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1913-2013 : 100 anni di studi agrari e forestali nella Villa Granducale delle Cascine a Firenze / / edited by Giuseppe Surico
| 1913-2013 : 100 anni di studi agrari e forestali nella Villa Granducale delle Cascine a Firenze / / edited by Giuseppe Surico |
| Pubbl/distr/stampa | [Place of publication not identified] : , : Firenze University Press, , 2013 |
| Descrizione fisica | 1 online resource (435 pages) |
| Disciplina | 630.711 |
| Soggetto topico | Agricultural colleges |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ita |
| Altri titoli varianti | 1913-2013 |
| Record Nr. | UNINA-9910774869503321 |
| [Place of publication not identified] : , : Firenze University Press, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Further development of agricultural extension work. February 26, 1927. -- Committed to the Committee of the Whole House on the State of the Union and ordered to be printed
| Further development of agricultural extension work. February 26, 1927. -- Committed to the Committee of the Whole House on the State of the Union and ordered to be printed |
| Pubbl/distr/stampa | [Washington, D.C.] : , : [U.S. Government Printing Office], , 1927 |
| Descrizione fisica | 1 online resource (3 pages) |
| Altri autori (Persone) | HaugenGilbert Nelson <1859-1933> (Republican (IA)) |
| Collana |
House report / 69th Congress, 2nd session. House
[United States congressional serial set] |
| Soggetto topico |
Agricultural colleges
Agricultural education Agricultural extension work Federal aid to education Cost |
| Soggetto genere / forma | Legislative materials. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910716401703321 |
| [Washington, D.C.] : , : [U.S. Government Printing Office], , 1927 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Granting lands to the State of New Mexico for the use and benefit of the New Mexico College of Agriculture and Mechanic Arts. January 25 (calendar day, January 29), 1927. -- Ordered to be printed
| Granting lands to the State of New Mexico for the use and benefit of the New Mexico College of Agriculture and Mechanic Arts. January 25 (calendar day, January 29), 1927. -- Ordered to be printed |
| Pubbl/distr/stampa | [Washington, D.C.] : , : [U.S. Government Printing Office], , 1927 |
| Descrizione fisica | 1 online resource (4 pages) |
| Altri autori (Persone) | JonesAndrieus Aristieus <1862-1927> (Democrat (NM)) |
| Collana |
Senate report / 69th Congress, 2nd session. Senate
[United States congressional serial set] |
| Soggetto topico |
Agricultural colleges
Agricultural education Land grants School lands Farm management Federal aid to education Legislative amendments Livestock |
| Soggetto genere / forma | Legislative materials. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Granting lands to the State of New Mexico for the use and benefit of the New Mexico College of Agriculture and Mechanic Arts. January 25 |
| Record Nr. | UNINA-9910716699303321 |
| [Washington, D.C.] : , : [U.S. Government Printing Office], , 1927 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Preparing vocational teachers and trainers / / by Organization for Economic Cooperation
| Preparing vocational teachers and trainers / / by Organization for Economic Cooperation |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Paris, France : , : OECD Publishing, , [2022] |
| Descrizione fisica | 1 online resource (134 pages) |
| Disciplina | 370.6 |
| Soggetto topico |
Vocational teachers - Training of
Agricultural colleges |
| ISBN |
92-64-43665-0
92-64-88572-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acronyms and abbreviations -- Executive summary -- 1 Key insights on preparing vocational teachers and trainers -- 1.1. Skill requirements for teaching and training in VET -- 1.1.1. VET teachers need a sophisticated mix of knowledge and skills -- 1.1.2. In-company trainers need to be able to support students' learning journeys in the workplace -- 1.1.3. Shortages of teachers and trainers in VET are common -- 1.2. Strategies to ensure that VET teachers and trainers are well-prepared -- 1.2.1. Entry requirements for the VET teaching and training profession are set to ensure quality -- 1.2.2. Initial education and training for VET teachers and trainers takes many shapes and forms -- 1.3. Balancing quality and flexibility: Lessons learnt from the five case studies -- 1.3.1. Entry requirements for VET teachers -- Setting clear entry requirements that contribute to the quality of teaching -- Allowing for some flexibility without compromising on quality -- 1.3.2. Entry requirements for in-company trainers -- Entry requirements for trainers are mostly related to vocational qualifications & -- experience -- Setting guidelines on skills of in-company trainers can foster training quality -- 1.3.3. Initial training and preparation for VET teachers -- Flexibility is key in ITET for VET teachers -- Financial support schemes increase the accessibility of ITET -- Balancing the autonomy of ITET providers with quality assurance mechanisms -- Co-ordinating between VET institutions and teacher-training institutions for better design and delivery of VET teacher training -- 1.3.4. Initial preparation for in-company trainers -- Providing accessible and flexible training options -- Providing relevant and high-quality training -- References -- Note.
2 Case study: Entry requirements and initial training of vocational teachers and trainers in Canada -- 2.1. A snapshot of vocational education and training in Canada -- 2.1.1. The structure of the Canadian VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 2.1.2. Governance of the Canadian VET system -- 2.2. Entry requirements for teachers and trainers in VET in Canada -- 2.2.1. Qualification, experience and skill requirements for teachers in VET -- 2.2.2. Qualification, experience and skill requirements for in-company trainers -- 2.3. Initial preparation for teachers and trainers in VET in Canada -- 2.3.1. Initial teacher education and training -- Teacher training providers and programmes -- Target competences, content and curriculum -- The design and delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 2.3.2. Preparation for in-company trainers -- Training providers to prepare in-company trainers -- The content and delivery of training for in-company trainers -- References -- Notes -- 3 Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark -- 3.1. A snapshot of vocational education and training in Denmark -- 3.1.1. The structure of the Danish VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 3.1.2. Governance of VET in Denmark -- 3.2. Entry requirements for teachers and trainers in VET in Denmark -- 3.2.1. Qualification, experience and skill requirements for teachers in VET -- 3.2.2. Qualification, experience and skill requirements for in-company trainers -- 3.3. Initial preparation for teachers and trainers in VET in Denmark -- 3.3.1. Initial teacher education and training in VET -- VET teacher training providers. The content of VET teacher training -- The delivery of initial teacher education and training -- Financing initial teacher education and training -- Quality assuring initial teacher education and training -- 3.3.2. Preparation for in-company trainers -- The content of training for in-company trainers -- Financing training for in-company trainers -- Quality assurance of training for in-company trainers -- References -- Notes -- 4 Case study: Entry requirements and initial training of vocational teachers and trainers in Germany -- 4.1. A snapshot of vocational education and training in Germany -- 4.1.1. The structure of the German VET system -- Work-based and school-based learning -- VET teachers and trainers -- Governance of the VET system in Germany -- 4.2. Entry requirements for teachers and trainers in VET in Germany -- 4.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular VET teacher qualifications -- VET teachers as 'side-entrants' -- 4.2.2. Qualification, experience and skill requirements for in-company trainers -- General regulations and practice -- Exceptions -- 4.3. Initial preparation for teachers and trainers in VET in Germany -- 4.3.1. Initial teacher education and training in VET -- Teacher training providers, duration and entry requirements -- The content of initial teacher education and training -- Phase 1: Teacher training at university and other educational institutions -- Phase 2: Preparatory service -- Financing initial teacher education and training -- Phase 1: University studies -- Phase 2: Preparatory service -- Quality assurance in initial teacher education and training -- 4.3.2. Preparation for in-company trainers -- Training providers -- The content of training for in-company trainers -- The delivery of training for in-company trainers -- Financing training for in-company trainers. Quality assurance of training for in-company trainers -- References -- Notes -- 5 Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands -- 5.1. A snapshot of vocational education and training in the Netherlands -- 5.1.1. The structure of the Dutch VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 5.1.2. Governance and financing of the Dutch VET system -- 5.2. Entry requirements for teachers and trainers in VET in the Netherlands -- 5.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular teacher qualifications for secondary education -- Qualification requirements for 'lateral entry' in MBO -- Qualification requirements for instructors in MBO -- Qualification requirements to teach in HBO programmes -- 5.2.2. Qualification, experience and skill requirements for in-company trainers -- 5.3. Initial preparation for teachers and trainers in VET in the Netherlands -- 5.3.1. Initial education and training for VET teachers and instructors -- MBO teacher and instructor training providers, target competences, content and curriculum -- The delivery of MBO teacher and instructor education and training -- Financing of teacher education and training -- Quality assurance in MBO teacher education and training -- ITET to become HBO teacher -- 5.3.2. Preparation for in-company trainers -- References -- Notes -- 6 Case study: Entry requirements and initial training of vocational teachers and trainers in Norway -- 6.1. A snapshot of vocational education and training in Norway -- 6.1.1. The structure of the Norwegian VET system -- Work-based learning -- VET teachers and trainers -- 6.1.2. Governance -- 6.2. Entry requirements for teachers and trainers in VET in Norway -- 6.2.1. Qualification, experience and skill requirements for teachers in VET. General regulations and practice -- Exceptions -- 6.2.2. Qualification, experience and skill requirements for in-company trainers -- 6.3. Initial preparation for teachers and trainers in VET in Norway -- 6.3.1. Initial teacher education and training -- Teacher training providers, duration, entry requirements -- Target competences, content and curriculum -- The delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 6.3.2. Preparation for in-company trainers -- References -- Notes -- Annex A. Simplified ISCED mappings -- References -- Blank Page. |
| Record Nr. | UNINA-9910795883303321 |
| Paris, France : , : OECD Publishing, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Preparing vocational teachers and trainers / / by Organization for Economic Cooperation
| Preparing vocational teachers and trainers / / by Organization for Economic Cooperation |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Paris, France : , : OECD Publishing, , [2022] |
| Descrizione fisica | 1 online resource (134 pages) |
| Disciplina | 370.6 |
| Soggetto topico |
Vocational teachers - Training of
Agricultural colleges |
| ISBN |
92-64-43665-0
92-64-88572-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acronyms and abbreviations -- Executive summary -- 1 Key insights on preparing vocational teachers and trainers -- 1.1. Skill requirements for teaching and training in VET -- 1.1.1. VET teachers need a sophisticated mix of knowledge and skills -- 1.1.2. In-company trainers need to be able to support students' learning journeys in the workplace -- 1.1.3. Shortages of teachers and trainers in VET are common -- 1.2. Strategies to ensure that VET teachers and trainers are well-prepared -- 1.2.1. Entry requirements for the VET teaching and training profession are set to ensure quality -- 1.2.2. Initial education and training for VET teachers and trainers takes many shapes and forms -- 1.3. Balancing quality and flexibility: Lessons learnt from the five case studies -- 1.3.1. Entry requirements for VET teachers -- Setting clear entry requirements that contribute to the quality of teaching -- Allowing for some flexibility without compromising on quality -- 1.3.2. Entry requirements for in-company trainers -- Entry requirements for trainers are mostly related to vocational qualifications & -- experience -- Setting guidelines on skills of in-company trainers can foster training quality -- 1.3.3. Initial training and preparation for VET teachers -- Flexibility is key in ITET for VET teachers -- Financial support schemes increase the accessibility of ITET -- Balancing the autonomy of ITET providers with quality assurance mechanisms -- Co-ordinating between VET institutions and teacher-training institutions for better design and delivery of VET teacher training -- 1.3.4. Initial preparation for in-company trainers -- Providing accessible and flexible training options -- Providing relevant and high-quality training -- References -- Note.
2 Case study: Entry requirements and initial training of vocational teachers and trainers in Canada -- 2.1. A snapshot of vocational education and training in Canada -- 2.1.1. The structure of the Canadian VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 2.1.2. Governance of the Canadian VET system -- 2.2. Entry requirements for teachers and trainers in VET in Canada -- 2.2.1. Qualification, experience and skill requirements for teachers in VET -- 2.2.2. Qualification, experience and skill requirements for in-company trainers -- 2.3. Initial preparation for teachers and trainers in VET in Canada -- 2.3.1. Initial teacher education and training -- Teacher training providers and programmes -- Target competences, content and curriculum -- The design and delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 2.3.2. Preparation for in-company trainers -- Training providers to prepare in-company trainers -- The content and delivery of training for in-company trainers -- References -- Notes -- 3 Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark -- 3.1. A snapshot of vocational education and training in Denmark -- 3.1.1. The structure of the Danish VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 3.1.2. Governance of VET in Denmark -- 3.2. Entry requirements for teachers and trainers in VET in Denmark -- 3.2.1. Qualification, experience and skill requirements for teachers in VET -- 3.2.2. Qualification, experience and skill requirements for in-company trainers -- 3.3. Initial preparation for teachers and trainers in VET in Denmark -- 3.3.1. Initial teacher education and training in VET -- VET teacher training providers. The content of VET teacher training -- The delivery of initial teacher education and training -- Financing initial teacher education and training -- Quality assuring initial teacher education and training -- 3.3.2. Preparation for in-company trainers -- The content of training for in-company trainers -- Financing training for in-company trainers -- Quality assurance of training for in-company trainers -- References -- Notes -- 4 Case study: Entry requirements and initial training of vocational teachers and trainers in Germany -- 4.1. A snapshot of vocational education and training in Germany -- 4.1.1. The structure of the German VET system -- Work-based and school-based learning -- VET teachers and trainers -- Governance of the VET system in Germany -- 4.2. Entry requirements for teachers and trainers in VET in Germany -- 4.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular VET teacher qualifications -- VET teachers as 'side-entrants' -- 4.2.2. Qualification, experience and skill requirements for in-company trainers -- General regulations and practice -- Exceptions -- 4.3. Initial preparation for teachers and trainers in VET in Germany -- 4.3.1. Initial teacher education and training in VET -- Teacher training providers, duration and entry requirements -- The content of initial teacher education and training -- Phase 1: Teacher training at university and other educational institutions -- Phase 2: Preparatory service -- Financing initial teacher education and training -- Phase 1: University studies -- Phase 2: Preparatory service -- Quality assurance in initial teacher education and training -- 4.3.2. Preparation for in-company trainers -- Training providers -- The content of training for in-company trainers -- The delivery of training for in-company trainers -- Financing training for in-company trainers. Quality assurance of training for in-company trainers -- References -- Notes -- 5 Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands -- 5.1. A snapshot of vocational education and training in the Netherlands -- 5.1.1. The structure of the Dutch VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 5.1.2. Governance and financing of the Dutch VET system -- 5.2. Entry requirements for teachers and trainers in VET in the Netherlands -- 5.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular teacher qualifications for secondary education -- Qualification requirements for 'lateral entry' in MBO -- Qualification requirements for instructors in MBO -- Qualification requirements to teach in HBO programmes -- 5.2.2. Qualification, experience and skill requirements for in-company trainers -- 5.3. Initial preparation for teachers and trainers in VET in the Netherlands -- 5.3.1. Initial education and training for VET teachers and instructors -- MBO teacher and instructor training providers, target competences, content and curriculum -- The delivery of MBO teacher and instructor education and training -- Financing of teacher education and training -- Quality assurance in MBO teacher education and training -- ITET to become HBO teacher -- 5.3.2. Preparation for in-company trainers -- References -- Notes -- 6 Case study: Entry requirements and initial training of vocational teachers and trainers in Norway -- 6.1. A snapshot of vocational education and training in Norway -- 6.1.1. The structure of the Norwegian VET system -- Work-based learning -- VET teachers and trainers -- 6.1.2. Governance -- 6.2. Entry requirements for teachers and trainers in VET in Norway -- 6.2.1. Qualification, experience and skill requirements for teachers in VET. General regulations and practice -- Exceptions -- 6.2.2. Qualification, experience and skill requirements for in-company trainers -- 6.3. Initial preparation for teachers and trainers in VET in Norway -- 6.3.1. Initial teacher education and training -- Teacher training providers, duration, entry requirements -- Target competences, content and curriculum -- The delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 6.3.2. Preparation for in-company trainers -- References -- Notes -- Annex A. Simplified ISCED mappings -- References -- Blank Page. |
| Record Nr. | UNINA-9910821628903321 |
| Paris, France : , : OECD Publishing, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Resolution of the Legislature of the State of California, in favor of a donation of land to each of the states and territories of the Union for the endowment and maintenance of colleges for instruction in such branches of education as pertain to agriculture, the mechanic arts, and natural history. May 15, 1858. -- Referred to the Committee on Public Lands and ordered to be printed
| Resolution of the Legislature of the State of California, in favor of a donation of land to each of the states and territories of the Union for the endowment and maintenance of colleges for instruction in such branches of education as pertain to agriculture, the mechanic arts, and natural history. May 15, 1858. -- Referred to the Committee on Public Lands and ordered to be printed |
| Pubbl/distr/stampa | [Washington, D.C.] : , : [publisher not identified], , 1858 |
| Descrizione fisica | 1 online resource (1 page) |
| Collana |
Mis. doc. / 35th Congress, 1st session. Senate
[United States congressional serial set ] |
| Soggetto topico |
Agricultural colleges
Agricultural education Land grants School lands Resolutions, Legislative Nature study Vocational education Technical education |
| Soggetto genere / forma | Legislative materials. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910715848003321 |
| [Washington, D.C.] : , : [publisher not identified], , 1858 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Smithsonian legacy. Memorial of Charles Lewis Fleischmann, in relation to the Smithsonian legacy. December 14, 1838. Referred to the Select Committee, appointed on the 10th December, instant, on the messages of the President of the United States on the same subject. January 10, 1839. Printed by order of the House of Representatives
| Smithsonian legacy. Memorial of Charles Lewis Fleischmann, in relation to the Smithsonian legacy. December 14, 1838. Referred to the Select Committee, appointed on the 10th December, instant, on the messages of the President of the United States on the same subject. January 10, 1839. Printed by order of the House of Representatives |
| Pubbl/distr/stampa | [Washington, D.C.] : , : [publisher not identified], , 1839 |
| Descrizione fisica | 1 online resource (11 pages) |
| Altri autori (Persone) | FleischmannCharles Lewis |
| Collana |
House document / 25th Congress, 3rd session. House
[United States congressional serial set ] |
| Soggetto topico |
Agricultural colleges
Agriculture - Research Legacies |
| Soggetto genere / forma | Legislative materials. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910715677403321 |
| [Washington, D.C.] : , : [publisher not identified], , 1839 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
To provide for further agricultural extension work. February 17 (calendar day, February 18), 1927. -- Ordered to be printed
| To provide for further agricultural extension work. February 17 (calendar day, February 18), 1927. -- Ordered to be printed |
| Pubbl/distr/stampa | [Washington, D.C.] : , : [U.S. Government Printing Office], , 1927 |
| Descrizione fisica | 1 online resource (3 pages) |
| Altri autori (Persone) | CapperArthur <1865-1951> (Republican (KS)) |
| Collana |
Senate report / 69th Congress, 2nd session. Senate
[United States congressional serial set] |
| Soggetto topico |
Agricultural colleges
Agricultural education Agricultural extension work Legislative amendments |
| Soggetto genere / forma | Legislative materials. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | To provide for further agricultural extension work. February 17 |
| Record Nr. | UNINA-9910716689803321 |
| [Washington, D.C.] : , : [U.S. Government Printing Office], , 1927 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
إدارة المدارس الزراعية بالتجوال [[electronic resource]]
| إدارة المدارس الزراعية بالتجوال [[electronic resource]] |
| Autore | سيد عبد الجليل ، |
| Pubbl/distr/stampa | القاهرة, : دار اليقين للنشر و التوزيع, 2011 |
| Descrizione fisica | 1 online resource (160 p.) |
| Disciplina | 371.2 |
| Soggetto topico |
Agricultural colleges
EDUCATIONAL PLANNING -- ACTIVITIES -- SCHOOL MANAGEMENT -- VOCATIONAL SCHOOLS School management and organization |
| ISBN | 979-9957-603-69-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ara |
| Nota di contenuto | الفصل الأول : واقع إدارة المدارس الزراعية في مصر; الفصل الثاني : الإدارة بالتجوال ودواعي الأخذ بها في إدارة المدارس الزراعية; الفصل الثالث : المتطلبات الأساسية لإدارة المدارس الزراعية بالتجوال; الفصل الرابع : دراسة ميدانية لمتطلب اتإدارة المدارس الزراعية بالتجوال; الفصل الخامس : النتائج والتوصيات; مراجع الكتاب; فهرس الكتاب |
| Record Nr. | UNINA-9910159565103321 |
سيد عبد الجليل ،
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| القاهرة, : دار اليقين للنشر و التوزيع, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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