The phrase "actual educational" is correct and usable in written English.
It can be used to emphasize the genuine or real aspect of educational content or experiences.
Example: "The program focuses on providing actual educational resources that benefit students in their learning journey."
Alternatives: "genuine educational" or "real educational".
Therefore, immigrants belonging to a (perceived) well educated ethnic group will intermarry more often than immigrants from (perceived) less educated groups – independent of their actual educational attainment level.
They receive highly subsidized education, including tuition fees at 5% of actual educational cost and free clothing, dormitory, food and learning materials during their school years.
It seems pretty clear to us that the best contributions that research in education can make are the contributions that can be transferred to actual educational practice.
But what actual educational establishment? asks Kothner.
In developing these new measurements, we will want to begin by comparing the actual educational effec tiveness of schools in simi lar economic and geograph ic circumstances.
The prospectus is all about "Oxford, Cambridge this, Ivy League that", but the actual educational offering appears to be more like an attempt to recreate the American concept of the liberal arts college education.
The ISCED International Standard Class of Educationn) codes from Statistics Denmark were converted into four educational groups, reflecting the highest completed academic educational attainment or for women in education the level completion of the actual education would lead to (see table 1).
I was not exactly a sheltered child, but I was an incredibly unpopular one and an undiagnosed autistic which meant that, outside of an actual clinical educational on the matter, most of my early knowledge about sex came from the weird domestic films that I spent most of my time watching.
Though again, the actual experts in educational measurement would warn against that, correct?
A possible disadvantage of this method is that it does not take the actual distribution of educational attainment into account.
The topics covered range from proposals regarding the newest "de facto" standards in E-Learning - such as IMS Learning Design - to the more practical aspects of the design, i.e. implementations and the actual application of educational tools in real settings.
