Underlying data from BIS economics paper no. 14 Supporting analysis for the Higher Education White Paper [URN 11/1007]

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【リソース】Foreward / / Abstract / (1) Post-war higher education reforms / (2) Recent higher education reforms and their background / (1) Role of higher education in a knowledge-based society / (2) New developments in higher education reforms / (3) Future outlook for higher education / Section 1 Distinctive Universities in a Competitive Environment / 1 Improvements and Enhancements to Undergraduate Education / 2 Enhancing and Reforming Graduate Schools / 1 Diversifying Study Methods / 2 Greater Flexibility in Course Completion Times / 3 Response to Adult Admissions / 4 Cooperation with Industry / 5 Junior Colleges, Colleges of Technology, Professional Training Colleges / 1 Clarification of the Management System / 2 Promotion of Flexibility in Educator Organization and Educator Mobility / 3 Implementation of Self-Monitoring and Self-Evaluation, External Verifications / 4 Transmission of Information Externally and Reflection of External Opinions / 1 Incorporation of National Universities / 2 Reorganization and Integration of National Universities / 3 Incorporation of Public Universities / 4 Incorporation of Colleges of Technology / 5 Improvements to the School Corporation System / 1 Training of Professionals with Advanced Specialized Skills / 2 Recent Efforts to Promote Industry-Academia-Government Cooperation / 3 Promotion of Regional Contributions / Section 3V Securing Quality at Universities / (1) Increased flexibility for the approval system for establishing new departments / (2) Establishment of a certified evaluation system / (3) Staged corrective measures for universities in breach of the law / (4) Securing quality of an international standard / 1 Creation of Centers of Excellence in Research and Education / 2 Distinctive University Education Support Program / 3 Improvements to Student Assistance / 4 New Development of Policies for Foreign Students / 1 Basic Concept for Higher Education so Far / 2 Future Concept for Higher Education / 1 Current State of Financing for Higher Education / 2 Subsidizing Private Schools / 3 Economic Burden on Students / 4 Ideal Future Financial Measures / Section 1 Age of Expansion and Reform / Section 2 United States / 1 Towards Open Admission to Higher Education for Applicants / 2 Quality Assurance That Addresses Diversity / 3 Securing Financial Resources through Independent Efforts / Section 3 United Kingdom / 1 Expanding the Higher Education Population and Enhancing Learning Opportunities / 2 Vitalizing Education and Research, and Assuring Quality / 3 Increased National Expenditures and Income from Tuition Fees / Section 4 France / 1 Expansion Policies Aim for an 80-Percent Baccalaureate Ratio / 2 Strengthening International Competitiveness / 3 Maintaining Government-Driven Higher Education Funding / Section 5 Germany / 1 Curtailing the Number of Long-Term Students / 2 Expanding Discretion of Institutions of Higher Education and Instituting Achievement-Oriented Principles / 3 Finances in State Dominant Higher Education / Section 6 China / 1 Popularization of Higher Education / 2 Structural Reforms for the Market Economy / 3 Lack of Public Finances and Utilization of Private-Sector Funds / Section 7 Republic of Korea / 1 Rapid Expansion of Higher Education / 2 Creation of Universities on the World Level / 3 Private-Sector Funds Supporting Higher Education Costs / Reference Higher Education Reform Q&A? / Column 1 / Column 2 / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】スポーツ / 教育 / 文化 / 白書_年次報告

【リソース】Foreword / / Chapter 1:Comprehensive Promotion of Educational Policy / Chapter 2:Internationalization of Universities and Their Local Contribution / Topics. / Chapter 1 Creation of a Lifelong Learning Society. / Chapter 2 Enhancement of Primary and Secondary Education. / Chapter 3 For the Diverse Development of Higher Education. / Chapter 4 Promotion of Private School / Chapter 5 Comprehensive Promotion of Science and Technology Policy / Chapter 6 Promotion of Sports and Development of Physical and Mental Health. / Chapter 7 Nation Building on Culture and the Arts. / Chapter 8 Enhancement of Communication and Cooperation. / Chapter 9 New Deployment in an Advanced Information and Telecommunication Network Society / Chapter 10 Building Safe and High-Quality School Facilities and Enhancing Disaster Prevention Measures / Chapter 11 Promotion of Administrative Reform and Policy Assessment. / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】education / スポーツ / 教育 / 文化 / 白書_年次報告

文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。

This dataset tracks annual white student percentage from 1993 to 2023 for Paper Mill vs. Massachusetts and Westfield School District

Historical Dataset of Paper Mill is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1993-2023),Total Classroom Teachers Trends Over Years (2005-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2005-2023),Asian Student Percentage Comparison Over Years (1992-2023),Hispanic Student Percentage Comparison Over Years (1993-2023),Black Student Percentage Comparison Over Years (1993-2023),White Student Percentage Comparison Over Years (1993-2023),Two or More Races Student Percentage Comparison Over Years (2009-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (2000-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2000-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Overall School Rank Trends Over Years (2012-2023)

文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。

Abstract This study aims at discussing the impressions of the group of Brazilian teachers from the State of Rio Grande do Sul who traveled to Uruguay, as designated by the RS authorities, in 1913, to know the Uruguayan educational system in order to qualify the education in RS. These educators recorded their impressions and observations about the visits in the Uruguayan educational institutions in a White Paper, composed of five parts. The analysis of such record, primarily on documentary evidence, showed that there were similarities between the two educational contexts. Thus, a certain idealization by the Brazilian commission with regard to the Uruguayan model was found together with the excellence of the João de Deus method used in RS.

【リソース】Foreword / / 1 Restoration and Revival following the Great East Japan Earthquake ? Creative Recovery, Starting with the Development of Human Resources / 2 Trends and Development in Education, Science and Technology Policies / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】white_paper and annual_report / スポーツ / 教育 / 文化 / 白書_年次報告

文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。

The graph shows the changes in the impact factor of ^ and its corresponding percentile for the sake of comparison with the entire literature. Impact Factor is the most common scientometric index, which is defined by the number of citations of papers in two preceding years divided by the number of papers published in those years.

This series comprises school council records documenting the organisation and operation of Ararat Technical School (School No. 7008) (VA 5632).

Local school committees and councils have existed in some form since the beginning of State education in Victoria. Until 1974, each primary school had a school committee made up of parents, while high schools and technical schools had councils comprised of parents and other community members. In 1975, changes to the Education Act 1958 allowed the establishment of school councils with common powers across State schools.

In 1983, the Minister of Education released several new policies shifting the responsibility of decision-making from the State onto individual schools, with the principal and staff to report on and explain their education programs to their local school community. In late 1983, the Education Act was amended to give the school council responsibility for determining the general education policy of the school withing the guidelines set by the Minister. The amendment became effective in 1984, by which time all school councils were re-constituted to fit government guidelines on membership.

School councils in Victoria operate under the Education and Training Reform Act 2006, the Education and Training Reform Regulations 2017, Ministerial Orders, and the school council’s own constituting Order of the Minister of Education. Under this Order, the council’s membership, size and configuration, objectives, powers, functions and accountabilities, and the role of its executive officer (the school principal), is laid out.

Members comprise the School Principal, representatives of the teaching staff, parents and the wider community. They share governance responsibilities with the Department of Education (VA 5283). Councils are responsible for a range of matters including the condition of the school grounds and buildings (including the organisation of maintenance, improvement and cleaning work), forming opinions about the school's conduct and management and other duties prescribed by regulations.

The school council has functions in setting and monitoring the school’s direction, with primary responsibilities around governance, strategic planning, finance, policy and review.

Critical functions of school councils also included: maintaining school grounds and facilities; entering into contracts such as regulating and facilitating after-hours use of school premises and grounds; reporting annually to the school community and the Department; and representing and taking the views of the community into account.

This series may include the following records: minutes, agendas, correspondence, policies, financial statements and reports from principals and other staff members. Records created by the former school committee, prior to the formal establishment of school councils, and sub-committees of the school council may also be included.

The coated whiteboard paper market is projected to be valued at $800 million in 2024, driven by factors such as increasing consumer awareness and the rising prevalence of industry-specific trends. The market is expected to grow at a CAGR of 6.2%, reaching approximately $1.4 billion by 2034.

According to Cognitive Market Research, the global Loose Leaf Paper market size was USD 1358.6 million in 2024. It will expand at a compound annual growth rate (CAGR) of 8.00% from 2024 to 2031.

North America held the major market share for more than 40% of the global revenue with a market size of USD 543.44 million in 2024 and will grow at a compound annual growth rate (CAGR) of 6.2% from 2024 to 2031.
Europe accounted for a market share of over 30% of the global revenue with a market size of USD 407.58 million in 2024 and will grow at a compound annual growth rate (CAGR) of 6.5% from 2024 to 2031.
Asia Pacific held a market share of around 23% of the global revenue with a market size of USD 312.48 million in 2024 and will grow at a compound annual growth rate (CAGR) of 10.0% from 2024 to 2031.
Latin America had a market share of more than 5% of the global revenue with a market size of USD 67.93 million in 2024 and will grow at a compound annual growth rate (CAGR) of 7.4% from 2024 to 2031.
Middle East and Africa had a market share of around 2% of the global revenue and was estimated at a market size of USD 27.17 million in 2024 and will grow at a compound annual growth rate (CAGR) of 7.7% from 2024 to 2031.
The white loose-leaf paper held the highest Loose Leaf Paper market revenue share in 2024.

Market Dynamics of Loose Leaf Paper Market

Key Drivers for Loose Leaf Paper Market

An Increase in Knowledge Regarding the Health Advantages of Organic or Plant-Based Products to Increase the Demand Globally

The market for loose-leaf paper is expanding due to growing consumer awareness of the health advantages of plant-based or organic products. More and more consumers are looking for environmentally friendly and sustainable products, such as paper, created from organic ingredients that reduce exposure to hazardous substances. This change is a component of a larger movement towards more ecologically friendly choices and healthier lifestyles. People are choosing more plant-based products and daily things like paper as they grow more conscious of the effects their purchases have on the environment and their health.

A Rise in the Need for Education to Propel Market Growth

The growing need for education is one of the main factors propelling the loose-leaf paper industry. The need for educational products, such as loose-leaf paper, is rising as more people around the world, especially in developing nations, have access to education. This demand is being supported by an increase in colleges and institutions as well as rising student enrollment. The necessity for high-quality paper products for note-taking, assignments, and tests is further increased by educational reforms and policies that emphasize literacy and academic success. The market for loose-leaf paper is expected to increase steadily due to the education sector's ongoing need.

Restraint Factor for the Loose Leaf Paper Market

The Raw Material Price Volatility to Limit the Sales

The loose-leaf paper market's growth is severely constrained by the volatility of raw material prices. Unpredictable manufacturing costs might result from fluctuations in the price of necessary inputs like wood pulp and chemicals used in the making of paper. Because of this volatility, production costs are frequently increased and then passed on to customers, decreasing the competitiveness of loose-leaf paper when compared to digital alternatives. Furthermore, producers need help to maintain steady supply and quality levels, which would impair market stability and expansion prospects. Such financial strains may discourage industry investment and innovation, which would further impede market growth.

Impact of COVID-19 on the Loose Leaf Paper Market

The loose-leaf paper market was significantly impacted by the COVID-19 outbreak. The need for loose-leaf paper significantly decreased as a result of the closure of administrative buildings, offices, and educational institutions. The move to remote labor and digital learning further decreased the demand for tangible paper goods. In addition, lockdowns and other limitations disrupted the supply chain, which had an impact on paper manufacturing and distribution and resulted in supply irregularities. The loose-leaf paper market faced difficulties during the pandemic as a result of these elements, as well as shifting customer behavior toward digital tools and economic uncertainties. Introd...

The Colombia school bags market is expected to exceed USD 210 million by 2029, driven by rising demand for ergonomic designs and durable materials.

This series comprises school council records documenting the organisation and operation of Corio Bay Senior College (School No. 7105) (VA 5428).

Local school committees and councils have existed in some form since the beginning of State education in Victoria. Until 1974, each primary school had a school committee made up of parents, while high schools and technical schools had councils comprised of parents and other community members. In 1975, changes to the Education Act 1958 allowed the establishment of school councils with common powers across State schools.

In 1983, the Minister of Education released several new policies shifting the responsibility of decision-making from the State onto individual schools, with the principal and staff to report on and explain their education programs to their local school community. In late 1983, the Education Act was amended to give the school council responsibility for determining the general education policy of the school withing the guidelines set by the Minister. The amendment became effective in 1984, by which time all school councils were re-constituted to fit government guidelines on membership.

School councils in Victoria operate under the Education and Training Reform Act 2006, the Education and Training Reform Regulations 2017, Ministerial Orders, and the school council’s own constituting Order of the Minister of Education. Under this Order, the council’s membership, size and configuration, objectives, powers, functions and accountabilities, and the role of its executive officer (the school principal), is laid out.

Members comprise the School Principal, representatives of the teaching staff, parents and the wider community. They share governance responsibilities with the Department of Education (VA 5283). Councils are responsible for a range of matters including the condition of the school grounds and buildings (including the organisation of maintenance, improvement and cleaning work), forming opinions about the school's conduct and management and other duties prescribed by regulations.

The school council has functions in setting and monitoring the school’s direction, with primary responsibilities around governance, strategic planning, finance, policy and review.

Critical functions of school councils also included: maintaining school grounds and facilities; entering into contracts such as regulating and facilitating after-hours use of school premises and grounds; reporting annually to the school community and the Department; and representing and taking the views of the community into account.

This series may include the following records: minutes, agendas, correspondence, policies, financial statements and reports from principals and other staff members. Records created by the former school committee, prior to the formal establishment of school councils, and sub-committees of the school council may also be included.

文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。