LEADER 01539oam 22004814a 450 001 9910494634603321 005 20210915044127.0 010 $a0-88099-631-5 035 $a(CKB)4100000001041096 035 $a(OCoLC)1013854431 035 $a(MdBmJHUP)muse59749 035 $a(MiAaPQ)EBC5145426 035 $a(EXLCZ)994100000001041096 100 $a20171019d2017 uy 0 101 0 $aeng 135 $aur|||||||nn|n 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aLessons Learned from Public Workforce Program Experiments$fStephen A. Wandner, editor 210 1$aKalamazoo, Michigan :$cW.E. Upjohn Institute for Employment Research,$d2017. 210 4$dİ2017. 215 $a1 online resource (pages cm.) 225 0 $aWE focus series 300 $aIncludes index. 311 $a0-88099-630-7 320 $aIncludes bibliographical references at the end of each chapters and index. 410 0$aWE focus series. 606 $aUnemployment$zUnited States 606 $aManpower policy$zUnited States 606 $aPublic service employment$zUnited States 608 $aElectronic books. 615 0$aUnemployment 615 0$aManpower policy 615 0$aPublic service employment 676 $a331.12/0420973 702 $aWandner$b Stephen A. 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910494634603321 996 $aLessons Learned from Public Workforce Program Experiments$92436955 997 $aUNINA LEADER 03465oam 22006854a 450 001 9910524899703321 005 20240404173419.0 010 $a9781920677527 010 $a1920677526 024 8 $ahttps://doi.org/10.47622/9781920677039 035 $a(CKB)3710000000111677 035 $a(EBL)1690600 035 $a(SSID)ssj0001260886 035 $a(PQKBManifestationID)11685810 035 $a(PQKBTitleCode)TC0001260886 035 $a(PQKBWorkID)11321195 035 $a(PQKB)11571231 035 $a(OCoLC)879668339 035 $a(MdBmJHUP)muse37997 035 $a(Au-PeEL)EBL1690600 035 $a(CaPaEBR)ebr10870441 035 $a(CaONFJC)MIL663279 035 $a(OCoLC)879948606 035 $a(PPN)187347115 035 $a(ScCtBLL)d504b83c-6fff-4e41-9284-ea36031f1010 035 $a(OCoLC)963597489 035 $a(FR-PaCSA)88824960 035 $a(FRCYB88824960)88824960 035 $a(MiAaPQ)EBC1690600 035 $a(EXLCZ)993710000000111677 100 $a20140616e20142013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHigher Education in Portuguese Speaking African Countries$eHigher Education in Portuguese Speaking African Countries /$fPatricio Vitorino Langa 205 $a1st ed. 210 1$aBaltimore, Maryland :$cProject Muse,$d2014 210 4$dİ2014 215 $a1 online resource (122 p.) 300 $aDescription based upon print version of record. 311 08$a9781322319971 311 08$a1322319979 311 08$a9781920677039 311 08$a1920677038 320 $aIncludes bibliographical references. 327 $aPreface -- Executive summary and structure -- Introduction and background -- Angola -- Cape Verde -- Guinea-Bissau -- Mozambique -- Sa?o Tome and Pri?ncipe -- Conclusion -- Appendix 1. Building a higher education research network and advocacy for PALOP: HERANA-PALOP -- Appendix 2. Interviews -- About the author. 330 $aThis publication is the result of a baseline study of the state of the higher education systems in the five Portuguese speaking countries in Africa (PALOP): Angola, Cape Verde, Guinea-Bissau, Mozambique and Sao Tome and Principe. The project was undertaken by an African international expert in the field of higher education studies and was fully sponsored and supported by the Association for the Development of Education in Africa (ADEA). The report offers a historical overview of the development of higher education in PALOP from colonial times to the present. The main objective of this baseline study is to map the landscape and dynamics of change in the higher education systems of PALOP countries. It focuses on describing the latest developments of trends of expansion, financing, governance and policy reforms closely linked to the development of higher education systems in these countries. Furthermore, the study will facilitate an informed debate and the dissemination of knowledge on the role of higher education for development in Africa. 606 $aEducation, Higher$zAfrica, Portuguese-speaking 608 $aElectronic books. 615 0$aEducation, Higher 676 $a370.967 700 $aLanga$b Patri?cio Vitorino$01104912 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910524899703321 996 $aHigher Education in Portuguese Speaking African Countries$92627756 997 $aUNINA