The National Education Policy 2020 aims to transform India's education system and shape the country into a global knowledge superpower. Some key highlights include introducing a new 5+3+3+4 curriculum structure, increasing access to education at all levels, reforming assessment practices, boosting higher education opportunities, and improving teacher training. The policy places emphasis on early childhood education, multilingualism, vocational education, gender equity, and using technology to enhance learning. Overall, it seeks to make education more holistic, flexible, and suited to 21st century needs.
The National Education Policy 2020 aims to transform India's education system. It introduces major reforms like a new 5+3+3+4 curriculum structure, increased focus on early childhood education, vocational education from class 6, teaching in regional languages till class 5, holistic progress assessment, increased access to education, and increased gross enrollment ratio in higher education to 50% by 2035. The policy establishes the Higher Education Commission of India as a single regulator and envisions universities and colleges moving towards more autonomy. It also focuses on equity, access, digital initiatives, and promoting multilingualism and Indian languages. The policy underwent extensive consultations with various stakeholders.
New Educational Policy 2020 and its ImplicationJenson Samraj
New Education Policy and its Implementation replaces the old educational policy 1986. New education policy 2020 approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India’s new education system. This policy is a comprehensive framework for elementary education to higher education. It aims to increase state expenditure on education from around 4-6% as soon as policy.
1. The document discusses India's new National Education Policy (NEP) of 2020 and outlines some of the key challenges it aims to address in the country's education system.
2. It notes that only half of Indian children currently have access to education and outlines various statistics on literacy rates, school attendance, and dropout rates.
3. The NEP proposes major reforms across early childhood, school, and higher education including universalizing access, implementing a new curriculum structure, increasing the focus on skills and vocational education, and using technology to improve access and quality of education.
The document summarizes key aspects of India's National Education Policy 2020. It outlines the policy's goals of promoting multilingualism, life skills, and formative assessment over summative testing. It describes the policy's focus on infrastructure support, tracking student learning levels, and multiple pathways for education. The policy aims to provide equitable, high-quality education to all students. It proposes a new curriculum structure from early childhood to higher secondary school and emphasizes foundational literacy, flexibility, holistic learning, and using technology to increase access.
The document summarizes key aspects of the National Education Policy 2020 in India. It outlines goals of the policy including increasing access, quality and equity in education from early childhood through higher education. Major reforms include new curriculum and pedagogical structures, increasing vocational education, emphasis on multilingualism, holistic student assessment, and increasing gross enrollment in higher education to 50% by 2035. The policy aims to transform India into a global knowledge superpower.
The Union Cabinet chaired by the Prime Minister Shri Narendra Modi approved the National Education
Policy 2020 today, making way for large scale, transformational reforms in both school and higher education
sectors.
The National Education Policy 2020 aims to transform India's education system and shape the country into a global knowledge superpower. Some key highlights include introducing a new 5+3+3+4 curriculum structure, increasing access to education at all levels, reforming assessment practices, boosting higher education opportunities, and improving teacher training. The policy places emphasis on early childhood education, multilingualism, vocational education, gender equity, and using technology to enhance learning. Overall, it seeks to make education more holistic, flexible, and suited to 21st century needs.
The National Education Policy 2020 aims to transform India's education system. It introduces major reforms like a new 5+3+3+4 curriculum structure, increased focus on early childhood education, vocational education from class 6, teaching in regional languages till class 5, holistic progress assessment, increased access to education, and increased gross enrollment ratio in higher education to 50% by 2035. The policy establishes the Higher Education Commission of India as a single regulator and envisions universities and colleges moving towards more autonomy. It also focuses on equity, access, digital initiatives, and promoting multilingualism and Indian languages. The policy underwent extensive consultations with various stakeholders.
New Educational Policy 2020 and its ImplicationJenson Samraj
New Education Policy and its Implementation replaces the old educational policy 1986. New education policy 2020 approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India’s new education system. This policy is a comprehensive framework for elementary education to higher education. It aims to increase state expenditure on education from around 4-6% as soon as policy.
1. The document discusses India's new National Education Policy (NEP) of 2020 and outlines some of the key challenges it aims to address in the country's education system.
2. It notes that only half of Indian children currently have access to education and outlines various statistics on literacy rates, school attendance, and dropout rates.
3. The NEP proposes major reforms across early childhood, school, and higher education including universalizing access, implementing a new curriculum structure, increasing the focus on skills and vocational education, and using technology to improve access and quality of education.
The document summarizes key aspects of India's National Education Policy 2020. It outlines the policy's goals of promoting multilingualism, life skills, and formative assessment over summative testing. It describes the policy's focus on infrastructure support, tracking student learning levels, and multiple pathways for education. The policy aims to provide equitable, high-quality education to all students. It proposes a new curriculum structure from early childhood to higher secondary school and emphasizes foundational literacy, flexibility, holistic learning, and using technology to increase access.
The document summarizes key aspects of the National Education Policy 2020 in India. It outlines goals of the policy including increasing access, quality and equity in education from early childhood through higher education. Major reforms include new curriculum and pedagogical structures, increasing vocational education, emphasis on multilingualism, holistic student assessment, and increasing gross enrollment in higher education to 50% by 2035. The policy aims to transform India into a global knowledge superpower.
The Union Cabinet chaired by the Prime Minister Shri Narendra Modi approved the National Education
Policy 2020 today, making way for large scale, transformational reforms in both school and higher education
sectors.
The new education policy 2020 proposes several reforms including:
1. Reimagining vocational education by introducing it earlier in middle and secondary school and aiming for 50% of students to have exposure to it by 2025.
2. Catalyzing quality academic research through a new National Research Foundation that will fund grants, support research institutions, and recognize outstanding work.
3. Transforming the regulatory system by establishing a single umbrella organization called the Higher Education Commission of India with four pillars responsible for regulation, accreditation, funding, and learning outcomes.
The document outlines several proposed reforms and initiatives for elementary schooling in India. It proposes achieving universal enrollment in elementary education by 2030. It also aims to improve school infrastructure, develop students holistically, promote inclusion, reform assessments and curriculum, improve teacher training, and strengthen the role of government bodies in education administration and policymaking. Key reforms include expanding early childhood education, vocational education integration, modular board exams, reducing curriculum content, and increasing minimum teacher qualifications.
This is the presentation I tried to use for my paper presentation during my semester 5 intra department fest. In this I have highlighted on NEW EDUCATION POLICY 2020.
National Education Policy 2020 of IndiaSakshi Jain
The National Education Policy 2020 was introduced after 34 years since the previous policy in 1986. It proposes significant changes to the academic structure including a 5+3+3+4 model and greater flexibility in subject choices. Key changes include renaming the HRD Ministry to the Ministry of Education, increasing education spending to 6% of GDP, and boosting gross enrollment to 50% by 2035. The policy aims to transform India's education system by 2040 through reforms such as introducing coding from Class 6, using the mother tongue as the medium of instruction up to Class 5, discontinuing M.Phil programs, and establishing a single regulator for higher education.
A study on the need for paradigm shift in teacher education in preparing teac...Dr. C.V. Suresh Babu
Presentation: International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
New Education Policy (2020) PPT Latest FileShri Educare
Shri Educare Ltd engaged in providing advisory/consultancy services for opening a school (Pre-school, K12) in India and abroad.
Get School Franchise Opportunities with us.
Explained: National Education Policy 2020Info Cellar
The document summarizes key aspects of India's new National Education Policy 2020. It outlines reforms such as universalizing education from preschool to secondary level by 2030. A new curriculum structure of 5+3+3+4 replacing 10+2 is proposed, aligning school stages with age groups. Vocational education will begin in class 6. Gross enrollment in higher education is targeted to increase to 50% by 2035. Academic flexibility and multiple exit/entry options are to be introduced in undergraduate programs. Public investment in education is aimed to reach 6% of GDP. The new policy aims to make India a global knowledge superpower through these reforms.
NEP 2020 is a practical framework design which is need of country to implementing for change in the education system. It is a great evolutionary change in 5+3+3+4 model. How it work in Education to help the children's in practically based manner. NEP more emphasis on the structure ,pattern ,curriculum, activity and vocation education that helps to students in future work .
Problems in implementing education policies in pakistanNighat Shaheen
This document summarizes the key problems in implementing education policies in Pakistan. It identifies 10 major gaps: 1) poor communication, 2) weak administration, 3) poor policy evaluation, 4) financial gaps and irregularities, 5) attitudes of public servants, 6) inefficient bureaucratic structure, 7) failure of decentralization measures, 8) lack of political will, 9) leadership vacuum, and 10) deeply entrenched corruption. The document also provides recommendations to address these gaps such as involving stakeholders, strengthening accountability, and providing training. It concludes that lack of direction, consistency, and commitment have hindered effective policy implementation in Pakistan's education system.
National Education Policy 2020
-This is the first new education policy in 34 years
-A panel headed by former ISRO chief K. Kasturirangan submitted a draft in December 2018
-which was made public and opened for feedback after the Lok Sabha election in May 2019.
-New Education Policy was launched on Wednesday, July 29, 2020
-Union Ministers for Information and Broadcasting (I&B) Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020.
-The NEP 2020 aims at making “India a global knowledge superpower”
The document summarizes key aspects of India's new National Education Policy 2020, which was introduced to reform the country's education system after over 30 years. Some of the major changes proposed include:
1) Adopting a 5+3+3+4 curriculum structure that includes early childhood education from ages 3-6.
2) Transforming higher education institutions into large multidisciplinary universities with at least 3,000 students.
3) Introducing flexible curriculum, multiple entry/exit options in degree programs, and an academic credit bank system.
4) Reducing the emphasis on one-time high-stakes board exams and introducing semester-based or modular exams.
Dr Vaneeta Aggarwal Explains a very first major Reforms in view of New Education Policy 2020 in India. Internationalization of Higher Education and ways to achieve it
This PPT is about the new education policy implemented by the govt. of india on 28 july 2020. It will show all the aspects,pros and cons and all the info about the new education policy
The document summarizes key aspects of India's National Education Policy (NEP). It outlines the new school curriculum structure of 5+3+3+4 replacing the current 10+2 system. It discusses allowing foreign universities to set up campuses in India. The purpose of NEP is to shape an education system that benefits all children through reforms like reducing curriculum content to enhance essential learning. NEP 2020 aims to increase higher education enrollment and bring more out-of-school children into the mainstream.
Dr. S.vijaya vardhini & Dr.M Anajiah, Asst.Professors, Dravidain University, Kuppam were presented a PPT presentation on New Education Policy on 19.7.2017
New education policy is going to be a gamechanger.
This policy was due from long time, good initiative from government but lot depends upon implementation .
The National Education Policy 2020 outlines several changes to teacher education in India:
1. The National Council for Teacher Education will be restructured as a professional standards body and will develop National Professional Standards for Teachers by 2022.
2. Teacher education will gradually shift to a four-year integrated B.Ed degree program in multidisciplinary colleges and universities by 2030.
3. The Teacher Eligibility Test will be redesigned according to the new school structure of foundational, preparatory, middle, and secondary levels.
4. Outstanding students will receive scholarships to study teacher education to encourage more qualified teachers, especially in rural areas.
This document outlines the standard curriculum and applied sciences option curriculum for a Scientific High School in Italy called Liceo Scientifico. It lists the subjects taught each year along with the weekly hours. It also describes extracurricular workshops, activities, international projects, and recent educational reforms in Italy around decentralization and autonomy. The school focuses on subjects like Italian, Latin, foreign languages, history, philosophy, mathematics, physics, natural sciences, and more.
The document discusses how the world is changing in many ways, including how charity, business, government, religion, and society operate. It notes that issues like famine, disease, human trafficking, and poverty are global problems that now affect people everywhere due to increased connectivity. It suggests current systems that separate problems from solutions or promote absolutism may no longer work and that taking a more collaborative approach that engages communities could help address societal challenges in a changing world.
The new education policy 2020 proposes several reforms including:
1. Reimagining vocational education by introducing it earlier in middle and secondary school and aiming for 50% of students to have exposure to it by 2025.
2. Catalyzing quality academic research through a new National Research Foundation that will fund grants, support research institutions, and recognize outstanding work.
3. Transforming the regulatory system by establishing a single umbrella organization called the Higher Education Commission of India with four pillars responsible for regulation, accreditation, funding, and learning outcomes.
The document outlines several proposed reforms and initiatives for elementary schooling in India. It proposes achieving universal enrollment in elementary education by 2030. It also aims to improve school infrastructure, develop students holistically, promote inclusion, reform assessments and curriculum, improve teacher training, and strengthen the role of government bodies in education administration and policymaking. Key reforms include expanding early childhood education, vocational education integration, modular board exams, reducing curriculum content, and increasing minimum teacher qualifications.
This is the presentation I tried to use for my paper presentation during my semester 5 intra department fest. In this I have highlighted on NEW EDUCATION POLICY 2020.
National Education Policy 2020 of IndiaSakshi Jain
The National Education Policy 2020 was introduced after 34 years since the previous policy in 1986. It proposes significant changes to the academic structure including a 5+3+3+4 model and greater flexibility in subject choices. Key changes include renaming the HRD Ministry to the Ministry of Education, increasing education spending to 6% of GDP, and boosting gross enrollment to 50% by 2035. The policy aims to transform India's education system by 2040 through reforms such as introducing coding from Class 6, using the mother tongue as the medium of instruction up to Class 5, discontinuing M.Phil programs, and establishing a single regulator for higher education.
A study on the need for paradigm shift in teacher education in preparing teac...Dr. C.V. Suresh Babu
Presentation: International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
New Education Policy (2020) PPT Latest FileShri Educare
Shri Educare Ltd engaged in providing advisory/consultancy services for opening a school (Pre-school, K12) in India and abroad.
Get School Franchise Opportunities with us.
Explained: National Education Policy 2020Info Cellar
The document summarizes key aspects of India's new National Education Policy 2020. It outlines reforms such as universalizing education from preschool to secondary level by 2030. A new curriculum structure of 5+3+3+4 replacing 10+2 is proposed, aligning school stages with age groups. Vocational education will begin in class 6. Gross enrollment in higher education is targeted to increase to 50% by 2035. Academic flexibility and multiple exit/entry options are to be introduced in undergraduate programs. Public investment in education is aimed to reach 6% of GDP. The new policy aims to make India a global knowledge superpower through these reforms.
NEP 2020 is a practical framework design which is need of country to implementing for change in the education system. It is a great evolutionary change in 5+3+3+4 model. How it work in Education to help the children's in practically based manner. NEP more emphasis on the structure ,pattern ,curriculum, activity and vocation education that helps to students in future work .
Problems in implementing education policies in pakistanNighat Shaheen
This document summarizes the key problems in implementing education policies in Pakistan. It identifies 10 major gaps: 1) poor communication, 2) weak administration, 3) poor policy evaluation, 4) financial gaps and irregularities, 5) attitudes of public servants, 6) inefficient bureaucratic structure, 7) failure of decentralization measures, 8) lack of political will, 9) leadership vacuum, and 10) deeply entrenched corruption. The document also provides recommendations to address these gaps such as involving stakeholders, strengthening accountability, and providing training. It concludes that lack of direction, consistency, and commitment have hindered effective policy implementation in Pakistan's education system.
National Education Policy 2020
-This is the first new education policy in 34 years
-A panel headed by former ISRO chief K. Kasturirangan submitted a draft in December 2018
-which was made public and opened for feedback after the Lok Sabha election in May 2019.
-New Education Policy was launched on Wednesday, July 29, 2020
-Union Ministers for Information and Broadcasting (I&B) Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020.
-The NEP 2020 aims at making “India a global knowledge superpower”
The document summarizes key aspects of India's new National Education Policy 2020, which was introduced to reform the country's education system after over 30 years. Some of the major changes proposed include:
1) Adopting a 5+3+3+4 curriculum structure that includes early childhood education from ages 3-6.
2) Transforming higher education institutions into large multidisciplinary universities with at least 3,000 students.
3) Introducing flexible curriculum, multiple entry/exit options in degree programs, and an academic credit bank system.
4) Reducing the emphasis on one-time high-stakes board exams and introducing semester-based or modular exams.
Dr Vaneeta Aggarwal Explains a very first major Reforms in view of New Education Policy 2020 in India. Internationalization of Higher Education and ways to achieve it
This PPT is about the new education policy implemented by the govt. of india on 28 july 2020. It will show all the aspects,pros and cons and all the info about the new education policy
The document summarizes key aspects of India's National Education Policy (NEP). It outlines the new school curriculum structure of 5+3+3+4 replacing the current 10+2 system. It discusses allowing foreign universities to set up campuses in India. The purpose of NEP is to shape an education system that benefits all children through reforms like reducing curriculum content to enhance essential learning. NEP 2020 aims to increase higher education enrollment and bring more out-of-school children into the mainstream.
Dr. S.vijaya vardhini & Dr.M Anajiah, Asst.Professors, Dravidain University, Kuppam were presented a PPT presentation on New Education Policy on 19.7.2017
New education policy is going to be a gamechanger.
This policy was due from long time, good initiative from government but lot depends upon implementation .
The National Education Policy 2020 outlines several changes to teacher education in India:
1. The National Council for Teacher Education will be restructured as a professional standards body and will develop National Professional Standards for Teachers by 2022.
2. Teacher education will gradually shift to a four-year integrated B.Ed degree program in multidisciplinary colleges and universities by 2030.
3. The Teacher Eligibility Test will be redesigned according to the new school structure of foundational, preparatory, middle, and secondary levels.
4. Outstanding students will receive scholarships to study teacher education to encourage more qualified teachers, especially in rural areas.
This document outlines the standard curriculum and applied sciences option curriculum for a Scientific High School in Italy called Liceo Scientifico. It lists the subjects taught each year along with the weekly hours. It also describes extracurricular workshops, activities, international projects, and recent educational reforms in Italy around decentralization and autonomy. The school focuses on subjects like Italian, Latin, foreign languages, history, philosophy, mathematics, physics, natural sciences, and more.
The document discusses how the world is changing in many ways, including how charity, business, government, religion, and society operate. It notes that issues like famine, disease, human trafficking, and poverty are global problems that now affect people everywhere due to increased connectivity. It suggests current systems that separate problems from solutions or promote absolutism may no longer work and that taking a more collaborative approach that engages communities could help address societal challenges in a changing world.
Education World Forum – Launch of the Education Policy Outlook and Education ...EduSkills OECD
The social consequences of the crisis were still deepening in 2013especially among the most vulnerable groups such as low-educated young adults
Societies with skilled individuals are prepared to respond to the current and future potential crises... More educated people contribute to more democratic societies and sustainable economies, are less dependent on public aid and less vulnerable to economic downturns. Investing in education for all, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
This document provides a roundup of examples using Voicethread for educational purposes as of October 2008. It lists over 50 links to Voicethread projects addressing literacy development, numeracy, digital learning objects, teacher lessons, student projects, teacher professional development and more. The examples cover a wide range of subjects and ages from poetry to math games to language practice to student portfolios.
Human capital investment .ppt @ bec domsBabasab Patil
The document discusses human capital investment through education and career choices. It provides examples of how getting an education, learning skills through apprenticeships or having children are all ways to invest in human capital. Brighter individuals tend to get more education because they see the marginal benefits of education exceeding the costs. The document also examines how earnings vary based on factors like level of education, occupation, gender and race.
Investing in education can be analyzed as an investment in human capital that yields future returns. While education improves individual productivity and earnings over a lifetime, it also provides benefits to society. Whether the investment in education is worthwhile depends on comparing the present value of future higher earnings to the costs of education using an appropriate discount rate. Both private and social returns must be considered.
This document outlines six social models for understanding the relationship between education and the economy:
1) Human capital model views education as an investment in skills that provide returns in higher income. It focuses on individual choices and labor supply.
2) Segmented labor market model sees multiple job markets that credentials help sort students into. Value of education depends on available job structures.
3) Resistance/oppositional culture model argues power differences create rejection of education leading to opportunity. Inequality results from history and reinforcement of resistance.
4) Signaling model sees credentials as signals of skills to employers. Inequality partly stems from inefficient signals.
5) Networking model emphasizes connections between schools and businesses convey information and establish credibility,
The Italian educational system consists of 3 parts: primary education, secondary education, and higher education. Primary education includes nursery school and 5 years of primary school. Secondary education includes 3 years of lower secondary school and a choice between high school (lyceum), technical institutes, and professional education, which are completed after passing a state exam. Higher education involves university studies leading to a degree.
This document introduces the Human Capital Score, which measures the value of an education by generating 10-year income projections based on a person's achievements and educational choices. It was developed by labor economists to address limitations in traditional credit scoring for students and aims to increase transparency in higher education costs and outcomes. The founders seek investment to spin out this technology into a separate venture focused on consumers and tools to improve college planning.
The Piano dell'Offerta Formativa (POF) is the school's plan for organization that provides information for parents and foreigners. It contains details about the school's educational and teaching principles, curriculum, organization, projects, and evaluation methods. The POF aims to promote students' holistic development by organizing educational and learning objectives around their cognitive, physical, emotional, relational, and ethical growth. It also values teachers' professional autonomy and cultural development by allowing them to tailor the guidelines to students' different needs based on the local context. Overall, the POF responds to the territory's needs and families' expectations by incorporating environmental, social, and civic themes into the teaching curriculum to support cultural identity and active citizenship
This slide contains a overview of Grossman Model . which includes concept of health as a human capital, little bit biography of michael grossman and his model and application of that model
The Canadian education system is one of the most decentralized systems in terms of organization and management.
Canada is characterized by the absence of a National Education Ministry or a federal education system, instead educational
powers are delegated to each of the jurisdictions composing the Confederation.
Human Capital Measurement Introduction Concept discusses several metrics for measuring human capital effectiveness:
1) Revenue Factor measures employee productivity by calculating revenue generated per employee.
2) Expense Factor links employee time/effort to operating expenses by calculating expenses per employee.
3) Income Factor links employee time/effort to operating income by calculating income per employee.
4) EBITDA Factor links employee time/effort to operational profitability by calculating Earnings Before Interest, Taxes, Depreciation, and Amortization per employee.
Human capital: Education and health in economic development egpShivani Baghel
A brief study on the economic development of health and education in India in the present scenario.
It talks about joint investment in both the sectors considering their rate of return, while dealing with questions like why increasing income is not sufficient? It also briefs about child labor and gender gap.
The document discusses equity in education and outlines key points regarding policy implications. It identifies different perspectives on educational policies and reasons for promoting equity, such as strengthening social cohesion and reducing costs. It then discusses dimensions of educational disadvantage, signs of selectivity in education systems, and ways policy can promote equitable, quality education for all students. The document proposes "transition compatible" policy tools to monitor achievement, target resources, and support schools serving disadvantaged students.
The document discusses Gerstein Fisher, an investment management and advisory firm. It provides information about the firm's 20-year track record, independently owned structure, quantitative and research-based investment strategies, focus on after-tax returns, and experienced team of professionals. It also notes that 75% of its clients come from referrals and it has been repeatedly named among Barron's Top Advisors.
Human capital refers to the skills, knowledge, and health that enable people to be productive. Developing human capital through education and training is important for economic growth. While Pakistan has made some investments in education and seen gains in literacy and human development, it spends less than comparable countries on health and education. Improving human capital will require greater investment, better education quality, and addressing issues like population growth and unequal access to opportunities.
The document discusses human capital theory. It defines human capital as the skills, knowledge, and abilities embodied in individuals that can be used to produce economic value. The theory postulates that investments in education and training increase workers' productivity and future income by raising their lifetime earnings potential. The concept of human capital originated in the 1950s and was developed by economists like Jacob Mincer, Gary Becker, and T.W. Schultz to explain differences in individual incomes. Critics argue that the theory oversimplifies human activity and productivity gains from education.
The NEW Way to Win Friends & Influence People (social media in events)Lara McCulloch-Carter
The document discusses how to use social media to make friends and influence people. It provides Dale Carnegie's six ways to make people like you and explains how these principles still apply online. It then discusses specific social media platforms like blogging, microblogging on Twitter, and professional networking on LinkedIn as ways for event planners to engage others and spread ideas. Throughout, it emphasizes listening to what others are saying and adding value to conversations.
Oecd edu policy implementation nor uni workshop slides (003)Beatriz Pont
This document summarizes a workshop on implementing Norway's new competence development model for schools. The workshop included presentations and discussions on:
- The goals of Norway's education reforms and the new model, which aims to empower schools through local competence development networks.
- Key factors for successful policy implementation, including smart policy design, stakeholder engagement, context, and strategy.
- An assessment of Norway's model, noting expectations but also unclear roles, resources, and capacity issues that could hinder implementation.
- Recommendations to clarify expectations, roles, and resources, strengthen strategic planning, and increase transparency and inclusion of stakeholders like teachers.
- Table discussions focused on defining quality, identifying indicators to monitor
Implementing the new competence development model for schools: University Ne...EduSkills OECD
Norway has started to implement a new competence development model that sets out to develop teacher professionalism with in-service
professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.
The OECD supports countries in bridging the gap between policy design and effective implementation. The university network workshop aims to further discuss and refine the implementation strategy of the new competence development model for schools. To this end, the OECD team is presenting the conclusions of the initial OECD policy assessment (“Improving school quality in Norway”), and organising discussions on the concept of quality for professional development within the new model, and the associated indicators to monitor both the implementation process and the anchoring in local practices of the new model.
OECD Reviews of Evaluation and Assessment in Education: Czech RepublicEduSkills OECD
The Review looks at the various components of assessment and evaluation frameworks. These include:
Student assessment; Teacher appraisal; School evaluation.
Education system evaluation;
Other types of evaluation (programme evaluation, evaluation of school leadership etc)
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
The Norwegian approach to school improvement focuses on decentralizing decision making to allow schools and municipalities to determine their own professional development needs. An OECD project analyzed Norway's competence development model, which provides funding for collaboration between schools and universities to address local needs. Key recommendations included refining the model's design, clarifying stakeholder engagement, taking a whole-system approach to policy coherence, and updating the implementation strategy. The decentralized model has moved from policy to action across Norway by defining networks and roles to shape professional offerings based on educator input.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
Session 1 defining teaching quality in a changing learning landscape march_2013Rajesh Dhimar
This document summarizes research on quality teaching in higher education from an international perspective. It discusses challenges in preparing lecturers for their roles and developing teaching quality. Key points addressed include the professionalization of academics as teachers, drivers for quality teaching in Europe, indicators of quality in the UK like the National Student Survey, and the impact of teaching development programs. Recommendations include prioritizing tools to assess program impact and establishing a focus on further improving evidence and policy regarding quality higher education.
Implementing Education Policies: Effective Change in EducationEduSkills OECD
The OECD Directorate for Education and Skills offers tailored support for countries to develop and implement their school education policies in ways that guarantee the quality and equity of their education system.
Cies 2015 global literacy & going to scale sc presentation 11march2015Cecilia Ochoa
This presentation outlines the development of a framework for assessing country readiness to scale effective early grade reading programs. It discusses defining scale-up and what interventions are being targeted. Draft elements of the framework include criteria for promising reading interventions and milestones/indicators to measure readiness in areas like evidence generation, policy support, and education system strengthening. Next steps involve refining the framework and testing it in select countries to improve delivery of reading instruction at scale.
Skills beyond School The OECD policy review of postsecondary vocational educa...EduSkills OECD
What is ‘Skills beyond School’?
An OECD policy review of postsecondary vocational education and training
The overall aim: - to help countries meet labour market needs more effectively
It is a ‘thematic’ review, meaning that it takes a theme (in this case postsecondary VET) and looks at it both in cross-country comparison and in individual country studies
How will the work be done?
By drawing together information, statistics and research from many countries to compare countries.
By countries preparing background reports, reporting on their own arrangements for postsecondary VET.
Through individual country reviews, with published reports appraising country systems, with policy recommendations.
By drawing all this experience together in a final comparative report.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
This document discusses educational policy needs related to open educational resources (OER) and the policy support OER requires. It notes that OER can help address common educational challenges and drive social innovation by changing teacher-learner interactions. The document also reports on a CERI/OECD study that found mainstreaming OER will require a focus on major educational issues and support through four key policy areas: establishing repositories, encouraging communities of practice, modifying framework conditions, and conducting further research.
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Scotland's Curriculum for Excellence: Into the futureEduSkills OECD
Scotland (United Kingdom) pioneered the approach to 21st-century curricula when it first conceived its Curriculum for Excellence (CfE). Rolled out in schools since 2010, CfE aims to provide students with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools in order to understand the design and development of school curricula since 2015, aiming to uncover valuable lessons for other education systems and their own curriculum policies.
These slides present aspects for realizing quality management approaches in university environment covering composite activities of education, research and collaboration with other organizations of the society. The aim is at excellence in universities’ performance through applying recognized professional quality management principles and practices that are generally used in all kinds of organizations of the society.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.
Going the Distance: Planning Through the Lens of Online LearningJon Ernstberger
In 2010, LaGrange College’s new strategic plan contained five goals related to new programs and delivery methods. As a result, the college deliberately developed a high-quality online learning program.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Andreas Schleicher_OECD-ISSA webinar_Diversity plus Quality, does it equal Eq...EduSkills OECD
This document summarizes key findings from the TALIS Starting Strong 2018 survey on diversity and quality in early childhood education. It finds that socioeconomic gaps in child development emerge early. While early childhood education can help disadvantaged children, quality varies between more and less diverse centers. More diverse centers often face greater shortages and lower parental involvement, though staff may have more diversity training and use adaptive practices. Ensuring resources for diverse centers, reducing diversity concentrations, and supporting family engagement could help reduce inequalities.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Andreas Schleicher - Teach for All 8 February 2024.pptxEduSkills OECD
- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before.
- Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. The Education Policy Outlook: an overview
Bringing together OECD knowledge to serve policy makers
Objectives Means Outcomes
• Provide • Build on OECD • Country Profiles
comparative work (GPS, NESLI, PISA, and Reforms
analysis TALIS, CERI and thematic published online
policy reports)
• Identify trends, as developed
policies and • Take a systematic throughout
practices and 2013-2016
comprehensive
• Analyse reform perspective (from
options ECEC to tertiary) • Complete report
• Facilitate • Provide a common
to be published
exchanges of every 2 years,
framework starting in
lessons
November 2014
3. The Education Policy Outlook looks at
countries’ education policies and practices
Equity and School
quality improvement
A window into outcomes
different countries Prepararing
education systems by Evaluation and students for
assessment the future
looking at 6 policy
areas that contribute
to improve
education outcomes
4. Education Policy Outlook: the series
The series will contain 3 sections:
Trends Country profiles Reforms
• Analyse the Key Give an OECD Present country
policy actions (in constructive perspective practices in selected
recent years) across on countries education areas to understand
countries policies: context, reform choices and
• Present the future challenges and policy processes of
issues oriented responses, including implementation.
towards the future spotlights on promising
practices.
5. Education Policy Outlook: country profiles
For policy makers...
Each profile reviews three questions:
1. Students: How to raise outcomes for all in
terms of equity and quality and preparing
students for the future?
2. Institutions: How to raise the quality of
instruction through school improvement and
evaluation and assessment?
3. Systems: How are governance and funding of
education systems aligned to be effective?
6. Education Policy Outlook: Implementation of
reforms
For policy makers…
Framework of analysis
Topics for reform analysis in 2014:
What is the challenge?
How can countries introduce reforms
that balance summative and
formative functions of evaluation
and assessment? What are the policy
options?
What strategies are appropriate for
policy makers to support the
development of innovative learning
environments? How is the policy and
implementation process?
7. Education Policy Outlook: stakeholder engagement
•OECD Education Directorate:
•Draft and complete the publication
•Dissemination of key findings
•Countries:
•Oversight and guidance
•Consultation to review and update information
•Dissemination of key findings
•Education stakeholders:
•Consultation through OECD’s Business and
Industry Advisory Committee and Trade Union
Advisory Committee
8. For more information
Beatriz Pont, Sr. Policy Analyst
beatriz.pont@oecd.org
Sylvain Fraccola, Project Assistant
Sylvain.fraccola@oecd.org
www.oecd.org/EDU/PolicyOutlook.htm