Example sentences of "education [be] [adj] to " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | On past evidence like the post office closures , changes to education are likely to be draconian . |
| 2 | But we can not deal with this without asking ourselves what the results of a university education are supposed to be and what degree of intrinsic value pertains to them . |
| 3 | Hence it must be obvious that the cure of those diseases must depend on the same principles as the former : from which it is likewise evident that a regular education is necessary to the Farrier ’ . |
| 4 | It assumes that mainstream education is receptive to special education in its present state when this is far from true . |
| 5 | Any change in formal education is likely to be a slow process of adaptation to changing circumstances , rather than a rapid shift of course . |
| 6 | The demand for literacy and adult education is likely to be considerable . |
| 7 | However , the viability and success of the colleges and institutes as primarily institutions of higher education is open to question . |
| 8 | The whole ethos of a college of further education is different to that of a special school — from the funding and the staffing to the size and complexity of the sites . |
| 9 | What I will say is that good art education is vital to the future and it must be based upon an analytical study of anatomy and perspective . ’ |
| 10 | The irony is that Dr Oliver has done more than most to document the real reasons why conductive education is attractive to parents from Britain and many other Western countries . |
| 11 | If education is supposed to be free , then educational materials should also be free . |
| 12 | Education is important to everyone , it 's not a m a minority group , it 's important to individuals for their own self fulfilment , it 's important for society for our economic future and our future as a democracy . |
| 13 | Certainly , this broader remit seems eminently sensible , partly because the existence of strict demarcation lines between advanced and non-advanced further education is harmful to both and partly because the distinction between them will become more blurred as and when the provision of recurrent and continuing education is expanded . |
| 14 | In Chapter 2 , we saw that the tension between liberal education , with knowledge considered ‘ as its own end ’ , and a more utilitarian conception of higher education was central to the nineteenth-century debate . |
| 15 | For many centuries it was primarily through cathedral and church choirs that formal education was available to boys . |
| 16 | It was taken for granted that education was beneficial to those who received it , and that its universal provision was one of the great social improvements that were to mark the end of the war . |
| 17 | The Committee for Education was crucial to the CNAA 's internal discussion , but the issues were wider than its remit and a special committee to consider the response to the James Report was set up . |
| 18 | The Robbins ‘ principle ’ , not to be seriously challenged for twenty years , was a simple one : every qualified school-leaver ( qualified , that is , in terms of his A-level passes ) who wished to enter higher education was entitled to a place . |
| 19 | Much of their education was devoted to religion and to the catechism . |
| 20 | The appointment of Shulamit Aloni , leader of the Meretz grouping , as Minister of Education was likely to be controversial in religious circles . |