In many western countries, governments have made increasing participation rates and widening access for socially-excluded groups a policy priority for higher education. At the same time, higher education has historically been seen as a ‘public good’, with tuition costs offset by subsidies either directly to the universities or to students in the form of grants or low-interest loans. In many Asian countries, where families are accustomed to sending their children overseas or to expensive private universities at home, the fact that many western students have easy access to local universities where they pay partial or no tuition fees seems alien. The growing costs of massification, coupled with the current fiscal stress suffered by many governments after the financial crisis, means that this liberal western model is beginning to unravel. This presentation examines the case of New Zealand, where higher education policy is struggling to adjust to the new financial realities.
Is open entry to New Zealand universities a human right or a utopian ideal pa...University of Limerick
New Zealand has a long tradition of accessible, affordable public higher education. The 1989 Education Act entitles students to enrol at university by right of prior educational achievement at high school or age. Combined with generous financial aid, this “open entry” has contributed to New Zealand having one of the highest participation rates in the developed world. In the aftermath of the global financial crisis and a change of government to a National-led coalition, the fiscal cost of open entry has come under the spotlight. In a series of policy changes, the government has moved to cap overall enrolments, limit students’ access to financial aid and encourage universities to exclude failing students by introducing financial penalties for low course and qualification pass rates. In principle, these changes could reduce the overall number of students at university without eroding the principle of open entry. Instead, most New Zealand universities have introduced selective admissions policies, ending the era of open entry. This paper explores the arguments for and against open entry, reviews the history of open entry in New Zealand and discusses the likely impact of recent policy developments on the higher education landscape.
1) The document discusses access, success, and equity in higher education in South Africa using Central University of Technology (CUT) as a case study.
2) It examines key points in learner progression such as matriculation pass rates, university admission requirements, participation and graduation rates.
3) Only a small percentage of African learners who write the matric exam meet CUT's admission requirements, hindering access to university education in the Free State province.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
The document summarizes key findings from a survey on the impact of the COVID-19 pandemic on education systems. Some of the main points are:
- Schools were fully closed for an average of around 35 days in 2020, with some regions closing primary and secondary schools for over 30 and 40 days respectively. Longer closures were linked to lower student performance.
- Countries implemented various distance learning solutions like online platforms, television, and take-home packages to continue education during closures. However, many struggled to reach disadvantaged students.
- Reopening schools presented challenges around health risks, with countries adopting measures like distancing and prioritizing teacher vaccinations. Exams were also adjusted with some
A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL
This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Is open entry to New Zealand universities a human right or a utopian ideal pa...University of Limerick
New Zealand has a long tradition of accessible, affordable public higher education. The 1989 Education Act entitles students to enrol at university by right of prior educational achievement at high school or age. Combined with generous financial aid, this “open entry” has contributed to New Zealand having one of the highest participation rates in the developed world. In the aftermath of the global financial crisis and a change of government to a National-led coalition, the fiscal cost of open entry has come under the spotlight. In a series of policy changes, the government has moved to cap overall enrolments, limit students’ access to financial aid and encourage universities to exclude failing students by introducing financial penalties for low course and qualification pass rates. In principle, these changes could reduce the overall number of students at university without eroding the principle of open entry. Instead, most New Zealand universities have introduced selective admissions policies, ending the era of open entry. This paper explores the arguments for and against open entry, reviews the history of open entry in New Zealand and discusses the likely impact of recent policy developments on the higher education landscape.
1) The document discusses access, success, and equity in higher education in South Africa using Central University of Technology (CUT) as a case study.
2) It examines key points in learner progression such as matriculation pass rates, university admission requirements, participation and graduation rates.
3) Only a small percentage of African learners who write the matric exam meet CUT's admission requirements, hindering access to university education in the Free State province.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
The document discusses trends in education based on findings from the OECD's Programme for International Student Assessment (PISA). It shows that student performance in science has increased steadily over time for the OECD average. It also shows graphs comparing science performance to factors like spending per student, learning time, and internet use. The document advocates for the importance of early childhood education, presenting data showing its impact on later student performance and literacy skills. It discusses how access to early childhood programs varies between countries and is often less for children who could benefit most.
The document summarizes key findings from a survey on the impact of the COVID-19 pandemic on education systems. Some of the main points are:
- Schools were fully closed for an average of around 35 days in 2020, with some regions closing primary and secondary schools for over 30 and 40 days respectively. Longer closures were linked to lower student performance.
- Countries implemented various distance learning solutions like online platforms, television, and take-home packages to continue education during closures. However, many struggled to reach disadvantaged students.
- Reopening schools presented challenges around health risks, with countries adopting measures like distancing and prioritizing teacher vaccinations. Exams were also adjusted with some
A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL
This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
Impact of covid-19 on consumer behavior e-educationmarketxceldata
The survey found that online classes are mostly taking place through Zoom (49%) or Microsoft Teams (15%). Students primarily use smartphones (45%) or laptops (31%) for online classes. The biggest challenges are disrupted internet connections (53%) and finding learning alone at home unenjoyable for kids (43%). Around 32% of students enrolled in online courses, most commonly on Udemy (36%) and Swayam (30%). While some found online learning effective, parents are hesitant to immediately send kids back to school even after lockdowns end.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
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.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
The following presentation gives you a better understanding of what the Youth Technology Academy (YTA) and Advanced Technology Academy (ATA) try to accomplish.
Education can't wait final-- Pagaduan, Vennesa n. finaleVennesaPagaduan
This document discusses strategies for mitigating learning losses due to the COVID-19 pandemic. It recommends developing a structured learning plan with realistic expectations since the full curriculum cannot be covered remotely. It also suggests maximizing the use of multimedia like television, radio and online platforms to reach students, and inspiring teachers to develop digital skills. Supporting parents to be involved is key. The document outlines policies like improving connectivity, providing accessible learning modalities, offering affordable devices and digital literacy training to help achieve learning recovery during and after the pandemic.
The UAB Experience: Enhancing OER in BrazilRicardo Corai
The UAB Experience: Enhancing OER in Brazil
The Universidade Aberta do Brasil (UAB) is Brazil's open university system that enhances open educational resources (OER). It aggregates distance education courses from 104 public universities across Brazil. Through its 688 learning centers, UAB provides undergraduate and continuing education courses to around 300,000 students annually, most of whom are teachers obtaining additional qualifications. Twenty-three percent of UAB universities currently use or develop OER, such as instructional materials collaboratively created between institutions. However, 70% do not otherwise use OER, indicating room for growth. All universities intend to continue or start using OER within UAB courses.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
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
Emergency education refers to education for populations affected by emergency situations (Sinclair, 2001; UNESCO, 2017). These situations could be man-made or natural disasters that disrupt radically the usual conditions of life, care, and education facilities for children, causing an inability to attain the right to education (Rights of The Child to Education in Emergencies, 2008). Education in emergencies started around the 1990s as one of the elements of humanitarian responses to emergencies (Burde et al., 2017), but it was not till the 2000s that education was separated from developmental activities in humanitarian responses to emergencies due to the efforts of a group of educators (Burde et al., 2011). and now it is regarded as one of the pillars of humanitarian actions in emergencies. This is due to the fact that it is reported that education is usually neglected during the early response to emergencies (Muñoz, 2010), and during which many rights to education violations occur (Nicolai et al., 2015).
The special case of education in times of emergencies arises from the challenges that face the learning process in these situations. Being in the center of a conflict zone or facing a devastating natural disaster could lead to an impairment of students’ learning abilities (Tauson, & Stannard, 2018). It has been reported that trauma impacts the cognitive and executive functions of the brain which in its turn hinders learning abilities (Tauson, 2016; Mougrabi-Large, & Zhou , 2020). In the case of national health emergencies, trauma could cause anxiety and stress for children and adults (NCTSN, n.d). Hence, special care needs to be given to education in times of emergencies. Education could provide a safe space for students during a crisis (Nicolai, 2015), giving the much needed psychosocial support for development, as well as, hope, stability, and a sense of security (UNSECO, 2017). But more importantly, especially during Covid-19 penadamic, is that maintaining a good level of quality education during crisis will act as the backbone for the reconstruction and restoration phase after the crisis is over UNSECO, 2017).
Girf all learners during covid 19 a reflective tool for educators working t...GeorgeMilliken2
This document provides a reflective tool for educators in Scotland to evaluate how they are supporting all learners during the Covid-19 pandemic. It identifies three "golden threads" of wellbeing, collaboration, and learning that should be woven through leadership, curriculum, and teaching approaches. Reflective questions are provided in these three areas to evaluate current practices and determine how to build back better post-Covid. The goal is to ensure every learner has the skills, knowledge, and resilience to thrive in an unpredictable future by promoting their wellbeing, collaborative learning opportunities, and development of the four capacities of Curriculum for Excellence.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
This document discusses how heritage can be viewed as a resource for living rather than just for protection. It uses the examples of Gwalior Fort and Scindia Jai Villas Palace Museum in India to illustrate this. Gwalior Fort has been an important defense structure, symbol of power, and living space for over 13 centuries. The Jai Villas Palace was the center of rule and housed different architectural styles. Both sites provide information about history, generate livelihoods through tourism, and promote well-being. The document argues that heritage can bolster identity, resilience, social integration, and disaster management if viewed as a living resource rather than just for protection.
Education Reforms Across OECD - Trends and ChallengesEduSkills OECD
The document summarizes education reforms across OECD countries from 2008-2014. It finds that OECD countries adopted over 450 reforms in this period, focusing on areas like equity, quality, preparing students for the future, school improvement, evaluation and assessment, governance and funding. However, countries struggled with implementing coherent reform strategies and ensuring reforms reached classrooms. The document also provides examples of reforms in specific countries like Australia, Ireland, and Sweden in this period.
Impact of covid-19 on consumer behavior e-educationmarketxceldata
The survey found that online classes are mostly taking place through Zoom (49%) or Microsoft Teams (15%). Students primarily use smartphones (45%) or laptops (31%) for online classes. The biggest challenges are disrupted internet connections (53%) and finding learning alone at home unenjoyable for kids (43%). Around 32% of students enrolled in online courses, most commonly on Udemy (36%) and Swayam (30%). While some found online learning effective, parents are hesitant to immediately send kids back to school even after lockdowns end.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
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.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
by Andreas Schleicher, Director for the Directorate of Education and Skills
The persistence of social inequities in education – the fact that children of wealthy and highly educated parents tend to do better in school than children from less privileged families – is often seen as a difficult-to-reverse feature of education systems. Yet countries across the world share the goal of minimising any adverse impact of students’ socio-economic status on their performance in school. PISA shows that, rather than assuming that inequality of opportunity is set in stone, school systems can become more equitable over a relatively short time.
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
The following presentation gives you a better understanding of what the Youth Technology Academy (YTA) and Advanced Technology Academy (ATA) try to accomplish.
Education can't wait final-- Pagaduan, Vennesa n. finaleVennesaPagaduan
This document discusses strategies for mitigating learning losses due to the COVID-19 pandemic. It recommends developing a structured learning plan with realistic expectations since the full curriculum cannot be covered remotely. It also suggests maximizing the use of multimedia like television, radio and online platforms to reach students, and inspiring teachers to develop digital skills. Supporting parents to be involved is key. The document outlines policies like improving connectivity, providing accessible learning modalities, offering affordable devices and digital literacy training to help achieve learning recovery during and after the pandemic.
The UAB Experience: Enhancing OER in BrazilRicardo Corai
The UAB Experience: Enhancing OER in Brazil
The Universidade Aberta do Brasil (UAB) is Brazil's open university system that enhances open educational resources (OER). It aggregates distance education courses from 104 public universities across Brazil. Through its 688 learning centers, UAB provides undergraduate and continuing education courses to around 300,000 students annually, most of whom are teachers obtaining additional qualifications. Twenty-three percent of UAB universities currently use or develop OER, such as instructional materials collaboratively created between institutions. However, 70% do not otherwise use OER, indicating room for growth. All universities intend to continue or start using OER within UAB courses.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
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
Emergency education refers to education for populations affected by emergency situations (Sinclair, 2001; UNESCO, 2017). These situations could be man-made or natural disasters that disrupt radically the usual conditions of life, care, and education facilities for children, causing an inability to attain the right to education (Rights of The Child to Education in Emergencies, 2008). Education in emergencies started around the 1990s as one of the elements of humanitarian responses to emergencies (Burde et al., 2017), but it was not till the 2000s that education was separated from developmental activities in humanitarian responses to emergencies due to the efforts of a group of educators (Burde et al., 2011). and now it is regarded as one of the pillars of humanitarian actions in emergencies. This is due to the fact that it is reported that education is usually neglected during the early response to emergencies (Muñoz, 2010), and during which many rights to education violations occur (Nicolai et al., 2015).
The special case of education in times of emergencies arises from the challenges that face the learning process in these situations. Being in the center of a conflict zone or facing a devastating natural disaster could lead to an impairment of students’ learning abilities (Tauson, & Stannard, 2018). It has been reported that trauma impacts the cognitive and executive functions of the brain which in its turn hinders learning abilities (Tauson, 2016; Mougrabi-Large, & Zhou , 2020). In the case of national health emergencies, trauma could cause anxiety and stress for children and adults (NCTSN, n.d). Hence, special care needs to be given to education in times of emergencies. Education could provide a safe space for students during a crisis (Nicolai, 2015), giving the much needed psychosocial support for development, as well as, hope, stability, and a sense of security (UNSECO, 2017). But more importantly, especially during Covid-19 penadamic, is that maintaining a good level of quality education during crisis will act as the backbone for the reconstruction and restoration phase after the crisis is over UNSECO, 2017).
Girf all learners during covid 19 a reflective tool for educators working t...GeorgeMilliken2
This document provides a reflective tool for educators in Scotland to evaluate how they are supporting all learners during the Covid-19 pandemic. It identifies three "golden threads" of wellbeing, collaboration, and learning that should be woven through leadership, curriculum, and teaching approaches. Reflective questions are provided in these three areas to evaluate current practices and determine how to build back better post-Covid. The goal is to ensure every learner has the skills, knowledge, and resilience to thrive in an unpredictable future by promoting their wellbeing, collaborative learning opportunities, and development of the four capacities of Curriculum for Excellence.
The resilience of students with an immigrant background - factors that shape ...EduSkills OECD
The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
This document discusses how heritage can be viewed as a resource for living rather than just for protection. It uses the examples of Gwalior Fort and Scindia Jai Villas Palace Museum in India to illustrate this. Gwalior Fort has been an important defense structure, symbol of power, and living space for over 13 centuries. The Jai Villas Palace was the center of rule and housed different architectural styles. Both sites provide information about history, generate livelihoods through tourism, and promote well-being. The document argues that heritage can bolster identity, resilience, social integration, and disaster management if viewed as a living resource rather than just for protection.
The document discusses using students' mobile devices in schools for learning. It argues that banning devices is ineffective since students already use them outside of school. Instead, schools should create policies allowing responsible device use under teacher supervision. Examples are given of how students at Notre Dame High School use devices for activities like science experiments, language presentations, fieldwork, and research. The policy focuses on banning irresponsible use rather than the devices themselves.
El documento presenta preguntas sobre el concepto y uso de portafolios estudiantiles. Se define al portafolio como una colección de evidencias que muestran la evolución del aprendizaje de un estudiante. Los estudiantes seleccionan los trabajos para incluir, mostrando progreso. Existen portafolios de trabajo, presentación y evaluación. Los portafolios benefician tanto a estudiantes como docentes, promoviendo la reflexión y mejora continua.
This document discusses several cinematography techniques:
1) Match on action involves cutting between shots of the same action from different angles to make the action appear seamless.
2) The 180-degree rule dictates that characters facing each other are always shown from the same side to avoid disorienting the viewer.
3) Continuity editing uses a sequence of shots that clearly presents a logical narrative through consistent action without ambiguity. It is commonly used in soap operas and live television.
Este documento presenta una guía de aprendizaje sobre routers. Explica que los routers permiten conectar redes diferentes y funcionan a nivel de red en el modelo OSI. La guía incluye actividades como investigar términos clave sobre routers, protocolos de enrutamiento y comandos básicos de configuración. También describe los recursos, evaluación y referencias bibliográficas para el aprendizaje sobre routers.
OPORTUNIDADES DE NEGOCIO EN EL CAPÍTULO DE CONTRATACIÓN PÚBLICA TLC COLOMBIA ...Javier Jimenez
El TLC entre Colombia y Canadá ofrece nuevas oportunidades en el mercado de contratación pública colombiano para empresas canadienses. El tratado promueve principios como el trato nacional, la transparencia y el debido proceso en las licitaciones públicas. Además, la contratación pública representa alrededor del 25% del PIB colombiano, lo que hace de este un mercado muy atractivo. No obstante, las empresas deben superar retos como el bajo aprovechamiento del mercado doméstico y los costos asociados con el ac
This document discusses options for video conferencing software to use for online meetings and staff development. It notes that video conferencing could reduce costs by limiting travel for classes and meetings, while saving time by allowing administrators to spend more time on site and enabling early staff development classes. The guidelines provided are that the software must be low-cost, support video/audio with multiple streams, allow document sharing, be web-based across platforms without installation, with polling, chat, recording, and screen sharing as desirable features. Several options are described, including Microsoft Live Meeting which meets all criteria but requires server setup, and Mikogo, Slideshare with Zipcast, and Skype Professional which offer some but not all desired features.
La Feria Franca de Pontevedra se celebra cada lunes y es un mercado tradicional donde los agricultores y ganaderos locales venden sus productos directamente al público. Se ha convertido en una parte importante de la cultura y la economía de la ciudad durante más de 100 años.
April 2012 - Guest lectures ICREP course - Financial evaluation and risk asse...Erik Jan Rodenhuis
The passage discusses the importance of summarization for processing large amounts of text data. It notes that automatic summarization systems aim to condense long documents into shorter summaries while maintaining the most important concepts and entities. The challenges of building such systems include identifying the most salient pieces of information, understanding natural language at a deeper level, and generating coherent summaries.
The document discusses a technology teacher camp where participants reflected on the day's session using tools they learned about. Participants at a teacher camp had a session where they learned about various tools and took time to think about what they covered using those tools. The session was part of a larger technology teacher camp program.
Internationalisation of higher education in new zealand what went wrong and...University of Limerick
1. The document discusses New Zealand's rapid transformation into a world leader in international higher education by 2005 due to a "perfect storm" of supply and demand factors, but numbers have since declined as Asian countries develop their own education capacities.
2. It analyzes why NZ's initial "open doors" model stopped working and recommends developing qualifications and experiences that are internationally portable and meet student needs like employability and multicultural learning.
3. The conclusion is that NZ's initial internationalization was unintended and unsustainable, and future success requires understanding changing global markets and providing education products and alumni support that satisfy long-term student needs.
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
The World Bank held consultations in Phase 1 of developing its Education Strategy 2020, meeting with countries representing Africa, South Asia, East Asia and the Pacific, Latin America and the Caribbean, and the Middle East and North Africa. Key themes from consultations in low-income countries and middle-income countries were discussed. The document presented population projections and economic growth projections for 2020 to frame education challenges. It outlined strategic directions for the Bank to increase learning for all by strengthening education systems through diagnostic tools, data, learning assessments, research and results-based financing. The Bank will take a differentiated approach depending on countries' economic development and education system capacity.
Keynote The Arkansas Distance Learning Association (ARDLA) icdeslides
Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
This document discusses the growth of distance education over the past 20 years and both the opportunities and challenges it faces. It notes that while distance education enrollments have increased significantly, allowing greater access to education, there is also some opposition emerging and issues with quality assurance. It argues that governments need to recognize distance education's potential to expand access at low cost, foster independent learning, and promote innovation, while also ensuring strong, independent quality assurance oversight.
This document discusses what it means to be an academic citizen in 2020 from a South African perspective. It provides context on the South African higher education system, noting key challenges including a sharp rise in student numbers, racial disparities in enrollment, high dropout rates, and an aging professoriate. It also discusses new influences on teaching and learning from technology and industry. Further, it explains that South African universities face challenges of transformation to address historical inequalities. The document argues that being an academic citizen in 2020 requires agility, collaboration, embracing change, and a willingness to be open and vulnerable to different voices and narratives in order to transform institutions and curricula.
The international higher education sector has experienced long term growth due to increasing demand from developing countries and a supply response from developed countries. However, the global financial crisis has impacted the sector by reducing students' ability and willingness to pay for international study. While demand is still projected to grow, competition from new providers and the deregulation of domestic fees may challenge traditional destinations. This presents challenges for New Zealand universities to sustainably internationalize.
Further and Higher Education
Public/Private Sector Collaboration
For more information on up and coming BCPL conferences and Events
please e-mail Patrick Highton on executive@black-country.ac.uk
The document discusses the impact of global aid on education in Ghana, Indonesia, Myanmar, and Vietnam from 2005-2014. It finds that in Ghana, aid supported programs like free education led to rising enrollment, improved infrastructure, and increased adult literacy. In Indonesia, aid helped upgrade teachers, expand early childhood education, and increase primary and secondary enrollment and literacy. In Myanmar, aid through organizations like UNICEF built schools, trained teachers, and increased enrollment, completion rates, and adult literacy. In Vietnam, aid helped increase access to education for minority and disabled children through new schools and bilingual programs, with participating students demonstrating better academic results. Overall, the document attributes gains across areas of education in the four countries over this
The report from the Education and Training Committee presents findings from its inquiry into geographical differences in higher education participation rates in Victoria. It found significant differences, with non-metropolitan and interface areas having lower university application, offer, enrollment, and completion rates compared to metropolitan areas. A disproportionately high number of non-metropolitan students also deferred their studies. The report makes recommendations to address these inequities through improving school achievement, raising aspirations, increasing admission pathways, and reducing financial barriers to participation for underrepresented groups.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, the needs of 21st century Africa, the current status of education, the need for quality assurance, approaches to quality assurance, future challenges and prospects. It notes the increasing demand for higher education in Africa and calls for measures to improve both access and quality at institutions of higher learning on the continent.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, 21st century needs in Africa, the current status of education, the need for quality assurance, definitions and approaches to quality assurance, future challenges and prospects, and a conclusion. It emphasizes that quality higher education is crucial for development in Africa given the continent's education challenges and high demand for access and skills training.
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
Making it happen: teaching the technology generationwillstewart
This is a copy of my presentation to the JISC Regional Support Centre for Yorkshire & Humber on June 10th at Bradford University. The sub-title of the presentation was Beyond \"no significant difference\", on the basis that, in education, we use technology to do things the same way as we have always done rather than use it to do things differently. The theme of the presentation was that we, the teachers, rather than our students, are the technology generation. Because the use of digital technology has been completely normalised and fully integrated by our students, they don\'t see it as technology. They are the \"no technology generation\", and it is us who need to be taught how to use it in ways that engage our students and make their education relevant.
The document discusses plans to digitally transform the education system in Cote D'Ivoire through a three phase project. The first phase will create an education portal for digital communication between students, teachers, and parents. The second phase will develop an online education system with interactive digital course materials. The third phase will establish digital education laboratories in schools with innovative technology tools. The overall goals are to improve educational opportunities, monitor student development, and guide the education system through data and technology.
This document outlines the Philippine educational system and discusses current initiatives and emerging challenges. It provides an overview of the system including governance structures, levels of education, and key statistics. Current initiatives discussed include commitments to universal primary education, regional cooperation through hosting SEAMEO centers, teacher exchange programs, and domestic reforms. Emerging challenges include increasing participation, developing a common ASEAN framework, addressing language barriers, and accelerating regional integration and ICT initiatives.
This document summarizes statistics related to education in South Africa. It provides data on private higher education institutions, pass rates for matric exams, applications to universities exceeding available spaces, skills training programs, and unemployment rates. The goal of bringing together these sectors through a new alliance is highlighted to collectively address South Africa's education and skills challenges at a larger scale than any individual organization can achieve alone.
This document summarizes remarks on education policy from the Economic Policy Council. It discusses trends in the level of education attained in Finland and other countries. It also examines returns to investment in education, issues around early education fees, class size, compulsory schooling age, vocational education reform, university admission systems, and university funding. Specifically, it notes that the expansion of education in Finland leveled off around 2000 while continuing to increase elsewhere. It finds education remains a profitable investment and returns to education are high and stable. It also discusses potential reforms and policies around these various issues.
Similar to Is the era of accessible, highly subsidised higher education coming to an end? (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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!"
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Is the era of accessible, highly subsidised higher education coming to an end?
1. Is the era of accessible, highly subsidised
higher education coming to an end?
Lessons from the New Zealand policy
laboratory
QS-APPLE 2010 ◊ November 18, 2010
Professor Nigel Healey
Pro-Vice-Chancellor, University of Canterbury
2. New Zealand “policy laboratory”
Treaty of Waitangi 1840
Votes for women 1893 (1919 in UK)
Old age pensions 1889 (1911 in UK)
Social welfare system 1938 (1945-51 in UK)
Independent central bank – Reserve Bank Act 1989
Fiscal Responsibility Act 1994
Accessible, affordable higher education for all, from
1940s onwards
nigel.healey@canterbury.ac.nz
3. Overview
Why publicly subsidise higher education?
Why allow open enrolment to university?
A brief history of university entry in New Zealand
The performance of New Zealand universities
The financial challenges post-GFC
The future of open enrolment
nigel.healey@canterbury.ac.nz
4. While publicly subsidise higher
education?
Investment in (higher) education increases productivity
and promotes economic growth – especially in a
knowledge economy
Higher education transforms the life chances of those
educated – promotes social harmony
The gains to society of an educated population exceed
those to the educated individuals (through higher
productivity and earnings) – there are positive „spillover
effects‟
nigel.healey@canterbury.ac.nz
5. …and the orthodox policy
prescriptions which follow
Countries should aim to increase overall participation
rates in higher education
Policy should focus on raising the participation rates of
socially disadvantaged or under-represented groups –
„social inclusion‟, „widening access‟
Governments should provide (at below cost) or subsidise
higher education to ensure optimal take-up
Such support may be targeted at subjects where the
positive spillovers are highest (eg, teacher training)…
…or at lower income groups who are less able/willing to fund
an investment in higher education
nigel.healey@canterbury.ac.nz
6. Why allow open-enrolment to
university? (1)
“Open enrolment” means the automatic right to enter by
virtue of qualifications (UE) or age
Competitive selection “rigs” entry in favour of higher socio-
economic groups
“Rite of passage” for middle-class children; entrenches social
inequalities
Regressive redistribution of income from poor to rich
“Open access is a cornerstone of our tertiary education system.
Any moves away from this will threaten participation by most
of the population into tertiary education” (David Do, NZUSA Co-
President)
nigel.healey@canterbury.ac.nz
7. Why allow open-enrolment to
university? (2)
High school performance is a poor predictor of university
performance
Take level 3 NCEA scores and award
4 for Excellent
3 for Merit
2 for Achieved
Use only best 80 credits (max score 320)
Compare with Grade Point Average (GPA) at end of first
year
A+ = 9, C- = 1, D = 0, E = -1
nigel.healey@canterbury.ac.nz
8. NCEA scores vs first year GPA (2009)
(source: Sampson & Broght, 2010)
Type II error
Type I error
nigel.healey@canterbury.ac.nz
9. A history of university enrolment in
New Zealand (1)
UC accepted “unmatriculated”
students since it began in 1873
University of New Zealand: “the
Entrance or Matriculation
Examination has been a
'standard' examination given by
the University to make certain
that its entrants are ready, in its
opinion, to pass into the
University“ (NZCER, 1935)
Government required NZ
universities to admit returning
servicemen after WWI without
entrance examination
nigel.healey@canterbury.ac.nz
10. A history of university enrolment in
New Zealand (2)
Progressive education movement 1930s-1950s
C E Beeby
“the architect of our modern education system”
Director of NZ Council for Education Research 1935-39
Director of Education , 1940-60
Peter Fraser
Minister of Education 1935-40
Prime Minister 1940-49
“every person, whatever his level of academic ability, whether he be
rich or poor, whether he live in town or country, has a right, as a
citizen, to a free education of the kind for which he is best fitted and to
the fullest extent of his powers” (speech in 1939)
nigel.healey@canterbury.ac.nz
11. A history of university enrolment in
New Zealand (3)
Unmatriculated students could be admitted at the University‟s
discretion (“provisional admission” ) first at 30+, then 21+,
finally 20+
1989 Education Act
Paved the way for introduction of domestic tuition fees ($1,250 in
1991), previously nominal $300
Domestic tuition fees set at 25% of total cost of tuition
Increased by average 13% pa throughout 1990s
Made enrolment at 20+ a right (no university discretion) -
“driver‟s test” principle”
nigel.healey@canterbury.ac.nz
12. 1989 Education Act
Para. 224
2. a) a person is eligible to be enrolled as a student at any
institution…if the person is a domestic student [and]
2. b) the person holds the minimum entry qualifications for the course
determined by the council (as defined by the NZ Qualifications
Authority (under para. 257)
3. Sub-para. 2. b) does not apply to a person…[who] has attained the
age of 20 years
5. Where the council of an institution is satisfied that it is necessary to
do so [it…] may determine the maximum number of students who may
be enrolled in a particular course
9. No foreign student…shall be enrolled at an institution if the student's
enrolment at the institution would have the effect that a domestic
student…would not be able to be enrolled
nigel.healey@canterbury.ac.nz
13. The story so far
The case for publicly subsidised higher education turns
on the positive spillovers for society of having educated,
productive and engaged citizens
The case for open enrolment is that it gives everyone,
regardless of social background, a chance to succeed?
So:
How is New Zealand‟s university system performing?
And what is the problem with maintaining open enrolment?
nigel.healey@canterbury.ac.nz
14. Proportion of 25-64 year olds who
have studied at tertiary level
45
Source: OECD Education at a Glance 2010
40
35
30
25
New Zealand
20 OECD
15
10
5
-
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
nigel.healey@canterbury.ac.nz
15. New Zealand university participation
rates by age group and
ethnicity, 2009
45.0%
40.0%
Source: Ministry of Education
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Pakeha 18-19 Pakeha 20-24 Maori 18-19 Maori 20-24 Pasifika 18-19 Pasifika 20-24 Asian 18-19 Asian 20-24
nigel.healey@canterbury.ac.nz
16. New Zealand university participation
rates by ethnicity (% population 15
years+ enrolled)
9.0%
8.0%
7.0%
Source: Ministry of Education
6.0%
5.0% Pakeha
Maori
4.0% Pasifika
Asian
3.0%
2.0%
1.0%
0.0%
2002 2003 2004 2005 2006 2007 2008 2009
nigel.healey@canterbury.ac.nz
17. So how is the university sector
performing and what is the problem?
New Zealand has 4th highest tertiary participation rate
in OECD (after Canada, Japan and US)
Although there are differences in participation rates
between ethnic groups, rates are trending up
But growing participation and social inclusion increases
the cost to the taxpayer of higher education
Giving everyone a “fair go” wastes resources
Post-GFC, the government‟s ability to fund higher
education is significantly constrained
nigel.healey@canterbury.ac.nz
18. The cost of the NZ tertiary system
($m)
4,500
4,000
3,500
Source: Ministry of Education
3,000
2,500
Student loans
2,000
Tuition subsidies
1,500 Student allowances
1,000
500
0
nigel.healey@canterbury.ac.nz
19. Direct government funding to
universities
$1,400,000
$1,200,000
Source: Ministry of Education
$1,000,000
$800,000
Total Government Funding
$600,000 EFTS Vote
$400,000
$200,000
$0
2000 2001 2002 2003 2004 2005 2006 2007 2008
nigel.healey@canterbury.ac.nz
21. Giving everyone a “fair go”
necessarily wastes resources
Although it is hard to predict in advance how an individual
student will perform, with open enrolment a significant
proportion will fail
Open enrolment is a “fair go” to succeed or fail
Resources are genuinely wasted if:
Failing students do not learn anything
They could otherwise have been working or learning a
vocational trade
Their self-esteem and confidence is damaged by failing
“Ghost students” – unintended product of open
enrolment, liberal progression standards and student loans
nigel.healey@canterbury.ac.nz
22. Illustrative academic progression
policies
The University of Auckland
Satisfactory progress: a student is required to attain a Grade
Point Average of at least 0.8 in the last two semesters in
which they were enrolled.
http://www.calendar.auckland.ac.nz/regulations/academic/enrolment-and-programme.html
Victoria University of Wellington
Satisfactory progress: passing at least half the number of
points attempted in the last two consecutive trimesters of
study, or passing at least 36 points in the most recent
trimester.
http://policy.vuw.ac.nz/Amphora!~~policy.vuw.ac.nz~POLICY~000000000900.pdf
nigel.healey@canterbury.ac.nz
23. Eight year qualification completion
rates for domestic students
80%
70%
Source: Ministry of Education
60%
50%
40% 2000-2007
2001-2008
30% 2002-2009
20%
10%
0%
Bachelors Graduate Honours/PG Masters Doctorates Total
cert./ dip. cert./dip.
nigel.healey@canterbury.ac.nz
24. Eight year qualification completion
rates for all students (bachelors and
above)
70%
60%
Source: Ministry of Education
50%
40% Male Domestic
Female Domestic
30% Total Domestic
International
20%
10%
0%
2000-2007 2001-2008 2002-2009
nigel.healey@canterbury.ac.nz
25. Comparative bachelor’s degree
completion rates (five years)
100
Source: OECD Education at a Glance 2009
90
80
70
60
50
Completion Rates (at least 5A/5B
40 Programme)
30 Left Without Tertiary Qualification
20
10
0
nigel.healey@canterbury.ac.nz
26. Proportion of students who leave without at
least a first tertiary degree
%
60
50
40 OECD average
30
20
10
0
Source: OECD Education at a Glance 2009
nigel.healey@canterbury.ac.nz
27. Constrained capacity to fund higher
education: government debt
projections post-GFC
Source: The Treasury's Long-term Fiscal Statement
nigel.healey@canterbury.ac.nz
28. How can the Government spend less
on higher education?
Plan A: Investment Plans 2008
Set enrolment funding cap per institution
Drawbacks:
With open enrolment, universities can‟t prevent becoming
over-enrolled
Public expenditure on student allowances and loans
demand-driven and goes over-budget
Worst of all worlds – public spending still uncontrolled and
universities underfunded
nigel.healey@canterbury.ac.nz
29. How else can the Government spend
less on higher education?
Plan B: have you cake and eat it (2010)
Retain open enrolment to give everyone a fair go, but drive
underperforming students out of the system more quickly by:
Penalising institutions for exceeding their enrolment caps
Penalising institutions for low course / qualification / progression
rates
Denying underperforming students loans
Keep open enrolment, have fewer all-years enrolments in
universities and (in principle) graduate the same number of
students
nigel.healey@canterbury.ac.nz
30. Challenges for universities
If open enrolment is to be retained, universities need to
fundamentally reshape infrastructure and organisational
culture to ensure:
Students understand the consequences of failing
Weak students are identified and monitored
Pro-active support is in place for those willing and able to
succeed
Such changes are a challenge to the business model
Large, unsupported enrolment-level classes cross-subsidise
small advanced classes and research
Staff may resist reallocation of resources towards level 100
and retention services
nigel.healey@canterbury.ac.nz
31. A final complication…
Although it appears to violate the 1989 Education Act, a
simpler response by universities is to limit open
enrolment by selecting on basis of high school results
Action by several universities to adopt selective
enrolment creates strong prisoner‟s dilemma issues…
...open enrolment universities may find standard of
entrants falling, forcing them into a vicious circle (lower
entrants, higher retention costs) or (more likely) to
adopt selection
nigel.healey@canterbury.ac.nz
32. Conclusions
Open enrolment has been a feature of New Zealand
universities since the 1920s
It has contributed to amongst the highest participation rates
in the world…
…coupled with relatively low completion rates
Faced with funding pressures, the Government is seeking to
reduce “waste” in higher education, but strategy may be
derailed by growing use of selectivity at entry level
Will New Zealand again be a world leader in the policy
laboratory?
nigel.healey@canterbury.ac.nz