Educational Attainment In The United States: 2007
Educational Attainment in theUnited States: 2007Issued January 2009Population CharacteristicsP20-560This report provides a portrait of educational attainment in the United Statesbased on data collected in the 2007American Community Survey (ACS) anddata collected in 2008 and earlier in theAnnual Social and Economic Supplement(ASEC) to the Current Population S urvey(CPS).1 Previous U.S. Census Bureaureports on this topic were based on educational attainment data from the CPS.The ACS has a larger sample and providesstatistics for small levels of geography,which is why it is now used as a mainsource of educational attainment data.This report provides estimates of educational attainment in the United States,including comparisons by demographiccharacteristics, such as age, sex, race,and Hispanic origin. Information abouteducational attainment among thenative-born and foreign-born populationsis included. This report also presents ageographic picture of educational attainment, with estimates by region and state.Workers’ median earnings by educationalattainment are also addressed, includingdifferences by sex, race, and Hispanic origin. Periodically, references to older dataare included to present some generalhistorical trends.Some highlights of the report are: In 2007, more than 4 out of 5 (84percent) adults aged 25 and overreported having at least a high school1For information on the differences between theACS and CPS estimates, see Nicole Scanniello, Comparison of ACS and ASEC Data on Educational Attainment: 2004, U.S. Census Bureau, Washington, DC,2007, and accompanying tables and figures, availableon the Census Bureau’s Web site at www.census.gov/acs/www/AdvMeth/Papers/Papers1.htm .diploma or its equivalent, while over1 in 4 (27 percent) reported a bachelor’s degree or higher. This reflectsmore than a three-fold increase in highschool attainment and more than afive-fold increase in college attainmentsince the Census Bureau first collectededucational attainment data in 1940. A larger proportion of women thanmen had completed high school ormore education. A larger proportion ofmen had received at least a bachelor’sdegree. Differences in educational attainmentby race and Hispanic origin existed. Attainment for non-Hispanic Whitesand Asians was higher than attainmentfor Blacks and Hispanics. (Hispanicsmay be any race.)2 Educational attainment varied bynativity. About 88 percent of thenative-born population had at least ahigh school diploma, compared to 682Federal surveys now give respondents theoption of reporting more than one race. Therefore,two basic ways of defining a race group are possible.A group such as Asian may be defined as those whoreported Asian and no other race (the race-alone orsingle-race concept) or as those who reported Asianregardless of whether they also reported anotherrace (the race-alone-or-in-combination concept).This report shows data using the first approach(race alone). This report will refer to the White-alonepopulation as White, the Black-alone population asBlack, the Asian-alone population as Asian, and theWhite-alone-non-Hispanic population as non-HispanicWhite. Use of the single-race population does notimply that it is the preferred method of presentingor analyzing data. The Census Bureau uses a varietyof approaches. In this report, the term “non-HispanicWhite” refers to people who are not Hispanic andwho reported White and no other race. The CensusBureau uses non-Hispanic Whites as the comparisongroup for other race groups and Hispanics. Because Hispanics may be any race, data in this report forHispanics overlap with data for racial groups.USCENSUSBUREAUHelping You Make Informed DecisionsU.S. Department of CommerceEconomics and Statistics AdministrationU.S. CENSUS BUREAUCurrentPopulationReportsBy Sarah R. Crissey
ercent of the foreign-born poppulation. More native-born thanforeign-born adults reportedcompleting at least a bachelor’sdegree (28 percent and 27percent, respectively), whilemore foreign-born than nativeborn adults reported having anadvanced degree (11 percentand 10 percent, respectively).3 Educational attainment offoreign-born Hispanics waslower than all other groups.The percentage of foreign-bornHispanics who had completed3Advanced degrees include master’s,professional (e.g., M.D., J.D., D.D.S.), anddoctoral degrees.at least high school was 49percent, which is the same asthe percentage of foreign-bornAsians who had completed college or more education. The Midwest region had thehighest percentage of adultsreporting a high school diplomaor more education, and theNortheast had the highest percentage with a bachelor’s degreeor more education.44The Northeast region includesConnecticut, Maine, Massachusetts,New Hampshire, New Jersey, New York,Pennsylvania, Rhode Island, and Vermont.The Midwest region includes Illinois, Indiana,Iowa, Kansas, Michigan, Minnesota, Missouri,Nebraska, North Dakota, Ohio, South Dakota,and Wisconsin. The South region includesAlabama, Arkansas, Delaware, Florida, Workers with a bachelor’sdegree, on average, earnedabout 20,000 more a yearthan workers with a high schooldiploma. Non-Hispanic Whitesearned more than other racegroups and Hispanics at the highschool and bachelor’s degreeeducation levels, while earningsat the advanced degree levelwere highest for Asians. Blackand Hispanic workers earnedless at all attainment levels.Georgia, Kentucky, Louisiana, Maryland,Mississippi, North Carolina, Oklahoma, SouthCarolina, Tennessee, Texas, Virginia, WestVirginia, and the District of Columbia, a stateequivalent. The West region includes Alaska,Arizona, California, Colorado, Hawaii, Idaho,Montana, Nevada, New Mexico, Oregon, Utah,Washington, and Wyoming.Two Sources of Data on Educational AttainmentThe information in this report is based on two separate data sources—the estimates of current educationalattainment come from the 2007 American Community Survey (ACS), while historical trends in median annualearnings come from the Current Population Survey (CPS).The ACS, part of the Census Bureau’s re-engineered 2010 Census, looks at a wide range of social, economic,and housing characteristics for the population. The ACS is used to provide annual data on more than 7,000areas, including all congressional districts, as well as counties, cities, metro areas, and American Indian andAlaska Native areas with populations of 65,000 or more.* The ACS collects information from an annual sampleof approximately 3 million housing unit addresses. The ACS is administered to the entire domestic population,including those living in institutions and other group quarters. In this respect, data from the ACS are directlycomparable with data from Census 2000 and earlier decennial censuses. In the ACS, educational attainmentis classified by the highest degree or the highest level of school completed, with people currently enrolled inschool requested to report the level of the previous grade attended or the highest degree received.Another important source of educational attainment information is the Annual Social and Economic Supplement (ASEC) to the CPS. The CPS is a monthly survey of approximately 72,000 housing units. ASEC data arecollected from CPS respondents in February, March, and April of each year with an annual sample of approximately 100,000 households. Unlike the ACS, the reference population is the civilian noninstitutionalized population, and therefore, it does not include people living in institutions or Armed Forces personnel (except thoseliving with their families). While the sample size is not sufficient for describing small geographic areas, CPSdata can provide estimates for the 50 states and the District of Columbia. CPS data provide a time series ofeducational attainment information since 1947. Since 1992, data on educational attainment are derived from asingle question that asks, “What is the highest grade of school . . . completed, or the highest degree . . .received?” Prior to 1992, respondents reported the highest grade they had attended, and whether or not theyhad completed that grade.The ACS and CPS differ in geographic scope, data collection method, and population universe. See Appendix Afor more information on these two sources of data.*In 2008, the Census Bureau released 3-year estimates for areas with populations larger than 20,000. In 2010, the Census Bureau willrelease 5-year estimates that will cover all areas.2U.S. Census Bureau
Men earned more than womenat each level of educational attainment. At the high school diploma andbachelor’s degree attainmentlevels, women earned about65 percent of what men earnedin 1987. In 2007, the percentage was 72 percent at the highschool diploma level and 74percent at the bachelor’s degreelevel.Portrait ofEducationalAttainment in theUnited StatesThe Census Bureau has documented a consistent increase in theeducational attainment of the population since the question was firstasked in the 1940s.5 In the 2007ACS, 84 percent of the population5See the Current Population Report ducational Attainment in the United States:E2003 (P20-550), available on the CensusBureau’s Web site at www.census.gov/prod/2004pubs/p20-550.pdf .aged 25 and over in the UnitedStates reported they had completedat least high school (or the equivalent), while more than half (54 percent) reported completing at leastsome college (Table 1). More than1 in 4 adults (27 percent) reportedthey had a bachelor’s degree ormore education and 1 in 10 (10percent) reported an advanceddegree. Educational attainmenthas increased since Census 2000,when 80 percent of the 25-andolder population had a high schooldiploma or more and 24 percentTable 1.Educational Attainment for the Population Aged 25 and Over by Age, Sex, Race andHispanic Origin, and Nativity Status: 2007High schoolgraduate or moreCharacteristicTotalMargin ofPercent error1 ( )Some collegeor moreBachelor’s degreeor moreMargin ofPercent error1 ( )Margin ofPercent error1 ( )AdvanceddegreePercentMargin oferror1 ( )Population 25 yearsand over . . . . . . . . . . . . . .197,892,36984.50.154.40.127.50.110.1–to 29 years . . . . . . . . . . . . . . . . . . .to 34 years . . . . . . . . . . . . . . . . . . .to 39 years . . . . . . . . . . . . . . . . . . .to 44 years . . . . . . . . . . . . . . . . . . .to 49 years . . . . . . . . . . . . . . . . . . .to 54 years . . . . . . . . . . . . . . . . . . .to 59 years . . . . . . . . . . . . . . . . . . .to 64 years . . . . . . . . . . . . . . . . . . .years and over . . . . . . . . . . . . . . 313.213.08.40.10.10.10.10.10.10.10.10.1Male . . . . . . . . . . . . . . . . . . . . . . . . . . .Female . . . . . . . . . . . . . . . . . . . . . . . . 28.226.70.10.110.79.6––Race and Hispanic OriginWhite alone . . . . . . . . . . . . . . . . . . . . .Non-Hispanic White alone . . . . . . .Black alone . . . . . . . . . . . . . . . . . . . . .Asian alone . . . . . . . . . . . . . . . . . . . . 0.3Hispanic (any race) . . . . . . . . . . . . . 1Age253035404550556065SexNativity StatusNative born . . . . . . . . . . . . . . . . . . . . .Foreign born . . . . . . . . . . . . . . . . . . . .Naturalized citizen . . . . . . . . . . . . .Not a citizen . . . . . . . . . . . . . . . . . .Year of entry:2000 or later . . . . . . . . . . . . . . . .1990–1999 . . . . . . . . . . . . . . . . . .Before 1990 . . . . . . . . . . . . . . . . .– Represents or rounds to zero.1A margin of error is a measure of an estimate’s variability. The larger the margin of error in relation to the size of the estimate, the less reliable theestimate. When added to and subtracted from the estimate, the margin of error forms the 90-percent confidence interval.Source: U.S. Census Bureau, American Community Survey, 2007.U.S. Census Bureau3
reported having a bachelor’s degreeor more education.6Differences by Age, Sex, Race, andHispanic OriginAge. Educational attainment variesby several demographic characteristics, including age. The overallincrease in educational attainmentdocumented over the past sixdecades occurred as younger (andmore educated) cohorts replacedolder, less educated cohorts in theadult population. For the youngest age group (25 to 29 years),increases in high school attainment have been modest since1990, while increases in collegeattainment have leveled sinceabout 2000.7 In 2007, the oldestage group reported lower levelsof high school and college attainment than all younger age groups.Among adults aged 65 and over,74 percent had completed at leasthigh school or more education and19 percent reported a bachelor’sdegree or more education.Sex. Gender differences in education continue to exist. In 2007, alarger proportion of women than6For more information on educational attainment in 2000, see the Census2000 Brief Educational Attainment: 2000(C2KBR-24), available on the CensusBureau’s Web site at www.census.gov/prod/2003pubs/c2kbr-24.pdf .7In 2000, 84 percent of the populationaged 25 to 29 had completed high schooland 27 percent had completed a bachelor’sdegree. In 1990, 84 percent of the populationaged 25 to 29 had completed high schooland 22 percent had completed a bachelor’sdegree. For information on educational attainment in 2000, see the Census 2000 BriefEducational Attainment: 2000 (C2KBR-24),available on the Census Bureau’s Web site at www.census.gov/prod/2003pubs/c2kbr-24.pdf . For information on educational attainment in 1990, see the Census 1990 Report1990 Census of Population: Education inthe United States (CP-3-4), available on the Census Bureau’s Web site at www.census.gov/prod/cen1990/cp3/cp-3-4.pdf .4men had a high school diploma ormore education (85 percent and 84percent, respectively), continuing atrend that first appeared in 2002.8College attainment has been higherfor men than women since 1940.9Although the difference has narrowed in recent decades, a largerproportion of men than womenhad completed college and hadcompleted an advanced degree in2007. Data on college completionfor younger cohorts show higherattainment for women than formen, suggesting that in the future,the majority of people with collegedegrees in the United States may bewomen.10Race and Hispanic origin. Educational attainment also variesby race and Hispanic origin. Non-Hispanic Whites reported thehighest percentage of adults withat least a high school education (89percent). Asians reported the highest percentage with at least somecollege (68 percent), a bachelor’sdegree or more education (49percent), and an advanced degree(20 percent). Educational attainment among the Black populationwas lower than among the nonHispanic White, White, and Asiangroups. Hispanics reported thelowest percentage at each attainment level—61 percent had completed high school and 13 percenthad completed at least a bachelor’sdegree.8For more information, see the CurrentPopulation Report Educational Attainment inthe United States: 2003 (P20-550), availableon the Census Bureau’s Web site at www.census.gov/prod/2004pubs/p20-550.pdf .9See A Half-Century of Learning: Historical Statistics on Educational Attainment in the United States, 1940 to 2000 (PHCT-41), available on the Census Bureau’s Website at www.census.gov/population/www/ socdemo/education/introphct41.html .10See footnote 8.Diverse Educational ExperiencesAmong the Foreign-BornPopulationEducational attainment differedby nativity status. There was a20-point difference in the percentage of people aged 25 years andover with at least a high schooldiploma between the nativeborn and foreign-born populations (88 percent and 68 percent, respectively). At the bachelor’s andadvanced degree attainment levels,there was about a 1 percentagepoint difference between the twogroups. More native-born thanforeign-born adults reported completing at least a bachelor’s degree(28 percent and 27 percent, respectively), while more foreign-bornthan native-born adults reportedhaving an advanced degree (11percent and 10 percent, respectively). These differences suggestthat, while a large proportion of theforeign-born population had lowerlevels of education, a sizeable segment had high levels of education.In 2007, educational attainmentwas higher for the naturalizedpopulation than the noncitizen foreign-born population at both thehigh school and college attainmentlevels. Immigrants who arrivedin the United States since 2000also had higher attainment levelsthan groups who arrived earlier.These data indicate that the timeof arrival as well as immigrationstatus were correlated with educational attainment.For some race groups and Hispanics, there was little difference in educational attainment bynativity, but for others there werelarge differences (Figure 1). For allgroups except Blacks, a larger percentage of the native born than theforeign born had completed at leastU.S. Census Bureau
Figure 1.Educational Attainment of the Population Aged 25 andOver by Race, Hispanic Origin, and Nativity Status: 2007(In percent)Native bornForeign bornHigh school diploma or more education87.6Total68.089.2White alone66.489.6Non-HispanicWhite alone84.680.0Black alone80.994.2Asian alone84.276.5Hispanic(any race)49.3Bachelor’s degree or more education11Source: 2007 American CommunitySurvey.12About 16 percent of the native-bornHispanic and the native-born Black populations had completed a bachelor’s degree, butthe difference was statistically different.26.929.6White alone23.930.1Non-HispanicWhite alone37.916.226.051.3Asian aloneHispanic(any race)The lower educational attainmentof foreign-born Hispanics affectedthe overall Hispanic educationlevels. About 58 percent of allHispanics aged 25 and over in theUnited States are foreign born.11In 2007, educational attainmentof foreign-born Hispanics waslower than all other race, Hispanicorigin, and nativity groups.The percentage of foreign-bornHispanics who completed at leasthigh school was 49 percent, whichis the same as the percentageof foreign-born Asians who hadcompleted a bachelor’s degreeor more education. Althoughnative-born Hispanics had highereducational attainment thanforeign-born Hispanics, all othernative-born race groups had highereducational attainment than nativeborn Hispanics.1227.6TotalBlack alonehigh school. The pattern differsfor college attainment, with higherattainment among the foreign bornfor the non-Hispanic White andBlack populations.49.115.910.1Source: U.S. Census Bureau, American Community Survey, 2007.U.S. Census Bureau5
Geographic Differencesin EducationalAttainmentEducational attainment levelsvaried geographically in 2007,including by region and state. Thepercentage of the population withat least a high school diploma washighest in the Midwest and lowest in the South (Table 2). At thebachelor’s degree level, the largestpercentage was in the Northeastand the smallest was in the South.High school graduates composedmore than 90 percent of the population of Minnesota and Wyoming.In Mississippi and Texas, less than80 percent of the population hadcompleted high school.The highest concentration ofcollege graduates was in theDistrict of Columbia, where 47percent of adults had a bachelor’sdegree or more education. Inaddition to the District of Columbia,more than 1 in 3 adults had at leasta bachelor’s degree in the followingstates: Colorado, Connecticut,Maryland, Massachusetts, andNew Jersey. In Arkansas,Mississippi, and West Virginia, lessthan 1 in 5 adults had a bachelor’sdegree or more education. roportion of people who reportedpcompleting high school was statistically higher than the proportion inthe United States as a whole. Statesshaded lighter had a lower proportion, and states colored white werenot statistically different from theproportion in the nation. Figure 3uses the same colors to show theproportion with a bachelor’s degreeor higher relative to the national average.Some states, includingWashington, Minnesota, Virginia,and Connecticut, had highereducational attainment at boththe high school and college levelscompared with the United States.States such as Nevada, Alabama,and North Carolina were lower thanFigures 2 and 3 display statelevel educational attainmentrelative to the national estimate.Figure 2 presents relative attainment at the high school or higherlevel. In states shaded darker, theFigure 2.Percent of People Aged 25 and Over Who HaveCompleted High School or More Education Relative tothe National Mean by State: nited States: 84.5%Below national meanAt national meanAbove national meanGALAFLHI* DC is represented at 4.5 times the scale of other continental states.Source: U.S. Census Bureau, American Community Survey, 2007.6U.S. Census Bureau
Figure 3.Percent of People Aged 25 and Over Who HaveCompleted a Bachelor’s Degree or More Education Relativeto the National Mean by State: nited States: 27.5%Below national meanAt national meanAbove national meanGALAFLHI* DC is represented at 4.5 times the scale of other continental states.Source: U.S. Census Bureau, American Community Survey, 2007.the national average at both levelsof educational attainment.Many states did not have a consistent pattern relative to the nationallevel. For example, states such asIdaho, Iowa, and Pennsylvania hadhigher than average attainmentat the high school level but lowerthan average college attainment.The converse was true for otherstates, including California andRhode Island, where a relativelylow proportion of the populationhad at least a high school diplomaand a larger than average proportion had at least a college degree.U.S. Census BureauNativity and Attainment by StateTable 2 also includes educationalattainment data across regions andstates by nativity status. Amongthe foreign born, educationalattainment was highest in theNortheast region and lowest in theWest. At the high school graduate or more level, the educationalattainment of the native-born population in every region was higherthan that of the foreign born. Atthe bachelor’s degree or more level,attainment was higher only forthe native-born population in theWest. A larger proportion of theforeign-born population had completed at least a bachelor’s degreein the M idwest and South. In the Northeast region, the percentageof the foreign born and native bornwho had completed college ormore education was the same atabout 32 percent.In nearly all states, a larger proportion of the native born thanthe foreign born had completedhigh school or more education.13High school attainment was lowestfor the foreign-born populationin New Mexico, where about halfof adults reported having a highschool diploma or more education.In Montana, New Hampshire, NorthDakota, Vermont, and West Virginia,13In Montana and North Dakota, therewas no statistical difference by nativity. InWest Virginia, a larger percentage of theforeign-born than the native-born populationreported completing at least high school.7
Table 2.Educational Attainment for the Population Aged 25 and Over by Region, State, andNativity Status: 2007High school graduate or moreAreaTotalNative bornBachelor’s degree or moreForeign bornTotalNative bornForeign bornPercentMargin oferror1 ( )PercentMargin oferror1 ( )PercentMargin oferror1 ( )PercentMargin oferror1 ( )PercentMargin oferror1 ( )PercentMargin oferror1 ( )United States . . . ortheast . . . . . . . . . . . . . . .Midwest . . . . . . . . . . . . . . . .South . . . . . . . . . . . . . . . . . .West . . . . . . . . . . . . . . . . . . 5.823.90.30.40.30.2StateAlabama . . . . . . . . . . . . . . . .Alaska . . . . . . . . . . . . . . . . .Arizona . . . . . . . . . . . . . . . . .Arkansas . . . . . . . . . . . . . . .California . . . . . . . . . . . . . . .Colorado . . . . . . . . . . . . . . . .Connecticut . . . . . . . . . . . . .Delaware . . . . . . . . . . . . . . .District of Columbia . . . . . . .Florida . . . . . . . . . . . . . . . . 2.30.31.31.42.94.10.5Georgia . . . . . . . . . . . . . . . .Hawaii . . . . . . . . . . . . . . . . .Idaho . . . . . . . . . . . . . . . . . .Illinois . . . . . . . . . . . . . . . . . .Indiana . . . . . . . . . . . . . . . . .Iowa . . . . . . . . . . . . . . . . . . .Kansas . . . . . . . . . . . . . . . . .Kentucky . . . . . . . . . . . . . . .Louisiana . . . . . . . . . . . . . . .Maine . . . . . . . . . . . . . . . . . 0.71.72.31.92.82.84.5Maryland . . . . . . . . . . . . . . .Massachusetts . . . . . . . . . . .Michigan . . . . . . . . . . . . . . . .Minnesota . . . . . . . . . . . . . . .Mississippi . . . . . . . . . . . . . .Missouri . . . . . . . . . . . . . . . .Montana . . . . . . . . . . . . . . . .Nebraska . . . . . . . . . . . . . . .Nevada . . . . . . . . . . . . . . . . .New Hampshire . . . . . . . . . 1.64.41.95.72.51.13.1New Jersey . . . . . . . . . . . . .New Mexico . . . . . . . . . . . . .New York . . . . . . . . . . . . . . .North Carolina . . . . . . . . . . .North Dakota . . . . . . . . . . . .Ohio . . . . . . . . . . . . . . . . . . .Oklahoma . . . . . . . . . . . . . . .Oregon . . . . . . . . . . . . . . . . .Pennsylvania . . . . . . . . . . . .Rhode Island . . . . . . . . . . . 1.18.11.41.81.31.32.4South Carolina . . . . . . . . . . .South Dakota . . . . . . . . . . . .Tennessee . . . . . . . . . . . . . .Texas . . . . . . . . . . . . . . . . . .Utah . . . . . . . . . . . . . . . . . . .Vermont . . . . . . . . . . . . . . . .Virginia . . . . . . . . . . . . . . . . .Washington . . . . . . . . . . . . . .West Virginia . . . . . . . . . . . .Wisconsin . . . . . . . . . . . . . . .Wyoming . . . . . . . . . . . . . . 20.95.91.58.41A margin of error is a measure of an estimate’s variability. The larger the margin of error in relation to the size of the estimate, the less reliable the estimate. When added to andsubtracted from the estimate, the margin of error forms the 90-percent confidence interval.Source: U.S. Census Bureau, American Community Survey, 2007.8U.S. Census Bureau
Table 3.Median Earnings for Workers Aged 25 and Over by Educational Attainment, Work Status,Sex, and Race and Hispanic Origin: 2007(Earnings in dollars)Not a high schoolgraduateTotalCharacteristicMarginEarn- of error1( )ingsMarginEarn- of error1ings( )Some college orassociate’sdegreeHigh schoolgraduateMarginEarn- of error1ings( )MarginEarn- of error1ings( )Bachelor’sdegreeAdvanceddegreeMarginEarn- of error1ings( )EarningsMarginof error1( )All workers . . . . . 3SexMale . . . . . . . . . . . . . . . . . . .Female . . . . . . . . . . . . . . . . 133Race and Hispanic OriginWhite alone . . . . . . . . . . . . .Non-Hispanic Whitealone . . . . . . . . . . . . . . . .Black alone . . . . . . . . . . . . . .Asian alone . . . . . . . . . . . . .35,6094920,19
educational attainment data in 1940. A larger proportion of women than men had completed high school or more education. A larger proportion of men had received at least a bachelor's degree. Differences in educational attainment by race and Hispanic origin existed. Attainment for non-Hispanic Whites and Asians was higher than attainment
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
tional attainment were based on data primarily from the CPS. 1. The ACS is now used as the main source of educational attainment data because it has a larger sample and provides more reliable statis - tics for small levels of geography. The report also provides estimates of educational attainment in the United . States, including comparisons by .
Std. 12th Economics Smart Notes, Commerce and Arts (MH Board) Author: Target Publications Subject: Economics Keywords: economics notes class 12, 12th commerce, 12th economics book , 12th commerce books, class 12 economics book, maharashtra state board books for 12th, smart notes, 12th std economics book , 12th economics book maharashtra board, 12th economics guide , maharashtra hsc board .
