality education.

Regarding funding support for the arts groups, members in generally considered that the Administration should (a) ensure a reasonable and fair distribution of funding resources amongst arts groups; (b) review the existing mode of subsidy for the major performing arts groups to avoid stifling the development of non-subvented commercial arts groups; (c) provide more funding for the support of small and medium sized arts groups and budding artists; (d) explore means to minimize staffing and administrative expenses in the operation of arts programmes so that the savings could be re-allocated to the use of arts development; (e) examine the effectiveness of the current funding policy in achieving the policy goals, such as encouraging diversified and balanced development of arts and culture; and (f) consider increasing its overall allocation of funding for culture and the arts, given the imminent need to achieve the vision of the West Kowloon Culture District project.

[...] [...] framework; the lack of recognition of their positive contribution throughout history to the construction and development of the country; the lack of qualitative and quantitative disaggregated data by racial or ethnic origin; the existence of a circle of poverty, unequal access to education, [...] [...]

(B) If any member shall surrender for cancellation a share certificate representing shares held by him and request the Company to issue in lieu two or more share certificates representing such shares in such proportions as he may specify, the Board may, if it thinks fit, comply with such request subject to the payment of such sum (not exceeding, in the case of any share capital listed on a stock exchange in Hong Kong, the maximum amount prescribed or permitted from time to time by such stock exchange, and, in the case of any other share capital, such sum in such currency as the Board may from time to time determine to be reasonable in the territory in which the relevant register is situate, or otherwise in each case such other sum as the Board may from time to time determine) for every certificate after the first, as the Board shall from time to time determine.