Ppt on formal non-formal and informal education


programs (2004) 11 Development in SLO (2) The Ministry of HE, Science and Technology financed the Project on recognition non-formal and informal education (2005-06) Conclusions: 1. HEIs should define standardised procedure and criteria 2.The procedure should start with the introductory interview with the candidate and creating his protfolio (expert support of HEI) 3.Recognition commission recognise knowledge (take decision) 4.Recommended to HEIs to cooperate/

Seminar on Recognition of Non-formal and Informal Learning Seminar on Recognition of Non-formal and Informal Learning “Preliminary Conclusions of the.

is not about putting even more value on credential, it is saying that 1) recruiters (LM and LLL) need better and more up-to-date information and 2) credential can come from experience too! Patrick Werquin, Seminar on RNFIL, Ministry of Education and Training, Brussels, 31 January 2008 Recognition of What? -Formal, non-formal and informal learning: It’s a nightmare! -No consensus whatsoever on the definitions (see Werquin, 2007a, for/

Department of Political and Social Sciences Learning Processes over the Life Course in Russia: Educational Careers, Labor Market Outcomes and Social Inequalities.

an equalization effect?  Agenda –Further steps iii RESEARCH PROJECT Motivation and research questions Why studying educational trajectories?  Education as a lifelong process –Acquiring and development of skills and knowledge through out entire life span –Formal, non-formal and informal learning  Life course perspective –Experiences and decisions in educational career trajectories are determined by previous decisions and experiences (Elder et al., 2003). –“Matthew effect”: (Socio-economic) advantages/

European Framework: Milestones in formal and social recognition of non- formal and informal learning in youth work Hans-Joachim Schild, European Commission,

formal and social recognition of non- formal and informal learning in youth work Hans-Joachim Schild, European Commission, DG Education and Culture, Youth Unit I.Education & Training 2010 Relevant policy initiatives since Lisbon 2000: - Lifelong Learning Strategy - Future objectives of education and training systems - Bruges / Copenhagen process in VET Activities: - Working Group H (Making learning attractive…): Valuing learning & expert group - Common principles for the identification and validation of non/

HAE YOUNG LEE, Ed.D National Institute for Lifelong Education April, 10 th, 2014 VPL/RPL Practices in South Korea.

.kr on December 11 th, 2013. Grubb, W. N., Sweet, R., Gallagher, M., Tuomi, O. (2006). South Korea country note: Thematic review of tertiary education. Paris: OECD. Halasz, G., Sweet, R., and Taguma, M. (2009). Recognition of non-formal and informal learning: country note for South Korea. OECD. Retrieved from http://search.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/EDPC/RNFIL(2008)2/PART9&docLan guage=En/

Vocational Education and Training in India

Grade 10 completion. NIOS has accredited 731 training providers to deliver a vocational education programs. These include government financed institutions such as JSS, non-government providers. Vocational Training (outside formal schooling) Informal Sector – Others Training Schemes Training of Rural Youth for Self-employment (TRYSEM) Established in 1979, Aim to develop technical and entrepreneurial skills among rural youth (aged from 18 to 35) from families below/

Improve your Education! Every person - child, youth and adult - shall be able to benefit from educational opportunities designed to meet their basic.

at the grass-root level! Bridging formal and non-formal education! Bridging formal and non-formal education! Objectives Objectives 1. Bring Bologna process and concept of LLL closer to young people on the grass-roots level 2. Encourage proactive approach of young people to design their own education 3. Contribute to the acknowledgement of non-formal education activities within formal education system Activities Activities Inform local students about BP aims and their implementation as well as about the/

Year 6 Focus on English. Year 6 Objectives: Spoken Language Listen carefully and adapt talk to the demands of different contexts, purposes and audiences.

. I use commas to mark phrases and clauses. I can sustain and develop ideas logically in narrative and non-narrative writing. I can use character, dialogue and action to advance events in narrative writing. I can summarise a text, conveying key information in writing. Grammar and punctuation Sentence structure I can use the passive voice. I vary sentence structure depending whether formal or informal. Text structure I can use/

Ethics and Youth Rights. The Consciousness of Youth Rights COOK COUNTY, ILLINOIS, 1899 - FIRST JUVENILE SYSTEM COOK COUNTY, ILLINOIS, 1899 - FIRST JUVENILE.

education process, i.e., staff should receive routine training and updating as federal and state legislation changes. Staff training should be a continuing education process, i.e., staff should receive routine training and updating as federal and state legislation changes. All youth have the right to confidentiality and informed/ encourage [and educate] others, including non-members, to do so as well. Non-members as/ guideline shall only be undertaken following formal approval of the appropriate review board/

Unit 4: Social Institutions Ch 11: The Family Ch 12: Education Ch 13: Political and Economic Ch 13: Political and Economic InstitutionsInstitutions Ch.

: 1. The Open Classroom is a non-bureaucratic approach education based on democratic relationships, flexibility, + non- competitiveness. They avoid the sharp __________ / can also unintentionally __________. End Section 4 Ch 13 – Political and Economic Institutions The link b/w economics + politics The economic institution/cost of running a political campaign. _______________________. Political socialization is the informal + formal process by which a person develops _________ _________. The major agents of/

Ó Welcome. Technical Vocational Education And Training Summary Report Anbesu Biazen January 2009 Addis Ababa, Ethiopia.

centers has increased from 17 to 380 However, there is very little documented information showing efforts made to link TVET training with labor market. The present desk work is an attempt to cover the art of review of the status of formal and non-formal technical and vocational education and training and the labor market in the country The study is initiated by Educans foundation Rationale for the mapping/

Sources of Labour Supply Data Education Alison Hale Centre for Education Statistics Labour Supply Monitoring and Forecasting Workshop October 17, 2007.

or personal interest Measure the volume of formal and non-formal learning Assess the costs of formal and non-formal learning Identify the subjects of the learning activities Identify the providers of formal and non-formal learning activities Assess the obstacles and incentives (e.g. time, funding) to access and participation in education and training activities Provide information on the multiple uses of federal government incentives for education and training, to measure awareness of those incentives/

Prof. Dr Léonce Bekemans Jean Monnet Chair ad personam and Academic Coordinator, Jean Monnet Centre of Excellence “Intercultural dialogue and Multi-level.

participation –Social involvement –Civic engagement Conditions for political and civic participation in pro-active citizen building –1) Knowledge and education –2) Information –3) Curiosity and scepticism –4) Sense of belonging and social responsibility –5) Social engagement and global solidarity Working Group 3 Concept and Definition Working Definition : “Intercultural citizenship education refers to various (formal, informal and non-formal) learning processes which lead to knowledge of other cultures/

Year 1 Objectives: Reading WORD READING Apply phonic knowledge and skills as the route to decode words Match all 40+ graphemes to their phonemes (Phase.

paragraphs. © Focus Education UK Ltd. 201324 Evaluate and edit Assess the effectiveness of their own and others’ Writing. Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Ensure the consistent and correct use of tense throughout a piece of writing. Ensure correct subject and verb agreement when using singular and plural. Distinguish between the language of speech and writing. Distinguish between the formal and informal spoken and written language/

VARËÄÇRAMA EDUCATION Original Natural Natural Simplified Simplified.

outside the Vedas. 3. Avidyä: knowledge outside the Vedas. EDUCATION AS FORMAL, NON-FORMAL, INFORMAL Education is categorized as formal, non-formal and informal. Education is categorized as formal, non-formal and informal. 1. Formal education: long-term studies generally limited to those more intellectually inclined. 1. Formal education: long-term studies generally limited to those more intellectually inclined. 2. Non-formal: vocational or apprenticeship training for skills, trades or manual occupations/

Turkish Education System... The New School Term in Turkey started 2012 and with the new term starts a new Education System in Turkey which has been called.

Turkey which has been called the 4+4+4 system. This system extends mandatory schooling from 8 years to 12 years. Formal and Non-Formal Education The basic structure of the National Education system is outlined by the Basic Law. The educational system is divided into two main sections as  Formal EducationNon-Formal Education. Non-formal education is organized educational activity outside formal systems Informal education is the life-long process in which people learn from everyday experience/

EDUC 529 BUILDING COMMUNITIES: EDUCATION BEYOND THE CLASSROOM “ Learning in Places” Research Methodologies By Gabriel Kemp.

individualistic, dominant class, leading questions Applications More grounded research is needed to document actual processes of informal learning and training Table of ContentsPrevious Chapter(9) Next Chapter(11) Chapter 11 “Dancing with Words”- Narrative on Formal Education Author: Zvi Bekerman Facilitators of informal educational environments should foster open discourse and conversation Possible FindingsContext Applications Methodology Table of ContentsPrevious Chapter(10) Next Chapter(12) “Dancing with/

Non-Formal Education Policy of the LAO PDR “Sharing for Learning-Experiences and Lessons from NFE for Lao PDR and Cambodia”, dvv international, Regional.

the centre of educational activities and information service to ensure equitable access to Non formal education for all. Policy 8:Expanding and Developing Community Learning Centres as the centre of educational activities and information service to ensure equitable access to Non formal education for all. Policy 9: Development and Distribution of NFE Curriculum and Teaching and Learning materials should be appropriate social and economic contents and equivalent to the curriculum of Formal Education. Policy 9/

Vocational Training in the Informal Economy DEVCO, Brussels, 25 th of June 2012 Richard Walther ADEA /AFD Richard Walther, Workshop on the Informal Economy,

self employment, individual and micro enterprises and to increase their productivity and growth at the condition: to invest in rising the education and training level of the young people and the adults of the informal sector and therefore to strengthen its capacity of integrating the technological and professional evolutions to make a paradigm shift and to take into account, to validate and to certify all the formal, non formal and informal pathways of education and skills development Richard/

1 Rethinking the ‘Mainstream’: Liberating Education for Livelihoods Baela Raza Jamil : Education Specialist Sudhaar ITA Alliance & Save the Children UK.

development funds Three year rolling District Education Plans (DEPs) developed for comprehensive education planning. DEPs being scaled up for the entire province aligned to provincial and district planning and budgeting cylces 20 Lessons Learnt ….. A child labor project became an opportunity for implementing partners, district & provincial govts. to explore gains/ value added from an ‘open holistic’ approach across formal, non-formal and literacy programs, aided by positive policy/

1 Recognition of non-formal and informal learning in the European Youth field based on a presentation of the European Commission, DG Education and Culture,

3. European Youth Pact Communication from the Commission on European policies concerning youth. DG EAC / DG EMPL (May 2005) Actions in education and training - Member States develop frameworks to support transparency and recognition of qualifications and competences, and for validating non-formal and informal learning - Commission to propose a European Qualifications Framework in 2006 - Commission to adopt a Recommendation on key competences in 2006 - Commission & Member States to develop/

Following lives from birth and through the adult years www.cls.ioe.ac.uk Kirstine Hansen and Denise Hawkes Centre for Longitudinal Studies Institute of.

to be trained, more likely to have better facilities and resources and access to more educational stimulation.  Formal non-group care is worse than formal group care but better than the informal types of care for school readiness. All types of informal care are negatively associated with Bracken School Readiness Scores compared to formal care.  Behavioural scores:  Children using grandparent and partner care have higher behavioural scores (indicating more problem/

“The OECD Activity on Recognition of Non-formal and Informal Learning: Objectives and Emerging Issues” LA VALIDAZIONE DELLE COMPETENZE “The OECD Activity.

2007 Providers of learning - Worried!!!! OF COURSE (US higher education institutions and universities) -Nevertheless, providers may be encouraged to widen access to programmes if quality assured recognition systems are in place -Documenting skills may save some subsystems (Folk high schools in Norway???) -Although there may be increased direct and indirect costs involved in recognising non-formal and informal learning -May create additional qualifications (Mexico) -Ownership of the/

Www.nuortenakatemia.fi Workshop 4: Recognition of non-formal and informal learning 18.2.2005 Espoo Lauri Savisaari.

markets - sectoral / regional / national / international www.nuortenakatemia.fi European processes on the theme Education & Training 2010 Some relevant activities: - Working group H (Making learning attractive…): - valuing learning & expert group NFL - European inventory for the validation of non-formal and informal learning - Common principles for the identification and validation of NFL - Single European Transparency Framework (EUROPASS) www.nuortenakatemia.fi European processes on the theme Common/

Informal & non-formal learning in the Coach Development Programme for Ireland (CDPI)

registered Provider status. Levels 1 to 6. Jan 2011 – HETAC application. Level 6 to 10. Coaching Ireland Chairs the Sport Standards Group. Informal & non-formal learning in the Coach Development Programme for Ireland (CDPI) Informal learning is catered for on coach and tutor education courses through the writing of outcomes which are broader than the content/tasks covered in any particular module & is assessed accordingly. On/


universities FINNISH ADULT EDUCATION ASSOCIATION Non-formal Adult Education in Finland The aims, methods and content of non-formal adult education are decided by the schools, owners and participants themselves. The Ministry of Culture and Education provides general guidelines and defines special target groups, for which there might be extra funding available. Non-formal Adult Education is governed by the Act on Liberal Adult Education (2009) In the state budget non-formal adult education receives about 160/


methods of learning. Some characteristics: (i) Conscious and deliberate Non-formal education is consciously and deliberately organized and systematically implemented. (ii) Outside the realm of formal Education Unlike informal education which is unstructured, spontaneous and without formality, non-formal education would be structured and planned, but outside realm of formal education. (iii) To be organised for a homogeneous group Non-formal education should be organized for a homogeneous group. Such a group/

Greenmount Primary School Our Curriculum Our aim is to provide a creative, exciting and engaging curriculum which will enable our children to gain the.

Informal letters; Diary entries; Formal letters; Non-Chronological reports; Evaluation reports; Scripts; Information leaflets offering advice; Description; Explanation; Posters; Arguments; Précis; Narrative Algebra; Number patterns; Reflection, rotation and translation; Perimeter and Area; Volume and/English Science Computing Physical Education Physical Education Geography History Art and Design Art and Design Technology Design Technology Music Religious Education Religious Education PSHE French British /

Indonesia Skill Report (Emanuela di Gropello, World Bank, East Asia and Pacific Region, March 3, 2010)

jobs How are skills acquired? Skills are produced in many different ways involving pre-employment education and training (formal and informal), on-the-job training (formal and informal), work and life experience, learning from peers at school and work, etc Skill acquisition is a cumulative dynamic process starting at birth with parental education and continuing through school education, training and experience While skills can grow over time, they can however also decay if possibilities/

The New Education System in Turkey 4+4+4 by Etem SOLAKOGLU.

school around 80 months or between 6 ½ to 7 years. The age for starting school has been lowered to 66 months. Formal and Non-Formal Education The basic structure of the National Education system is outlined by the Basic Law. The educational system is divided into two main sections as Formal Education Non-Formal Education. Non-formal education is organized educational activity outside formal systems Informal education is the life-long process in which people learn from everyday experience/

Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 1-1 1 Chapter 1 Effective reading for academic.

is well supported by the ideas and information you present. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 1-66 66 Steps in /customs, typical food, dress –acquired through observation, education/training –easily learned and can be changed. Under water (internal culture): –values, ways of thinking and perceiving, non- verbal communication –overtly learned (formal education) or implicitly learned through socialisation –influences/motivates our/

Professionalism, 3 rd Edition Lydia E. Anderson & Sandra B. Bolt © 2013 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights.

Edition Lydia E. Anderson & Sandra B. Bolt © 2013 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved PRESENTATIONS Both formal and informal presentations are a normal workplace event Rich in media –Written, verbal, visual, non-verbal Successful presentations: –Begin with a goal –Ensure each word, visual aid, activity, and handout supports the presentation goal Professionalism, 3 rd Edition Lydia E. Anderson/

AuthorizersCommissionLocal Board of Education Apply to department to be a registered authorizer. √ Serves as an appellate body. √ Issue a Request.

Program allocation and other public school Education Trust Fund Appropriations/and goals in the contract).  Parents and students have ample time and information to make informed choices for the coming school year when a school’s contract is non- renewed. Termination and Renewal Decision Making Poor or UnderdevelopedIneffectiveEffectiveExemplary G. Closure Process  The authorizer is unaware of its obligation to oversee school closure.  In the event of a school closure, the authorizer has no formal/

REACH for 2015-16 Educator Orientation Session Office of Accountability – Educator Effectiveness August 2015 1.

. Non-tenured educators are also known as PATs (Probationary Assigned Teachers) The evaluation plan for a tenured educator is determined by her/his previous rating. Some tenured educators are on the ANNUAL PLAN. Some tenured educators are on the BIENNIAL PLAN. How is my Evaluation Plan determined? All PATs are on the Annual Plan 34 PAT Previous RatingAll Ratings Evaluation PlanAnnual Plan Evaluation Cycle3 Formal and 1 Informal/

EDUCATION IN THAILAND COUNTRY REPORT. 2009 ASEAN-Korea Education Leaders Forum November 25– 29, 2009 Kurusapa PSTAT EST SAAT NTTU FTAT Building up Friendship.

support the promotion of a lifelong learning culture in the non-formal education sector, internet connections have been made increasingly accessible in rural areas and system improvements have been implemented to provide recognition of prior learning and facilitate credit transfer. Non-formal Education Basic Non-formal Education The program is developed by Office of Non-formal and Informal Education to provide both fields of general and vocational education for the NFE learners based on its curricula that/

Welcome to: The UNESCO Guidelines for the Recognition, Validation and Accreditation (RVA) of the outcomes of non-formal and informal learning: Critical.

: a)‘Creating awareness and acceptance in formal educational and training of the learning outcomes gained in non-traditional settings’ (3.2, p.3). This will go a long way to overcoming institutional attitudinal resistance and distrust towards non-formal and informal learning; b)‘Use of RVA to build bridges between the different education sectors and to promote the integration of formal, non-formal and informal learning’ (3.3, p.3); c)Improving relations and dialogue between non-formal and formal systems, by/

Unit 2: Culture and Social Structures Ch 3: Culture Ch 4: Socialization Ch 5: Social Structure and Society Ch 6: Groups and Formal Ch 6: Groups and Formal.

NOT be in your textbook, but you will be expected to know it for the Ch 7 Quiz and Unit 2 Test. What is a gang? A gang is an organization, association, or group of 3 or more, whether formal or informal, which has a common name +/or common identifying signs or symbols, whose members individually +/or collectively engage in criminal activity. Gang/

Centre for Educational Research and Innovation (CERI) Qualifications Systems to Promote Lifelong Learning; with Special Emphasis on Recognition of Non-

) Qualifications Systems to Promote Lifelong Learning; with Special Emphasis on Recognition of Non- formal and Informal Learning Dr. Patrick Werquin* OECD Directorate for Education, CERI Año Europeo de la Innovación y la Creatividad. “Retos/ Lifelong Learning”, European Journal of Education, Vol. 42, No. 4, p. 459–484. http://www.wiley.com/bw/journal.asp?ref=0141-8211http://www.wiley.com/bw/journal.asp?ref=0141-8211 Werquin Patrick (2008). “Recognition of Non-formal and Informal Learning in OECD Countries: A/


) Informal education Independent learning is based on information a person obtains from various sources and his practical experience. Independent learning is based on information a person obtains from various sources and his practical experience. Non-formal education Non-formal education is implemented according to a variety of programmes geared to satisfy education needs; provides in-service training and acquisition of additional competences, with the exception of formal education programmes. Non-formal/

What is ALS? Alternative Learning System  A FREE education program implemented by the DepEd  A laderized, modular non-formal education.

is ALS? Alternative Learning System  A FREE education program implemented by the DepEd  A laderized, modular non-formal education program by the Department of Education (DepEd)  The 3 rd Bureau of DepEd  Benefits those who cannot afford formal schooling and follows whatever is their available schedule  provides a viable alternative to the existing formal education instruction, encompassing both the non-formal and informal sources of knowledge and skills. Alternative Learning System  Teachers that are/

A year 1 speakerA year 2 speakerA year 3 speaker I speak clearly and confidently in front of people in my class. I can re-tell a well known story and remember.

talking in pairs or a small group. I am aware that formal and informal situations require different language (beginning). I can retell a story using narrative language and linking words and phrases. I can hold the attention of people I am speaking /features, for example, narrative, explanation and persuasion. I can retrieve information from non-fiction texts. I can build on others’ ideas and opinions about a text in discussion. Key Assessment Criteria: Being a reader © Focus Education UK Ltd. 2014 6 A year /


et de la jeunesse (technician leader of community education and youth) le brevet professionel de la jeunesse, de léducation populaire et du sport (youth, community education and sport) Délégation à lemploi et aux formations/and Information VALIDATION OF NON-FORMAL LEARNING IN THE FIELDS OF YOUTH AND SPORTS Second phase Third phase (facultative) Support Fourth phase Validation jury of non-formal learning Admissibility of your file Délégation à lemploi et aux formations 15 THE FILE OF VALIDATION OF NON-FORMAL/

NOTE: To appreciate this presentation [and ensure that it is not a mess], you need Microsoft fonts: “Showcard Gothic,” “Ravie,” “Chiller” and “Verdana”

No, you’re not FBI—BUT YOU ARE HERE TO FERRET OUT THE NON-OBVIOUS. So: Keep Digging! (Think Woodward & Bernstein.) Interviewing Excellence 29 / 14. There Is a FORMAL Leadership Development Strategy. Crotonville! DD: 0 to 60mph in a flash (months) 15. There Is a FORMAL STRATEGIC HR Review Process. /Involvement in Decision Making Access to care Coordination of care Information and education Physical comfort Emotional support Involvement of Friends and Family Continuity of care Source: Putting Patients First, /

By: Nancy Sutherland May 2001

students’ self esteem and educational reputation is at stake. As a teacher I will make sure that my students’ needs are met when taking formal tests. By doing this I will be ensuring that my goals of a structured, predictable, and caring community of learners will be met in my classroom environment. G. Assessment Protocols Introduction Informal Assessment Informal assessment is a non standardized way of evaluating/

The linkages between non-formal education and quality formal education

and out of work , as will as those that find themselves in a cycle of educational disadvantage. Competences must interpret skills necessary for employability broadly, incorporating experiences from informal and voluntary work. Guidance, incentives and/ education and training arrangements In addition to the shift to learning outcomes, there needs to be a shift towards quality education and training arrangements in general in both formal and non-formal learning contexts. the overall education and training/

3 RD WORKSHOP ON TESTING THE EQF Building synergies and common understanding The case of sustainable professionalization Cedefop, Thessaloniki, 15-16 December.

con applicazione di smart card nei mestieri e nelle innovazioni del maRE (I/06/B/F/PP- 154178) -TIPTOE Testing and Implementing EQF- and ECVET-Principles in Trade Organizations and Education (NL/08/LLP-LdV/TOI/123011) -MATCH Informal and non-formal competences matching device for migrants employability and active citizenship (510739-LLP-1-2010-1-IT- GRUNDTVIG-GMP) Methodologies to define qualifications Initial experiences built onto the sustainable/


the GEF-NGO website. Module 6. Supporting tools and policies Non-governmental organizations Examples Civil Society Movement on Climate Change in Nepal Local Initiatives for Biodiversity, Research and Development (LI‐BIRD) is a national NGO /of a wider agriculture education strategy Adaptation to climate change and mitigation efforts in agriculture, together with keeping up with production challenges, will require more skilful farmers, herders and fisher folk . Formal and informal training resources will need/

Amanda Gosling and Yu Zhu GES Summer School, Kent, 30th June 2010

50.1 30.8 89.7 Point is: more skilled jobs for less overqualified, better matched, graduates. Prevalence of Graduate Overqualification by Education Characteristics (Row percentages summing to 100%) Real Over-qualification Formal Qualification-Matched and Skills Underutilised Qualification-Matched and Skills Utilised Maths Level ** Below A-Level 9.4 24.9 4.7 61.1 A-Level or above 5.3 13.7/

Education, Training, Youth and Sport

supply of apprenticeships (European Alliance for Apprenticeships) Support to EU tools (ECVET and EQAVET) ADULT EDUCATION Adult Education: main objectives Modernising and improving adult education through cooperation with other sectors Validation of non-formal / informal education Guidance systems Quality assurance Key Action 1: Staff mobility Aims: To develop and broaden knowledge, skills and competences Main activities: Participation in structured courses/training events abroad Job shadowing/observation/

Information Technology Strategic Plan

and recommended strategies for future improvements. Today SIS Functionality & Data Issues Unique MPE Operating System Non-Integrated Admin Systems No Automated Tracking Systems Manual Processes Student Information Housing Financial Aid iAmecs System Financial Mgmt Payroll Human Resources Travel Approvals Procurement Alumni Tracking Student Systems Financial & HR Systems Other Systems Formal/.53 No Staff # of Faculty & Staff (headcount)/Distance Education Staff 325.79 825.00 # of Students (headcount)/General /

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