The document discusses education in the United States across five sections. It describes the public school system and its role in providing equal access to education. It outlines the educational ladder from elementary to post-secondary education, including different school types and inequalities. It discusses the history of racial inequality and segregation in education as well as efforts for desegregation. It also covers challenges with attending university, such as costs, and the emphasis on individual development. Finally, it defines multicultural education, its history and goals of respecting diversity and fair treatment for all groups.
This lecture introduces 1st year students to the Educational system in the USA. The topics are: Organization of the Education system, budget, decentralization, private vs public education, the education crisis...
This lecture introduces 1st year students to the Educational system in the USA. The topics are: Organization of the Education system, budget, decentralization, private vs public education, the education crisis...
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
Write about the historical aspect of Gender in Education in India.pdfuplevelway
The historical aspect of gender in education in India has been marked by significant shifts and changes over time, reflecting broader societal attitudes, cultural norms, and policy developments. Here is an overview of the historical evolution of gender in education in India:
Pre-Independence Era:
1. Ancient Period: In ancient India, educational institutions known as gurukuls existed, where both boys and girls received education. However, the education provided to girls was often limited compared to that of boys.
2. Medieval Period: With the advent of Islamic rule, educational opportunities for girls reduced. However, notable exceptions existed, and certain Muslim rulers were known for supporting the education of women.
3. British Colonial Rule: The British colonial period witnessed the establishment of formal education systems. Initially, the focus was on educating a select elite, primarily boys. Missionary efforts led to the establishment of schools for girls, but the curriculum was often limited to basic skills.
Post-Independence Era:
1. Early Years Post-Independence (1947-1960s): The post-independence period marked a renewed commitment to universal education. Policies aimed at addressing gender disparities were initiated, emphasizing the importance of education for both boys and girls.
2. 1960s-1980s: During this period, efforts were made to expand educational opportunities for girls, and various policies aimed at increasing female enrollment were introduced. However, challenges such as societal attitudes, economic constraints, and inadequate infrastructure persisted.
3. 1980s-1990s: The National Policy on Education (1986) acknowledged the importance of removing gender disparities in education. It emphasized the need to promote the enrollment and retention of girls in schools, especially in rural areas.
4. 1990s-2000s: The 1990s saw increased attention to issues of gender and education. Initiatives like the District Primary Education Program (DPEP) focused on reducing gender gaps in primary education. The Sarva Shiksha Abhiyan (SSA) launched in 2001 furthered these efforts.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How libraries can support authors with open access requirements for UKRI fund...
Education in the US
1. EDUCATION IN THE
UNITED STATES
1. Nguyễn Việt Duy
2. Trần Thị Hồng Ngọc
3. Phan Thị Ỷ Lan
4. Lê Thuý Ngân
5. Võ Lê Như Ngọc
2. EDUCATION IN THE UNITED STATES
I. Public Schools
II. The Educational Ladder
III. Racial Equality and Education
IV. Attending an American University and
Educating the Individual
V. Multicultural Education in the US
10. II. Educational Ladder
2.1 The educational system
2.2. Types of school
2.3 The inequality in the U.S. educational
system
2.4. Government’s solution
Presenter: Trần Thị Hồng Ngọc
11. II. Educational Ladder
2.1 The educational system
Elementary school
U.S. Educational
system
Middle school
High school
Post- secondary
education
14. II. Educational Ladder
2.1 The educational system
Undergraduate
school
Two-year degree
(an associate
degree)
Four-year degree
(bachelor’s
degree)
15.
16.
17. II. Educational Ladder
2.1 The educational system
Students who have obtained a bachelor’s degree can
continue their education by pursuing the Master’s or
Doctoral degree.
18.
19.
20. II. Educational Ladder
2.2. Types of school
Public schools: getting their finance from local,
state, and federal government funds. (charter
school, magnet school, etc.)
Private
schools: supported by a private
organization or private individuals rather than
by the government, getting their finance mostly
from tuition fee. (religious school, elite private
school, etc.)
24. II. Educational Ladder
2.3. The inequality in the educational system
- The unequal distribution of wealth is directly
related to inequalities in education beginning at early
education.
25. II. Educational Ladder
2.3. The inequality in the educational system
Staff characteristics.
The education equipment.
The quality of education.
…
26. II. Educational Ladder
2.4. Government’s solution
It dramatically increases the role of
the
federal
government
in
guaranteeing the quality of public
education for all children in the United
States -- with an emphasis on
increased funding for poor school
districts, higher achievement for poor
and minority students, and new
measures to hold schools accountable
for their students' progress
28. III. Racial Equality and Education
After civil
war, blacks were
prevented from
attending white
schools according
to the social and
legal system in the
southern states.
29. III. Racial Equality and Education
• Despite of existance of non legal
segregated schools after 1954, it
worked effectively when the civil rights
Acts was in forced the mid -1960s
30. solutions
Black students were bused to majority white
schools and vice serva for the purpose of
balancing races in the school
31. Setting up a new type of school called “magnet”
in black neighborhood benefited students by
creating special programs.
50. V. Multicultural Education in the
U.S.
1
• Definition
2
• History
3
• Primary goals
4
• Teaching formula
51. V. Multicultural Education in the
U.S.
5.1. Definition
Multicultural education is the recognition of
the equality of all people regardless of their racial
ethnic or cultural background.
EQUALITY
racial ethnic
cultural background.
52. 5.2. History
The
melting
pot
is
a
metaphor
for
a
heterogeneous
society
becoming
more homogeneous, the different elements "melting
together" into a harmonious whole with a common
culture. It is particularly used to describe
the assimilation of immigrants to the USA; the meltingtogether metaphor was in use by the 1780s.
After 1970 the desirability of assimilation and the
melting pot model was challenged by proponents
of multiculturalism, who assert that cultural differences
within society are valuable and should be
preserved, proposing the alternative metaphor of
the mosaic, salad bowl – different cultures mix, but
remain distinct.
53. 5.2. History
What were schools like before multicultural education?
+ School curriculums were focused on white superiority.
+ Textbooks were about “white” history and all their
accomplishments.
+ Diversity was not part of the educational environment.
+There was a “policy of assimilating minority groups into
the melting pot of dominant American culture”
(Sobol, 1990).
+The educational system did not encourage and accept
the differences, similarities, and overall diversity that
many cultures bring to the United States.
54. 5.2. History
Outgrowth in the 1960s during Civil Rights
Movement.
Curricula reform movement to reflect experiences,
histories, cultures and perspectives of African
Americans.
55. 5.3. Primary Goals
Respect the
different
backgrounds of
others
Provide a fair
learning
environment
Recognize the
contributions of
all groups
Transform
educational
curriculum
56. 5.3. Primary Goals
Fair learning
environment
transcend
cultural
border
get involved
in class
be free about
decision
making
57. 5.4. Teaching Formula
Teachers should concentrate on the need of
including notions of:
+ Histories
+ Cultures
+Contributions of diverse groups while
teaching
=> Instill students with pride and confidence in
their unique and special backgrounds