Sentence examples for foreign educational from inspiring English sources

SES was assessed by educational attainment (university degree or equivalent, higher education but not university degree, A-level, O-level, secondary education, some foreign educational qualifications, or no educational qualifications) and by total net nonpension household wealth (household is defined as a couple with any dependent child) categorized using quintiles.

Foreign educational institutions include the American Robert College for boys (founded in 1863) and the American College for girls (founded in 1871), both on the Bosporus.

But can these American institutions manage the difficult balancing act involved in introducing new ideas into sometimes stultifying foreign educational environments and do so without betraying an arrogance that provokes nationalist reactions?

Tom Casey, a spokesman for the State Department, said because the seven Gazans had already been thoroughly evaluated for one of the most prestigious foreign educational programs run by the United States, "It ought to be falling off a log for them to be able to do this".

The literature partially attributed this discrepancy to non-recognition of foreign educational credentials, which indicates that income of immigrant professionals depends on country or region of origin and where immigrants received their education.

We are not a unilateral organization importing a foreign educational idea, but one that we are confident will become a leading national effort that will nurture a thriving network of educational ambassadors willing to invest in the future of their country.

Sam has undertaken placements across the company, with stints in production, foreign rights, educational publishing and latterly in fiction.

To its original work, the congregation has added extensive foreign missions, educational work, and chaplaincies to hospitals, prisons, and the armed forces.

While foreign-educated immigrants generally have higher educational attainments, their matching quality is low, especially for postsecondary degree holders.

Finally, when both dimensions of occupational matching are controlled by the inclusion of NHRIC and NVRIC, payoffs to educational degrees improve for foreign-educated immigrants.

From this observation, it seems that the occupational mismatch of foreign-educated immigrants is mainly dominated by field of study–occupation relatedness relative to educational degree occupation relatedness.