Sentence examples for educational progression from inspiring English sources

Green, D.R. (1992) "GIS education and training: Developing educational progression and continuity for the future" in The Yearbook of the Association for Geographic Information - 1992/3.

A 2004 report in the Journal of Higher Education put it this way: "first-generation students... may be less prepared than similar students whose parents are highly educated, to make the kind of informed choices... that potentially maximize educational progression and benefits".

This requirement has been formalised in the Matrix of Educational Progression, ensuring that the tool must assess trainees' technical competence in caesarean section procedures of varying levels of complexity throughout training.

That's why we need the government, universities, Student Finance England and schools and colleges to collaborate to construct a student finance learning ladder that would outline for young people, parents and those who advise both groups, what young people should know at different points over their educational progression.

There is a growing body of evidence (including Frank Field's Foundation Years report) to suggest that the more we focus on this process, the closer we will come to building a shared language between children, artists, parents and teachers, and the better it can support relationships, educational progression and economic achievement later on in life.

This paper revisits data from two studies of care-experienced young people aged 18 25, drawing on qualitative interviews in the UK and four other European countries, to see if focal theory would have helped to predict their educational progression or otherwise.

For instance, while teachers reportedly supported pupils variously e.g. Shem said, "My maths teacher helps me to do maths", there were other indications that 'working hard' in the broader educational context involved progression-determining tests.

In addition to educational attainment and grade progression, obesity has also been shown to correlate with school attendance.

In populations with largely equitable healthcare access this leaves differential treatment, health status and co-morbidity, coping and support strategies (embracing level of income), and understanding of, and ability to influence, disease progression (embracing educational level) as explanatory mechanisms for differential survival by socioeconomic status.

Effects of education on disease progression in different regions have not been investigated, and educational level should be considered as a potentially important source of variance in disease progression in global trials.

We categorized years of education into 4 groups based on standard progression through the educational system (<12 years, 12 years, 13 15 years, ≥ 16 years).