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Teachers --- Teachers colleges --- Education and state --- Training of --- Certification --- Accreditation

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English language --- Accreditation (Education) --- Emigration and immigration law --- Study and teaching --- Foreign speakers. --- Law and legislation

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The challenges associated with securing U.S. Department of Defense (DoD) information systems have grown as the department's information infrastructure has become more complex and interconnected. At the same time, the potential negative consequences associated with cyber intrusions have become more severe. Are current information assurance (IA) policies and procedures sufficient to address this growing threat, and are they able to address vulnerability issues associated with highly networked information systems? The current IA certification and accreditation (C&A) process focuses on individual, discrete systems or components of larger, aggregated information systems and networks that are colocated or operate on the same platform (such as a Navy ship). An examination of current policy shows that a new approach is needed to effectively extend the IA C&A process to aggregations of information systems and improve the security of DoD information systems. A number of recommendations are put forth to improve current IA policy and to enable the IA C&A of aggregations of DoD information systems that reside on a common platform.

Computer security --- Cyberinfrastructure --- Computer networks --- Information technology --- Management. --- Security measures --- Certification --- Accreditation --- United States. --- Information resources management. --- Information technology.

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Universities and colleges --- Academic achievement --- Student aid --- Federal aid to higher education. --- Accreditation --- Evaluation. --- Economic aspects --- Accounting.

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This report presents a framework - Skills Toward Employment and Productivity (STEP), that provides a simple yet comprehensive way to look at skills development. It brings together research evidence and practical experience from a range of areas-from research on the determinants of early childhood development and learning outcomes, to policy experience with the reform of vocational and technical education systems and labor markets-and provides a set of powerful messages to policymakers, researchers, and practitioners. The report's emphasis on performance measurement and benchmarking, policy and program evaluation, and cross-sectoral approaches focusing on individuals throughout their lifecycle provides a solid platform for developing countries to start exploring reforms.

Access & Equity in Basic Education --- Access to Information --- Accreditation --- Cognitive Development --- Curriculum --- Disadvantaged Groups --- Early Childhood --- Education --- Education For All --- Education Reform --- Educational Attainment --- Enrollment Rates --- Higher Education --- Human Capital --- Human Resources --- Leadership --- Lifelong Learning --- Nutrition --- Primary Education --- Problem Solving --- Quality Assurance --- Quality of Education --- Reading --- Scholarships --- School Attendance --- Schools --- Secondary Education --- Skilled Workers --- Skills Development and Labor Force Training --- Social Development --- Social Protections and Labor --- Social Skills --- Teacher Training --- Teachers --- Technical Assistance --- Technical Training --- Tertiary Education --- Universities --- Vocational & Technical Education --- Vulnerable Groups --- Youth