Traduction de «Objectif de rendement scolaire » (Français → Anglais) :

International Association for the Evaluation of Educational Achievement | IEA [Abbr.]

achievement quotient [ AQ | accomplishment quotient | educational ratio | achievement ratio | accomplishment ratio ]

Performance and Availability Objectives, Interference Objectives, Effects of Propagation, Terminology

reduced school performance

reduced school performance

academic achievement level

The key goals of the summit were to raise the public profile of First Nations, Metis and Inuit education and to promote awareness of the need to eliminate the gap in educational outcomes, both at the K-to-12 level and at the post- secondary level.

The U.K. has performance objectives for all their prisons, a number of them, including recidivism, and the guy or gal running the institution speaks to those performance objectives every year.

Newfoundland results on national indicators of student performance, such as the Canadian Test of Basic Skills and the School Achievement Indicators Project, 1994, confirm that students in Newfoundland perform just as well as students in most other provinces.

(Return tabled) Question No. 422 Ms. Kirsty Duncan: With respect to nutrition in child and adolescent populations in Canada: (a) does government policy include recognition and acceptance of the principle that Canada’s children and adolescents are entitled to nutritious food (i) regardless of where they live, (ii) regardless of their family income, (iii) particularly when economic forces undermine efforts by parents and caregivers to ensure healthy eating; (b) given that the 1992 World Declaration on Nutrition, to which Canada was a signatory, states that access to nutritionally adequate and safe food is a right of each individual, what specific actions have the Canadian Institutes of Health Research (CIHR) and Health Canada undertaken for ...[+++]children and adolescents in order to fulfill this commitment; (c) what percentage of children and adolescents in Canada is food insecure, (i) do disparities exist, including, but not limited to, disability status, ethnicity, gender, geography, socio-economic status, (ii) if so, specify; (d) what percentage of children and adolescents lives below the poverty line, (i) do disparities exist, including, but not limited to, disability status, ethnicity, gender, geography, socio-economic status, (ii) if so, specify; (e) what percentage of children and adolescents has, as a result of living below the poverty line, (i) poor nutritional status, (ii) poor health outcomes due to their poor nutritional status; (f) what percentage of members of each of the following groups is food insecure, (i) child and adolescent newcomers, (ii) children and adolescents who live in poverty, (iii) children and adolescents who live in priority neighbourhoods, (iv) Aboriginal children and adolescents; (g) what percentage of children and adolescents (i) involuntarily misses meals, (ii) lacks healthy variety in its diet; (h) does the government have information, and, if so, what is that information, concerning (i) how (g)(i) and (g)(ii) impact the caloric a ...