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Economic conditions. Economic development --- Africa --- Africa, Sub-Saharan --- Economic conditions --- AFR / Africa - Afrika - Afrique --- ZR / Congo - Kongo (Zaire) --- 338.340 --- 307.0 --- 339.115 --- 331.30 --- 37 --- Algemene ontwikkeling in de Derde Wereld. --- Algemene statistische documentatie. Statistische jaarboeken. Grafieken. Statistische gegevensbanken. --- Buitenlandse schuld. Debt Equity Swap in LDC. --- Economische toestand. --- Geografische economie. Monografieën van streken en landen. --- Algemene statistische documentatie. Statistische jaarboeken. Grafieken. Statistische gegevensbanken --- Economische toestand --- Algemene ontwikkeling in de Derde Wereld --- Buitenlandse schuld. Debt Equity Swap in LDC --- Geografische economie. Monografieën van streken en landen --- Africa, Sub-Saharan - Economic conditions - 1960 --- -307.0 --- -Africa, Sub-Saharan
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AFR / Africa - Afrika - Afrique --- 338.340 --- 307.0 --- 331.30 --- 37 --- Algemene ontwikkeling in de Derde Wereld. --- Algemene statistische documentatie. Statistische jaarboeken. Grafieken. Statistische gegevensbanken. --- Economische toestand. --- Geografische economie. Monografieën van streken en landen. --- Africa [Sub-Saharan ] --- Economic conditions --- Economic policy --- Algemene ontwikkeling in de Derde Wereld --- Algemene statistische documentatie. Statistische jaarboeken. Grafieken. Statistische gegevensbanken --- Economische toestand --- Geografische economie. Monografieën van streken en landen
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Tanzania --- Politics and government --- Economic conditions --- Enseignement --- Teaching --- Agriculture --- Développement --- Femmes --- Finances --- Industrie --- Tanzania - Politics and government - 1964 --- -Tanzania - Economic conditions - 1964 --- -Teaching --- Etat --- Rural --- Tanzanie --- Urbain
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This e-book addresses the subject of entrepreneurship teaching, research and service across academic disciplines. It explores and appreciates ways to infuse cross-disciplinary entrepreneurial ideas into disciplinary teaching, research and service. Colleges and universities should no longer think of equipping graduates with just the basic skills of their specific labour market share, so that firms will utilise their basic skills to transform them into productive workers in the large industrial networks. They should rather aspire to prepare students as entrepreneurs in their respective fields. I
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