The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
Empowering teachers, parents and communities to achieve excellence and equity...EduSkills OECD
This presentation was given by Rachel Sunderland and Ellen Birt from the Scottish Government at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
Participatory Governance, the Dutch ExampleEduSkills OECD
This presentation was given by Maarten Vollenbroek from the Dutch Ministry of Education, Culture and Science at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
A public debate on the attainment targets in FlandersEduSkills OECD
This presentation was given by Sien Van den Hoof from the Flemish Department of Education and Training at the GCES Conference on Governing Governing Education in a Complex World during the second Workshop A on participatory governance in Brussels on 17 October.
This document summarizes the governance and policies around vocational education and training (VET) in Kosovo. It outlines Kosovo's VET system and notes goals in the Kosovo Education Strategic Plan to reform VET. Improvement areas for VET included self-evaluations, quality standards, and capacity building. The document discusses issues with a lack of evidence and data for policymaking. It highlights how the Torino Process provides a framework for evidence-based policymaking and capacity development. Finally, it notes goals for Kosovo's 2012 Torino Process to further review VET system progress and support data-driven policies through stakeholder engagement.
Inspections as a Twin Vehicle for School Development and ControlEduSkills OECD
The document discusses inspections in Norway as a way to promote school development and oversight. It outlines Norway's educational system with national, regional, and local authorities. A self-assessment tool called RefLex allows schools to evaluate themselves against national standards and encourages local improvement initiatives. Results so far show inspections are finding fewer issues, and half of school leaders using RefLex identified non-compliant practices and have taken steps to address them. Challenges remain around balancing state and local control over schools.
The Opening Educational Practices in Scotland (OEPS) project aims to increase awareness and use of open educational resources (OER) in Scotland. Led by the Open University in Scotland in partnership with about 50 organizations, the project is developing OER, running workshops on open learning design, and building an online hub to support open educational communities of practice. Emerging themes include the importance of partnerships, extending learning beyond formal educational settings, and using OER to support digital participation and lifelong learning. Upcoming activities over the next year include evaluating the impact of open practices, launching exemplar OERs and an online hub for sharing open educational resources and practices.
1) The regulatory framework aims to protect student interests by ensuring access to higher education, high quality academic experiences, and value for money.
2) It will regulate both the higher education market and individual providers to promote student choice. This includes the Teaching Excellence Framework (TEF), market entry requirements, and funding for innovation.
3) Providers will be placed on a Register and must meet initial and ongoing conditions related to access, quality, finance, governance, and student protection. Increased risk may result in additional conditions or monitoring.
The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
Empowering teachers, parents and communities to achieve excellence and equity...EduSkills OECD
This presentation was given by Rachel Sunderland and Ellen Birt from the Scottish Government at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
Participatory Governance, the Dutch ExampleEduSkills OECD
This presentation was given by Maarten Vollenbroek from the Dutch Ministry of Education, Culture and Science at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
A public debate on the attainment targets in FlandersEduSkills OECD
This presentation was given by Sien Van den Hoof from the Flemish Department of Education and Training at the GCES Conference on Governing Governing Education in a Complex World during the second Workshop A on participatory governance in Brussels on 17 October.
This document summarizes the governance and policies around vocational education and training (VET) in Kosovo. It outlines Kosovo's VET system and notes goals in the Kosovo Education Strategic Plan to reform VET. Improvement areas for VET included self-evaluations, quality standards, and capacity building. The document discusses issues with a lack of evidence and data for policymaking. It highlights how the Torino Process provides a framework for evidence-based policymaking and capacity development. Finally, it notes goals for Kosovo's 2012 Torino Process to further review VET system progress and support data-driven policies through stakeholder engagement.
Inspections as a Twin Vehicle for School Development and ControlEduSkills OECD
The document discusses inspections in Norway as a way to promote school development and oversight. It outlines Norway's educational system with national, regional, and local authorities. A self-assessment tool called RefLex allows schools to evaluate themselves against national standards and encourages local improvement initiatives. Results so far show inspections are finding fewer issues, and half of school leaders using RefLex identified non-compliant practices and have taken steps to address them. Challenges remain around balancing state and local control over schools.
The Opening Educational Practices in Scotland (OEPS) project aims to increase awareness and use of open educational resources (OER) in Scotland. Led by the Open University in Scotland in partnership with about 50 organizations, the project is developing OER, running workshops on open learning design, and building an online hub to support open educational communities of practice. Emerging themes include the importance of partnerships, extending learning beyond formal educational settings, and using OER to support digital participation and lifelong learning. Upcoming activities over the next year include evaluating the impact of open practices, launching exemplar OERs and an online hub for sharing open educational resources and practices.
1) The regulatory framework aims to protect student interests by ensuring access to higher education, high quality academic experiences, and value for money.
2) It will regulate both the higher education market and individual providers to promote student choice. This includes the Teaching Excellence Framework (TEF), market entry requirements, and funding for innovation.
3) Providers will be placed on a Register and must meet initial and ongoing conditions related to access, quality, finance, governance, and student protection. Increased risk may result in additional conditions or monitoring.
Presentation of WBLQUAL Project: An Approach to Qualifications through Negoti...jamesk7901
Work Based Learning Qualifications (WBLQUAL) examines how Employers, Learners and Higher Education Institutions (HEIs) can benefit from working together to provide quality and affordable training to employees.
This presentation was presented at ICERI 2012 in Madrid by Rosemary Borup (Staffordshire University). More information can be found at www.wblqual.com.
The regional seminar aimed to facilitate an exchange of knowledge and experiences around education finance and decentralization in Asia. It sought to promote policy dialogue on improving education service delivery through a focus on financing and financial management under decentralization. Major themes included the role of non-state actors in education financing and delivery, funding arrangements for decentralized education, and practical issues in designing and implementing decentralized education finance systems. The expected outcomes were to identify achievements and gaps in decentralized education service delivery, areas for possible collaboration, and the establishment of an expert policy network, as well as agreed benchmarks or a compilation of good financing practices.
The document discusses efforts to improve access to and success in higher education in the UK. It notes progress in widening access over the last decade but remaining gaps, particularly for disadvantaged groups and part-time/mature students. Initiatives described include targeting investment in outreach programs to underrepresented areas through the National Collaborative Outreach Program; developing new degree apprenticeships; addressing barriers to student success; and using metrics to measure learning and drive improvements in teaching through the Teaching Excellence Framework. The goal is to further increase productivity by improving access to higher-level skills training.
Performance Agreements in Higher Education in the NetherlandsSimonRoy29
1. Dutch universities receive funding from multiple sources including tuition fees, direct public funding, research grants, and industry partnerships. A large portion (58%) comes from direct public funding.
2. Between 2012-2015, performance agreements linked 5% of education budgets to goals for improving education quality and student success. The results in 2016 showed some progress but the indicators did not reliably measure impacts and attributing results to funding was difficult.
3. The current system from 2019-2024 allocates funding to universities to develop their own plans within 6 themes of educational improvement. There are no mandatory indicators and funding increases each year. Evaluations focus on involvement of stakeholders and realization of proposals.
Taking The Mystery Out of Community College Finances
Presented by Keith Houck, Valencia College and Richard Becker, Polk State College
AFC Trustees Commission Conference, September 24, 2014
Keynote: Governing Education in a Complex World EduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Governing Education in a Complex World in Brussels on 17 October during the keynote session on Governing Education in a Complex World.
This document discusses accountability in decentralized education systems. It identifies several challenges with accountability, including determining who is accountable and for what outcomes. The document also outlines different modes of accountability, such as vertical regulatory accountability, horizontal professional accountability, and multiple stakeholder accountability. Finally, it argues that for accountability to be effective, systems need a whole-of-system approach that aligns different accountability pressures, manages knowledge and data, and builds capacity to prioritize competing accountability demands.
This document summarizes the key findings of a report on small rural schools in Hungary. The report found that while small rural schools are often assumed to have poor quality education and higher costs, their performance is more dependent on socioeconomic factors. Closing 500 small schools could save 2-5% of education spending but would incur additional transportation costs. The report used evidence-based analysis and advocacy to influence education policymakers to focus on improving underperforming schools regardless of size or location. This new approach led to legislation supporting unified schools and reforms to financing and information systems.
UK Research and Innovation (UKRI) will bring together the UK's seven Research Councils, Innovate UK, and Research England to form a new organization that coordinates research and innovation funding and activities. Research England, which will oversee research and knowledge exchange funding for English higher education institutions, will have four main roles within UKRI: funding research and knowledge exchange, gathering evidence and analytics, engaging with institutions, and collaborating with devolved administrations. UKRI aims to advance fundamental research, benefit society, and boost the economy through challenges in key areas like batteries, manufacturing, and robotics. It will also focus on global issues through programs like the Global Challenges Research Fund.
Insights from the OECD’s work on early childhood education and careOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
This document discusses reforms for public secondary education in Oyo State, Nigeria. It outlines the current challenges facing the education sector including inadequate infrastructure, large class sizes, and poor funding. Alternative management models are proposed to address these issues through public-private partnerships. These models would see private partners providing services like teacher training, facilities maintenance, and infrastructure development for a small number of public schools while the government retains control over educational standards and policy. The goals are to improve education quality and access through more efficient management and increased investment in schools.
This document discusses the formation of UK Research and Innovation (UKRI) and the role of Research England within UKRI. Some key points:
- UKRI will bring together existing research councils like the MRC and EPSRC with Innovate UK to form a single funding and innovation agency.
- Research England will focus on research and knowledge exchange funding and policy for higher education institutions in England as part of UKRI.
- Research England aims to create conditions for a healthy research system, provide funding for universities, gather evidence on policy impact, engage with universities, and work closely with devolved administrations.
- UKRI presents opportunities like increased funding and tackling societal challenges, while issues around
Erasmus+ Key Action 1 is all about mobility. Take a look at our presentation for more information about applying for Key Action 1 funding in 2018. This presentation was first delivered during our autumn information session events and was updated 18 December 2017. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
This document provides an overview of the Erasmus+ program in the UK, including the key actions and activities it supports. Key Action 1 focuses on mobility projects that allow learners and staff to spend time abroad. Key Action 2 supports partnerships and sharing of ideas between organizations. Key Action 3 facilitates meetings between youth and policymakers. The document outlines eligibility and funding details for different sectors and project types under each key action. It also provides resources for partner finding and applying for Erasmus+ funding.
Erasmus+ Key Action 2&3 is all about improving practice and policy. Take a look at our presentation for more information about applying for Key Action 1 funding in 2018. This presentation was first delivered during our autumn information session events and was updated 18 December 2017. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
Participation in National Educational Reform in the NetherlandsEduSkills OECD
This presentation was given by Klaas Heemskerk from the Amsterdam Institute for Social Science Research at the GCES Conference on Governing Education in a Complex World during the second Workshop A on Participatory Goverance in Brussels on 17 October.
Economic Benefits of Early Childhood ProgramsOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
This document appears to be a resume or CV for an individual. It includes personal details, education history, work experience, and repeated promotional messages about Project Management certification opportunities. The document contains redundant and repetitive information across various sections.
Presentation of WBLQUAL Project: An Approach to Qualifications through Negoti...jamesk7901
Work Based Learning Qualifications (WBLQUAL) examines how Employers, Learners and Higher Education Institutions (HEIs) can benefit from working together to provide quality and affordable training to employees.
This presentation was presented at ICERI 2012 in Madrid by Rosemary Borup (Staffordshire University). More information can be found at www.wblqual.com.
The regional seminar aimed to facilitate an exchange of knowledge and experiences around education finance and decentralization in Asia. It sought to promote policy dialogue on improving education service delivery through a focus on financing and financial management under decentralization. Major themes included the role of non-state actors in education financing and delivery, funding arrangements for decentralized education, and practical issues in designing and implementing decentralized education finance systems. The expected outcomes were to identify achievements and gaps in decentralized education service delivery, areas for possible collaboration, and the establishment of an expert policy network, as well as agreed benchmarks or a compilation of good financing practices.
The document discusses efforts to improve access to and success in higher education in the UK. It notes progress in widening access over the last decade but remaining gaps, particularly for disadvantaged groups and part-time/mature students. Initiatives described include targeting investment in outreach programs to underrepresented areas through the National Collaborative Outreach Program; developing new degree apprenticeships; addressing barriers to student success; and using metrics to measure learning and drive improvements in teaching through the Teaching Excellence Framework. The goal is to further increase productivity by improving access to higher-level skills training.
Performance Agreements in Higher Education in the NetherlandsSimonRoy29
1. Dutch universities receive funding from multiple sources including tuition fees, direct public funding, research grants, and industry partnerships. A large portion (58%) comes from direct public funding.
2. Between 2012-2015, performance agreements linked 5% of education budgets to goals for improving education quality and student success. The results in 2016 showed some progress but the indicators did not reliably measure impacts and attributing results to funding was difficult.
3. The current system from 2019-2024 allocates funding to universities to develop their own plans within 6 themes of educational improvement. There are no mandatory indicators and funding increases each year. Evaluations focus on involvement of stakeholders and realization of proposals.
Taking The Mystery Out of Community College Finances
Presented by Keith Houck, Valencia College and Richard Becker, Polk State College
AFC Trustees Commission Conference, September 24, 2014
Keynote: Governing Education in a Complex World EduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Governing Education in a Complex World in Brussels on 17 October during the keynote session on Governing Education in a Complex World.
This document discusses accountability in decentralized education systems. It identifies several challenges with accountability, including determining who is accountable and for what outcomes. The document also outlines different modes of accountability, such as vertical regulatory accountability, horizontal professional accountability, and multiple stakeholder accountability. Finally, it argues that for accountability to be effective, systems need a whole-of-system approach that aligns different accountability pressures, manages knowledge and data, and builds capacity to prioritize competing accountability demands.
This document summarizes the key findings of a report on small rural schools in Hungary. The report found that while small rural schools are often assumed to have poor quality education and higher costs, their performance is more dependent on socioeconomic factors. Closing 500 small schools could save 2-5% of education spending but would incur additional transportation costs. The report used evidence-based analysis and advocacy to influence education policymakers to focus on improving underperforming schools regardless of size or location. This new approach led to legislation supporting unified schools and reforms to financing and information systems.
UK Research and Innovation (UKRI) will bring together the UK's seven Research Councils, Innovate UK, and Research England to form a new organization that coordinates research and innovation funding and activities. Research England, which will oversee research and knowledge exchange funding for English higher education institutions, will have four main roles within UKRI: funding research and knowledge exchange, gathering evidence and analytics, engaging with institutions, and collaborating with devolved administrations. UKRI aims to advance fundamental research, benefit society, and boost the economy through challenges in key areas like batteries, manufacturing, and robotics. It will also focus on global issues through programs like the Global Challenges Research Fund.
Insights from the OECD’s work on early childhood education and careOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
This document discusses reforms for public secondary education in Oyo State, Nigeria. It outlines the current challenges facing the education sector including inadequate infrastructure, large class sizes, and poor funding. Alternative management models are proposed to address these issues through public-private partnerships. These models would see private partners providing services like teacher training, facilities maintenance, and infrastructure development for a small number of public schools while the government retains control over educational standards and policy. The goals are to improve education quality and access through more efficient management and increased investment in schools.
This document discusses the formation of UK Research and Innovation (UKRI) and the role of Research England within UKRI. Some key points:
- UKRI will bring together existing research councils like the MRC and EPSRC with Innovate UK to form a single funding and innovation agency.
- Research England will focus on research and knowledge exchange funding and policy for higher education institutions in England as part of UKRI.
- Research England aims to create conditions for a healthy research system, provide funding for universities, gather evidence on policy impact, engage with universities, and work closely with devolved administrations.
- UKRI presents opportunities like increased funding and tackling societal challenges, while issues around
Erasmus+ Key Action 1 is all about mobility. Take a look at our presentation for more information about applying for Key Action 1 funding in 2018. This presentation was first delivered during our autumn information session events and was updated 18 December 2017. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
This document provides an overview of the Erasmus+ program in the UK, including the key actions and activities it supports. Key Action 1 focuses on mobility projects that allow learners and staff to spend time abroad. Key Action 2 supports partnerships and sharing of ideas between organizations. Key Action 3 facilitates meetings between youth and policymakers. The document outlines eligibility and funding details for different sectors and project types under each key action. It also provides resources for partner finding and applying for Erasmus+ funding.
Erasmus+ Key Action 2&3 is all about improving practice and policy. Take a look at our presentation for more information about applying for Key Action 1 funding in 2018. This presentation was first delivered during our autumn information session events and was updated 18 December 2017. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
Participation in National Educational Reform in the NetherlandsEduSkills OECD
This presentation was given by Klaas Heemskerk from the Amsterdam Institute for Social Science Research at the GCES Conference on Governing Education in a Complex World during the second Workshop A on Participatory Goverance in Brussels on 17 October.
Economic Benefits of Early Childhood ProgramsOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
Higher Education in Norway - Labour Market Relevance and OutcomesEduSkills OECD
The higher education system in Norway generally produces graduates with good skills and labour market outcomes. This success can be largely attributed to Norway’s robust and inclusive labour market and recent higher education reforms to improve quality. However, some Norwegian students have poor labour market outcomes and past success is no guarantee of future success, especially as the Norwegian economy upskills and diversifies. This report provides advice and recommendations to improve the labour market relevance and the outcomes of higher education in Norway. The analysis finds that there is an opportunity to expand work-based learning opportunities, improve career guidance, and do a better job of using innovative learning and teaching practices to improve labour market relevance across the system. The report concludes that Norwegian policy makers have a larger role to play in steering the system. Policy makers can set the conditions for greater labour market relevance by strengthening the mechanism for collaboration between higher education institutions and employers, ensuring better coordination and use of labour market information, and redoubling efforts to support quality learning and teaching. This report was developed as part of the OECD Enhancing Higher Education System Performance project.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
This document appears to be a resume or CV for an individual. It includes personal details, education history, work experience, and repeated promotional messages about Project Management certification opportunities. The document contains redundant and repetitive information across various sections.
The document appears to be a resume for an individual named YOUR NAME. It includes contact information, a profile, education history attending School1 and School2, work experience at Company1 and Company2, and appears to be marketing project management certification courses. The document is repeated several times and includes references to fundraising for orphanages, NGOs, and charitable trusts through the sale of research papers.
The document appears to be a resume for an individual listing their personal details, education history, work experience, and qualifications. It includes contact information, dates of attendance at two schools, dates of employment at three companies, and details about Project Management certification. The document contains repetitive text about fundraising campaigns and certification that do not appear to be directly related to the individual.
The document appears to be a resume for an individual named Your Name. It includes contact information, educational background attending School1 and School2, work experience at Company 1 and Company 2, and certifications in project management. There is also information about a fundraising campaign led by Vishvas Yadav to support orphanages, NGOs, and charitable trusts through the sale of research papers.
The Rochester College hockey team is establishing its first Division I team with a low budget. Their goals are to reach 300 Facebook fans by fall 2013 and obtain sponsorships for the 2013 season. Their objectives include a free skate event for fans, displaying pictures of community figures supporting the team, and handing out water bottles promoting their Facebook page. So far they have obtained a sponsorship from a local restaurant and the mayor has agreed to support the team. Their budget is $275 to purchase water bottles to promote their Facebook page.
Andalusia is an autonomous community located in southern Spain. It is the most populous and second largest region in the country by area. Andalusia is divided into 8 provinces with Seville as the main city. Traditional Spanish cuisine is based on eating 3 meals a day and features dishes like gazpacho, paella, tortilla española, and jamón serrano. Some important celebrations in Spain include Christmas, Three Kings Day, Easter, and local fairs like the Feria de Abril in Seville. Football is the most popular sport and teams like Real Madrid, Barcelona, and Sevilla are well known. Famous Spanish people include Antonio Banderas, Penelope Cruz
This document discusses how to find the highest common factor (HCF) of two numbers. It provides examples of finding the HCF of 10 and 15, which is 5, and of 24 and 36, which is 12. The document explains that to find the HCF, you find the prime factors of both numbers and the largest factor that is common to both numbers. It encourages the reader to find the HCF of 12 and 16, and of 8 and 12.
The document appears to be a resume for an individual named Vishvas Yadav who works as a Program Director. It includes contact information, a profile, education history attending two schools between 1998-2006, work experience at two companies between 2006-2011, and mentions of fundraising campaigns and donating profits to charitable organizations. It is promoting project management certification from C.M.M.A.A.O.Pvt.Ltd. Project Management Institute.
The document is a resource assignment matrix that outlines the tasks and deliverables for a project and assigns resources responsible for each task. It shows the initiation, planning, execution, and closing stages of the project. For each task, it indicates which types of resources (e.g. project manager, business analyst, developer) are responsible by marking them with symbols like creates, inputs required, reviews, approves, notified. This allows tracking responsibility and involvement for all project work.
The document outlines a fundraising campaign called "Mission Vishvas" led by Vishvas Yadav to provide funds for over 500 NGOs, orphanages, charitable trusts, and cancer care organizations in India. 50% of the profits from the sale of research papers/white papers will be donated to these social causes after tax deductions. Interested organizations can provide their details and bank account information to receive donations. The campaign aims to help create a poverty-free and employment-filled India through social initiatives.
This document appears to be a resume or CV for an individual named [NAME]. It includes sections on profile, education, experience, skills, and contact information. It also includes advertisements for project management certification and fundraising campaigns by CODOCA MTVCOLA MARKETING ADVERTISING AND OUTSOURCING PRIVATE LIMITED and Vishvas Yadav.
This document outlines the "Mission Vishvas" fundraising campaign. It announces that CODOCA MTVCOLA MARKETING ADVERTISING AND OUTSOURCING PRIVATE LIMITED will donate 50% of profits from selling research papers/white papers to over 500 NGOs, orphanages, charitable trusts, and cancer care organizations. It provides contact information for Mr. Vishvas Yadav, the Program Director, and requests that recipient organizations provide bank account details to receive donations. The campaign aims to help create a poverty-free and employment-rich India through these fundraising efforts.
This document provides an overview of servers, databases, backups, and other administrative tasks for an SAP system consisting of development, test, and production servers. It describes the servers' roles and services, the development process, and procedures for backups, restores, client copying, and other periodic maintenance activities.
The document appears to be a resume for an individual named Vishvas Yadav. It includes contact information, educational background attending two schools from 1998-2006, work experience at two companies from 2006-2011, and information about running a fundraising campaign through their company CODOCA MTVCOLA MARKETING ADVERTISING AND OUTSOURCING PRIVATE LIMITED to support orphanages, NGOs, and charitable trusts. It also provides information about project management certification courses.
The document appears to be a resume or CV for an individual. It includes sections for personal details, education history from 1998-2002 and 2002-2006, work experience from 2006-2009, 2009-2011, and 2011-present, skills, and a certification in project management.
The resume is for an individual with a background in project management and certifications in that field. It details their education and work history in three companies from 2006 to present, as well as technical skills.
The document contains information about an individual including their name, job title, contact information, education history from 1998-2006, work experience from 2006-2011, and involvement with fundraising for various organizations. It also contains repeated mentions of Project Management certification and fundraising campaigns.
The document appears to be a resume for an individual named YOUR NAME. It includes contact information, educational history attending School1 and School2, work experience at Company 1 and Company 2, and mentions fundraising efforts through the organization CODOCA MTVCOLA MARKETING ADVERTISING AND OUTSOURCING PRIVATE LIMITED led by Vishvas Yadav to support orphanages, NGOs, and charitable trusts. The document is promoting project management certification.
This document appears to be a cost/benefit analysis template for tracking project costs, benefits, savings, and net present value over multiple fiscal years. Key sections include project development and maintenance costs, benefits/savings from the current vs. new process, future and present value calculations, and a net present value summary. The template provides a framework for inputting financial data to evaluate the costs and benefits of a proposed project.
Block grant and block grant formulae for the education sector (lao pdr)Jean-Marc Lepain
The document discusses introducing block grant funding for schools in Laos to promote fiscal equity, transparency, and efficiency in education spending by allocating funds based on objective criteria like student numbers. It examines types of block grants and considerations for grant formulas, management, and capacity building to support the new funding model. The goal is to gradually eliminate school fees through a phased increase in operational funding for schools.
February Superintendent SBE Report 1.12.23_347984yturdpaadaely1a0jhvpvg0k.pdfEducationNC
The document outlines North Carolina's Operation Polaris 2.0 plan to provide district and regional support with an equity focus on low-performing schools. It describes establishing regional support teams to provide academic, operational, and transformation support. This includes guiding school improvement, monitoring plans, and offering coaching for comprehensive and targeted support schools, with $12 million invested in the highest level of support. It also details programs like the Assistant Principal Accelerator and North Carolina Instructional Leadership Academy to build leadership capacity.
The document makes recommendations in several areas of education in Chile including early childhood education, technical training programs, the teaching profession, comprehensive education reform, and the role of educational leaders. It calls for ensuring quality early education for all, balancing technical and general skills training, rewarding high-performing teachers, strengthening public education, and having educational leaders foster innovation and success.
The document provides an overview of recent developments in South Africa's Technical and Vocational Education and Training sector. It discusses:
1) Recent appointments and the splitting of the sector into TVET and CET programs.
2) Ongoing issues like underfunding of colleges, student protests, and the relevance of curricula.
3) Efforts to address issues like capacity building for campus managers, improving teaching/learning support, and examinations/assessment reforms.
This document provides an overview of a presentation on financial education management. It includes:
1) Definitions of financial education management and its aims.
2) An outline of the legal requirements and legislation related to financial matters for schools.
3) Guidelines for financial management including fundraising strategies and the importance of budgeting.
4) Details on creating and managing a school budget, including goals, principles, elements, and control.
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
The Samagra Shiksha Abhiyan is an integrated scheme that aims to provide equitable school education from preschool to senior secondary level. It subsumes three previous schemes - Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and Teacher Education. The key objectives are improving learning outcomes, promoting gender equity and inclusion, and strengthening teacher education. It focuses on improving quality of education through better teachers and technology. The scheme aims to treat school education holistically from pre-school to class 12 and bring reforms like a unified implementation structure and increased focus on digital learning.
This document discusses key points from India's National Education Policy of 2019 regarding higher education. It aims to revamp higher education by increasing enrollment to 50% by 2035 and establishing multidisciplinary institutions across the country. It also discusses the need for research universities, ensuring uniformity while allowing flexibility, and the role of groups like the proposed National Education Commission in implementing reforms.
What Can Budget 2014 do for Education in Indiameetasengupta
The document outlines 15 funding proposals for the 2014 India budget related to education. The proposals include: 1) increasing spending on education to 3-6% as promised and linking it to governance processes and outcomes; 2) allocating funds to support school accountability, governance, and outcomes; 3) providing cash incentives and training for new teachers to reduce shortages. The proposals aim to improve various aspects of the education system including teacher performance, digital literacy, vocational learning, research, and financing options like student loans.
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.
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Urgent Challenges of Education Finance in Ukraine: February 2015
1.
2. Urgent Challenges of Education
Finance in Ukraine:
February 2015
Jan Herczyński
Institute of Educational Research,
Warsaw
Kiev, February 5, 2015
3. • Difficult financial situation of the country
• Lack of good data on the functioning of the
education system at all levels
• Financial data
• Statistical data
• Data on teachers and other staff
• Lack of strong analytical capacities at the central
level
• Decentralizazion process in Ukraine
Context of education reform in Ukraine
4. • Adoption of the strategy for decentralization
• Transfer of significant responsibilities to
democratically elected local governments
• Plans for radical consolidation of gromadas and
rayons
• Ammendments to the Budget Code of Ukraine
• Serious reform of local public finance system
• New financial instruments: grants for equalization,
for education and for health
Has the process begun?
5. • Reform of education needs to be designed to fit
decentralization reform
• This includes:
• The new framework law on education,
• Financing of education,
• Monitoring of the use of resources, including
financial resources
• Need for alignment of managerial and financial
responsibilities
What this means for education?
6. A. Design education reforms in harmony with
decentralization reforms
• Clarifications of responsibilties of all stakeholders
• Scheduling of reforms
B. Design the allocation formulas
C. Safeguard the operations of the school system
during the reform period
D. Manage the process of learning across the
sector
Main challenges for Ministry
7. • Education reforms must be harmonized with
decentralization process
• But many sectoral issues remain open:
• Degree of autonomy of schools,
• Procedures for the selection of school directors,
• Procedures for the determination of school budgets,
• Setting of wages in the sector
• Rationalization of school networks
• The scheduling of reforms is very sensitive and
must be carefully planned
A. Design of reforms
8. • The Concept for development of education
2015-2025 needs to be updated to reflect
decentralization reforms:
• To include strategy for decentralization of
education
• To include the decentralization schedule
• The strategy for decentralization of education
needs to be embedded in new framework law
on education
What needs to be done?
9. • As of 2016, MES will be responsible for design
of allocation formulas for education grants to
local governments
• Presently, MES has no experience of
monitoring the allocation of funds
• Design of the allocation formula will be
especially difficult in period of financial
constraints
B. Design of allocation formulas
10. • MES should develop a unit to analyze data, to
review different models and to design the
allocation formula,
• It is necessary to:
• Obtain from Treasury disaggregated expenditure data
• Collect statistical data (students, teachers),
• Link the data and do simulations of allocation scenarios.
• Draft allocation formulas should be discussed with
all stakeholders
What needs to be done?
11. • Decentralization reforms should be
introduced in phases
• The changes to financial allocation should be
gradual, not radical
• MES needs to monitor of the use of resources
• MES needs to prepare allocation of grant
reserves according to relative local needs
C. Safeguarding the operation of schools
12. • The allocation formulas should include buffers to
prevent radical decrease – or increase – of
allocation for any local government
• MES should establish good monitoring
procedures at national and oblast level
• Monitoring should be independent of the MES
• Allocation of grant reserve should be conducted
in dialogue with stakeholders
What needs to be done?
13. • Decentralization will be a learning process for
all concerned: MES, the cities, the school, the
school directors and teachers
• Constant dialogue with social partners is
necessary to minimize mistakes and to
correct them as soon as possible
• MES must provide information, guidance and
support during the reform process
D. Managing the learning process
14. • MES should establish institutions for dialogue to
understand concerns of stakeholders:
• Local governments
• Trade unions
• Professional associations
• MES should issue guidelines and methodological
materials
• A help desk should be established to address
urgent issues and questions
What needs to be done?