Estonia has a highly effective education system that consistently ranks at the top in global assessments. Some key aspects include:
- Estonian students rank 1st-2nd in Europe and 6th-7th in the world in math, reading, and science according to PISA scores.
- The education system emphasizes teacher autonomy, inclusive learning, free education from basic to higher levels, and strategic planning.
- Estonia was an early adopter of educational technology, connecting all schools to the internet in the 1990s and making digital learning a priority.
- Vocational education and lifelong learning are also strengths and help connect education to labor market needs.
Estonia is known and recognized worldwide as a successful and innovative e-state.
How has a country, which regained its independence in 1991, reached the pinnacle
in PISA tests? Why does Estonia have one of the highest numbers of start-up
companies per capita in the world? What prompted us to implement the Tiger
Leap project in education which started the digitalization of the entire public sector,
leading to increased innovation and transparency?
Best Practice Benchmarking course by EuneosMart Laanpere
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
The document summarizes key facts about Denmark's education system and its ICT strategy. It consists of 3 levels - basic school, youth education, and higher education. Over 95% of students move from basic to youth education, and over 50% continue to higher education. The ICT strategy has been implemented in 5 waves since 1995 to integrate technology into all levels of education and enable knowledge sharing between teachers, students, and parents both locally and globally.
Estonia prioritizes the development of information and communication technologies (ICT) in education to build its human capital since it lacks natural resources. The Tiger Leap Foundation program launched 14 years ago aimed to equip all schools with computers, internet, and software. ICT has been integrated into the national curriculum and standardized tests assess students' ICT competencies annually. Vana-Kalamaja High School for Adults has strengths in teachers' ICT skills and use of e-learning systems, but weaknesses in full wireless internet access and funding constraints limit staff training and technology upgrades.
Author: Olimpius Istrate.
Driven by socio-economical dynamics and supported by several national programmes aiming to increase the access to ICT equipments and to quality eContent, Romanian education institutions began to include 15 years ago new technologies in their development agenda. Several initiatives are trying to keep up with the European and global eLearning trends, principles and actions, focusing on the acquisition of IT equipment and their administrative usage and shifting towards an appropriate education software integration and human resource training.
Ebbe Schultze has worked in education for over 30 years. He is currently the Chief Adviser at UNI-C, the Danish IT Centre for Education and Research. UNI-C provides IT services and support to Denmark's educational institutions. Its goals are to ensure high quality IT services, supply student information systems, and support international educational cooperation through initiatives like eTwinning. UNI-C also runs several websites that teachers and students can use, such as EMU, an educational portal, and SkoleKom, a mail and conferencing system.
EU Projects from Different PerspectivesEduin o.p.s.
The document discusses current trends and challenges around e-learning in Europe. It notes that 50% of students attend schools with formalized ICT policies and teacher collaboration on technology integration. However, teachers' ICT skills and pedagogical training are often lacking, and students primarily use technology for preparations rather than creative work. OER initiatives aim to overcome fragmentation by creating open repositories and encouraging resource sharing, while the role of students and teachers is shifting to emphasize student-centered and collaborative learning. Ensuring quality, knowledge sharing between educators, and readiness for ongoing changes remain important challenges.
Estonia is known and recognized worldwide as a successful and innovative e-state.
How has a country, which regained its independence in 1991, reached the pinnacle
in PISA tests? Why does Estonia have one of the highest numbers of start-up
companies per capita in the world? What prompted us to implement the Tiger
Leap project in education which started the digitalization of the entire public sector,
leading to increased innovation and transparency?
Best Practice Benchmarking course by EuneosMart Laanpere
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
The document summarizes key facts about Denmark's education system and its ICT strategy. It consists of 3 levels - basic school, youth education, and higher education. Over 95% of students move from basic to youth education, and over 50% continue to higher education. The ICT strategy has been implemented in 5 waves since 1995 to integrate technology into all levels of education and enable knowledge sharing between teachers, students, and parents both locally and globally.
Estonia prioritizes the development of information and communication technologies (ICT) in education to build its human capital since it lacks natural resources. The Tiger Leap Foundation program launched 14 years ago aimed to equip all schools with computers, internet, and software. ICT has been integrated into the national curriculum and standardized tests assess students' ICT competencies annually. Vana-Kalamaja High School for Adults has strengths in teachers' ICT skills and use of e-learning systems, but weaknesses in full wireless internet access and funding constraints limit staff training and technology upgrades.
Author: Olimpius Istrate.
Driven by socio-economical dynamics and supported by several national programmes aiming to increase the access to ICT equipments and to quality eContent, Romanian education institutions began to include 15 years ago new technologies in their development agenda. Several initiatives are trying to keep up with the European and global eLearning trends, principles and actions, focusing on the acquisition of IT equipment and their administrative usage and shifting towards an appropriate education software integration and human resource training.
Ebbe Schultze has worked in education for over 30 years. He is currently the Chief Adviser at UNI-C, the Danish IT Centre for Education and Research. UNI-C provides IT services and support to Denmark's educational institutions. Its goals are to ensure high quality IT services, supply student information systems, and support international educational cooperation through initiatives like eTwinning. UNI-C also runs several websites that teachers and students can use, such as EMU, an educational portal, and SkoleKom, a mail and conferencing system.
EU Projects from Different PerspectivesEduin o.p.s.
The document discusses current trends and challenges around e-learning in Europe. It notes that 50% of students attend schools with formalized ICT policies and teacher collaboration on technology integration. However, teachers' ICT skills and pedagogical training are often lacking, and students primarily use technology for preparations rather than creative work. OER initiatives aim to overcome fragmentation by creating open repositories and encouraging resource sharing, while the role of students and teachers is shifting to emphasize student-centered and collaborative learning. Ensuring quality, knowledge sharing between educators, and readiness for ongoing changes remain important challenges.
This document discusses Croatia's approach to integrating information and communication technologies (ICT) into its national school curriculum. It describes a bottom-up and top-down approach. The bottom-up approach involves getting individual teachers interested and trained in using ICT, while the top-down approach implements ICT on a national scale through policy decisions. The Croatian Academic and Research Network (CARNet) has played a key role in both approaches through various projects to provide infrastructure, training, and support to educational institutions. The ultimate goal is to transform schools into "digitally mature" environments that can fully utilize and benefit from ICT.
Experience in using PISA for improving the quality and equity of education - ...unicefmne
Estonia has seen significant improvements in PISA test scores since first participating in 2006. The country has one of the lowest rates of low-performing students in Europe and has reduced performance gaps between students from different socioeconomic backgrounds. In response to declining student populations, Estonia changed its school funding model and implemented policies like increased autonomy for schools and incentives for teachers to work in rural areas. The country also has widespread internet access and uses technology extensively in education.
Katalin Csoma's presentation from HungaryKatalin Csoma
- ICT and teacher training are highly valued in Hungary's education system, which aims to create a knowledge-based economy. However, teacher trainee numbers have recently declined.
- Two notable projects aimed to promote ICT skills among teachers: The Roma IT Project from 2003-2005 focused on disadvantaged schools, finding benefits like increased student motivation.
- The European Pedagogical ICT Licence program since 2006 provides a web-based certification for developing teachers' ICT skills through hands-on, school-based projects completed over 5-6 months. It focuses on pedagogy and views ICT as an agent of change.
The document discusses ICT integration in education in Castilla-La Mancha, Spain according to the Standing Law of Education from 2006. It outlines key competencies including processing information and using ICT. It then describes the School 2.0 project from 2009-2010 that aimed to provide every student and teacher with a laptop and make classrooms digital. The project's goals were to transform classrooms with ICT resources, ensure internet connectivity, develop teacher training, and provide access to digital educational materials. It achieved widespread computer and internet access both in schools and homes across Castilla-La Mancha.
Perspectives and Policies on Educational ICT in Catalonia, SpainCITE
4 March 2010 (Thursday) | 14:00 - 15:00 | http://citers2010.cite.hku.hk/abstract/10 | Mr. Jordi VIVANCOS, Head of the Knowledge and Learning Technologies Unit, the Council of Education of Catalonia
This document summarizes a project in Portugal that aims to raise awareness of internet safety among illiterate parents. It involves collaboration between the Ministry of Education, NGOs, schools, and students. School mediators are trained on internet safety and work to engage parents at school events. They also visit families and help teachers reach parents. For older students, mediators train them to educate younger students and parents on safety, and encourage students to create awareness campaigns. The project costs nothing and aims to construct new materials for illiterate parents and have an NGO support helpline for internet safety issues.
This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
This document summarizes Turkey's Ministry of National Education's (NME) efforts in information and communication technologies (ICT) and e-government. It outlines NME's vision of training individuals who can shape the future, and its agenda which includes developing 21st century competencies and transitioning to a new curriculum. Key ICT initiatives discussed include establishing ICT infrastructure in schools, providing ICT training to over 500,000 teachers, developing the MEBBIS information system and e-okul portal, creating e-content and e-learning resources, implementing e-exams and distance education programs, and developing various online portals and resources to support education.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
The document summarizes the Turkish education system. It is centralized under the Ministry of National Education, which is responsible for curriculum, coordination of organizations, and school construction and materials. Education includes pre-school, primary, secondary, high school, and higher education. Primary education is mandatory for 12 years between ages 6-18. The goals are to develop students' skills, citizenship, and prepare them for higher education or career. Education is generally free in public schools. Turkey also has a non-formal education system including vocational training, apprenticeships, and distance learning.
The Croatian educational system has undergone many reforms focused on improving quality and increasing investments. Reforms include introducing the Croatian National Educational Standard to reduce syllabus content, implementing state graduation exams, increasing access to high school, and connecting to the Bologna Process for higher education reform. The system includes pre-school, 8-year compulsory elementary education, high school, and university levels. The Ministry of Science, Education and Sports oversees education in Croatia.
The role of EDEN organisation / Open Education in Croatia (Sandra Kucina-Softic)e-teaching.org
The document discusses the role and activities of the EDEN organization, an established professional network in open and distance learning with over 200 institutional members. It summarizes EDEN's core missions of supporting members through policy studies, professional development, innovative projects, annual conferences, and research. The document also provides an overview of open education initiatives in Croatia, including its strategy to ensure high-quality and accessible education through ICT and open resources. Examples of good practice from the University of Zagreb Computing Centre are described. Finally, the document outlines priorities from the EU's ET2020 working group on developing digital skills and competencies at all levels of education.
Estonia has transformed its education system through extensive use of technology, establishing a digital learning resource platform called e-Koolikott that provides online textbooks, apps and other educational materials to students. Schools have implemented one-to-one computing programs, digital assessment tools, and focus on developing students' and teachers' digital skills. This digital transformation of education has helped Estonia achieve top results in international assessments like PISA.
O estónsky vzdelávací úspech sa dnes zaujímajú odborníci aj praktici z celého sveta. Sme preto veľmi radi, že pozvanie občianskeho združenia Nové školstvo prijal zástupca estónskeho ministerstva školstva a výskumu Mart Laidmets. Jeho verejnú prednášku s diskusiou organizovanú v rámci iniciatívy Verejná komisia pre reformu vzdelávacej politiky sme realizovali dňa 28. mája 2018 v Bratislave. Viac informácií na www.noveskolstvo.sk
The COVID-19 pandemic disrupted education globally and accelerated the use of technology in learning, but also highlighted challenges with equity and quality of digital education. The document outlines the European Commission's Digital Education Action Plan to address these issues and promote high-quality, inclusive digital education through initiatives like guidelines for teachers, a European Digital Education Hub, and recommendations on digital skills and enabling factors for digital education.
Presentation at the EDEN Open Classroom Conference 2016 “Open Schools for Open Societies, titled: “The E-LIOS project. A School Alliance for Good Practices”. The Conference was co-organized by EDEN, The Institute of Educational Policy Greece and Ellinogermaniki Agogi. Ellinogermaniki Agogi, Athens, Greece, November 4-6, 2016.
The document discusses eTwinning, a program that allows schools to collaborate online with partner schools across Europe. It promotes using technology to form short or long-term partnerships between students and teachers in any subject area. eTwinning helps develop digital skills and encourages international educational exchange. The document provides examples of how eTwinning is being used successfully in Sicily to connect students in different countries and cultures.
E-learning initiatives in Malaysia have grown significantly over the past decade. The government has identified ICT and e-learning as national priorities and invested heavily in infrastructure development. Nearly all universities have implemented e-learning platforms, though usage varies. Several government agencies and private organizations are working to expand e-learning opportunities through initiatives like the National E-Learning Centre, online portals for teachers and students, and virtual universities. While e-learning adoption is well established in higher education, its implementation in the private sector and schools has progressed more gradually due to cultural and logistical challenges. Overall interest and research on e-learning remain high in Malaysia.
DI4all-Ossiannilsson_Vilnius Design Colleg_Conference for Art teachers_15 Dec...Ebba Ossiannilsson
Today 15 December 2022, I had the great honor and pleasure to present the ERASMUS+ project DI4all learners at the Vilnius Design College
A virtual Conference for Art Teachers
Thanks to an invitation by @Egle Celiesiene, Lithuanian College of Democracy, Vilnius, Lithuania
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
This document discusses Croatia's approach to integrating information and communication technologies (ICT) into its national school curriculum. It describes a bottom-up and top-down approach. The bottom-up approach involves getting individual teachers interested and trained in using ICT, while the top-down approach implements ICT on a national scale through policy decisions. The Croatian Academic and Research Network (CARNet) has played a key role in both approaches through various projects to provide infrastructure, training, and support to educational institutions. The ultimate goal is to transform schools into "digitally mature" environments that can fully utilize and benefit from ICT.
Experience in using PISA for improving the quality and equity of education - ...unicefmne
Estonia has seen significant improvements in PISA test scores since first participating in 2006. The country has one of the lowest rates of low-performing students in Europe and has reduced performance gaps between students from different socioeconomic backgrounds. In response to declining student populations, Estonia changed its school funding model and implemented policies like increased autonomy for schools and incentives for teachers to work in rural areas. The country also has widespread internet access and uses technology extensively in education.
Katalin Csoma's presentation from HungaryKatalin Csoma
- ICT and teacher training are highly valued in Hungary's education system, which aims to create a knowledge-based economy. However, teacher trainee numbers have recently declined.
- Two notable projects aimed to promote ICT skills among teachers: The Roma IT Project from 2003-2005 focused on disadvantaged schools, finding benefits like increased student motivation.
- The European Pedagogical ICT Licence program since 2006 provides a web-based certification for developing teachers' ICT skills through hands-on, school-based projects completed over 5-6 months. It focuses on pedagogy and views ICT as an agent of change.
The document discusses ICT integration in education in Castilla-La Mancha, Spain according to the Standing Law of Education from 2006. It outlines key competencies including processing information and using ICT. It then describes the School 2.0 project from 2009-2010 that aimed to provide every student and teacher with a laptop and make classrooms digital. The project's goals were to transform classrooms with ICT resources, ensure internet connectivity, develop teacher training, and provide access to digital educational materials. It achieved widespread computer and internet access both in schools and homes across Castilla-La Mancha.
Perspectives and Policies on Educational ICT in Catalonia, SpainCITE
4 March 2010 (Thursday) | 14:00 - 15:00 | http://citers2010.cite.hku.hk/abstract/10 | Mr. Jordi VIVANCOS, Head of the Knowledge and Learning Technologies Unit, the Council of Education of Catalonia
This document summarizes a project in Portugal that aims to raise awareness of internet safety among illiterate parents. It involves collaboration between the Ministry of Education, NGOs, schools, and students. School mediators are trained on internet safety and work to engage parents at school events. They also visit families and help teachers reach parents. For older students, mediators train them to educate younger students and parents on safety, and encourage students to create awareness campaigns. The project costs nothing and aims to construct new materials for illiterate parents and have an NGO support helpline for internet safety issues.
This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
This document summarizes Turkey's Ministry of National Education's (NME) efforts in information and communication technologies (ICT) and e-government. It outlines NME's vision of training individuals who can shape the future, and its agenda which includes developing 21st century competencies and transitioning to a new curriculum. Key ICT initiatives discussed include establishing ICT infrastructure in schools, providing ICT training to over 500,000 teachers, developing the MEBBIS information system and e-okul portal, creating e-content and e-learning resources, implementing e-exams and distance education programs, and developing various online portals and resources to support education.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
The document summarizes the Turkish education system. It is centralized under the Ministry of National Education, which is responsible for curriculum, coordination of organizations, and school construction and materials. Education includes pre-school, primary, secondary, high school, and higher education. Primary education is mandatory for 12 years between ages 6-18. The goals are to develop students' skills, citizenship, and prepare them for higher education or career. Education is generally free in public schools. Turkey also has a non-formal education system including vocational training, apprenticeships, and distance learning.
The Croatian educational system has undergone many reforms focused on improving quality and increasing investments. Reforms include introducing the Croatian National Educational Standard to reduce syllabus content, implementing state graduation exams, increasing access to high school, and connecting to the Bologna Process for higher education reform. The system includes pre-school, 8-year compulsory elementary education, high school, and university levels. The Ministry of Science, Education and Sports oversees education in Croatia.
The role of EDEN organisation / Open Education in Croatia (Sandra Kucina-Softic)e-teaching.org
The document discusses the role and activities of the EDEN organization, an established professional network in open and distance learning with over 200 institutional members. It summarizes EDEN's core missions of supporting members through policy studies, professional development, innovative projects, annual conferences, and research. The document also provides an overview of open education initiatives in Croatia, including its strategy to ensure high-quality and accessible education through ICT and open resources. Examples of good practice from the University of Zagreb Computing Centre are described. Finally, the document outlines priorities from the EU's ET2020 working group on developing digital skills and competencies at all levels of education.
Estonia has transformed its education system through extensive use of technology, establishing a digital learning resource platform called e-Koolikott that provides online textbooks, apps and other educational materials to students. Schools have implemented one-to-one computing programs, digital assessment tools, and focus on developing students' and teachers' digital skills. This digital transformation of education has helped Estonia achieve top results in international assessments like PISA.
O estónsky vzdelávací úspech sa dnes zaujímajú odborníci aj praktici z celého sveta. Sme preto veľmi radi, že pozvanie občianskeho združenia Nové školstvo prijal zástupca estónskeho ministerstva školstva a výskumu Mart Laidmets. Jeho verejnú prednášku s diskusiou organizovanú v rámci iniciatívy Verejná komisia pre reformu vzdelávacej politiky sme realizovali dňa 28. mája 2018 v Bratislave. Viac informácií na www.noveskolstvo.sk
The COVID-19 pandemic disrupted education globally and accelerated the use of technology in learning, but also highlighted challenges with equity and quality of digital education. The document outlines the European Commission's Digital Education Action Plan to address these issues and promote high-quality, inclusive digital education through initiatives like guidelines for teachers, a European Digital Education Hub, and recommendations on digital skills and enabling factors for digital education.
Presentation at the EDEN Open Classroom Conference 2016 “Open Schools for Open Societies, titled: “The E-LIOS project. A School Alliance for Good Practices”. The Conference was co-organized by EDEN, The Institute of Educational Policy Greece and Ellinogermaniki Agogi. Ellinogermaniki Agogi, Athens, Greece, November 4-6, 2016.
The document discusses eTwinning, a program that allows schools to collaborate online with partner schools across Europe. It promotes using technology to form short or long-term partnerships between students and teachers in any subject area. eTwinning helps develop digital skills and encourages international educational exchange. The document provides examples of how eTwinning is being used successfully in Sicily to connect students in different countries and cultures.
E-learning initiatives in Malaysia have grown significantly over the past decade. The government has identified ICT and e-learning as national priorities and invested heavily in infrastructure development. Nearly all universities have implemented e-learning platforms, though usage varies. Several government agencies and private organizations are working to expand e-learning opportunities through initiatives like the National E-Learning Centre, online portals for teachers and students, and virtual universities. While e-learning adoption is well established in higher education, its implementation in the private sector and schools has progressed more gradually due to cultural and logistical challenges. Overall interest and research on e-learning remain high in Malaysia.
DI4all-Ossiannilsson_Vilnius Design Colleg_Conference for Art teachers_15 Dec...Ebba Ossiannilsson
Today 15 December 2022, I had the great honor and pleasure to present the ERASMUS+ project DI4all learners at the Vilnius Design College
A virtual Conference for Art Teachers
Thanks to an invitation by @Egle Celiesiene, Lithuanian College of Democracy, Vilnius, Lithuania
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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2. Estonia
+ population: 1.3 million
+ 45,339 km2
+ EU, NATO member (since 2004)
+ 99% of public services online
3. 1-2
in Europe
in math, reading
and science
6-7
in the world
in math, reading
and science
Estonian students
top global rankings (PISA 2022)
≈ 1.5 times more
top performers
vs OECD mean
≈ 2 times less
low performers
vs OECD mean
4. Education has been
highly valued through
generations
1944-1991
Soviet Occupation
Estonia managed to maintain
high-quality teaching and learning
in Estonian.
1991
Republic of Estonia
The modernisation of Estonian education begins.
Before 1918
Under Danish, Swedish, German, Russian rule
13th c. First monastic schools
17th c. Schools for peasant children
1860-70s Compulsory school
1881 Literacy rate 94%
1918-1940
Estonian Republic
Start of the Estonian
national education system.
From 1920 compulsory and
free education for 6 grades.
5. The power
of effort
Estonian students consistently exhibit
a strong growth mindset and lead the
PISA rankings
in 2018 and 2022.
6. Characteristics of Estonian education
+ TEACHERS ARE HIGHLY EDUCATED.
A teaching qualification requires the completion of
a Master's degree.
+ Schools, principals and teachers
have A LOT OF AUTONOMY.
+ Estonia has INCLUSIVE EDUCATION
SYSTEM, providing special programmes for the
gifted and support for those requiring it.
+ Every student has access to free SPECIAL
SUPPORT, including psychological and speech
therapy, at schools or counselling centres.
+ QUALITY OF EDUCATION is endorsed by
internal evaluation surveys and external
assessment of learning outcomes.
+ Education is FREE-OF-CHARGE from basic to
higher education. School meals, textbooks, and
transit are provided free of charge.
+ HOBBY EDUCATION offers wide opportunities
for self-development
in music, sports, art, technology, etc.
+ STRATEGIC PLANNING is a crucial element of
Estonia's education system.
7. Restart of the education system
1996
NATIONAL CURRICULUM
for general education with the focus
on learning outcome, decentralisation, and
school autonomy
TIGER LEAP programme provided schools
with computers, internet access, and teacher
training. The programme also laid the
foundation for a successful
PUBLIC-PRIVATE PARTNERSHIP
in Estonian education.
VOCATIONAL EDUCATION
REFORMS start build
a flexible and practical
system relevant to the needs
of the labor market
1994 1997
EXTERNAL QUALITY
ASSURANCE
of education
2000
All SCHOOLS CONNECTED TO
THE INTERNET and provided
with computers
1992
THE LAW ON EDUCATION of
the Estonian Republic
sets general principles
ENTREPRENEURSHIP becomes
a key topic in Estonian education:
• 1992 student companies
• 2011 entrepreneurship as a
key competence in curricula
• 2016 Edu ja Tegu programme
2001
LANGUAGE
IMMERSION
PROGRAMME
to foster bilingualism
1999
1999-2009
Harmonising HIGHER EDUCATION
with European standards:
• recognition of diplomas
• 3 main study cycles
• scholarships for mobility
• accreditation system
• internationalisation
8. 2006
2010
INCLUSIVE EDUCATION
as a leading principle
2011
LIFELONG LEARNING STRATEGY 2020:
with a DIGITAL FOCUS and a lot of emphasis on
IN-SERVICE TRAINING on teachers and
school leaders professional development
Establishment of Rajaleidja
SUPPORT CENTRES NETWORK
with offices in every county
2014
FREE LUNCH in basic school,
starting from 2014 also
in upper secondary school
2015
Requirement to DIGITIZE ALL LEARNING
MATERIALS
by 2020
2015-2022
MODERNISING INTERNET
CONNECTION in all schools
Future skills forecasting programme OSKA
is launched to better connect the education
system with the expectations of the labour
market
A state database EHIS
brings together all
information related to
education in Estonia
2004
More variability to educational
landscape: changes in school
funding principles make
the establishment of
PRIVATE SCHOOLS easier
2002
E-SCHOOL -
web application for schools
provides
an easy way for parents,
teachers, and pupils to share
information
Optimising school network:
building of regional STATE
GYMNASIUMS begins
2005
PROFESSIONAL
STANDARDS FOR
TEACHERS create the
conditions for systemic
teacher education
responsive to the needs of
society
9. Preschool:
preparing for school
+ 94% of 4-6-year children attend kindergarten,
though this is not compulsory in Estonia
+ Curriculum-based learning outcomes
are achieved by learning-through-play method
10. The strength
of the tree
depends on
its roots
No matter which path you have started on, you
have the possibility to move on
from one branch to another.
12. 40%
of ICT university students are female –
this is highest share in Europe Informatics
Europe 2020
99%
of Estonian kindergartens
take part in technology education
programme ProgeTiger
9%
of students study ICT in Estonia
– twice as many as EU average
Eurostat 2018
Preparing for the
information society
95%
of schools
use e-diaries
1st
in digital learning
CEPS 2019
4th
in media literacy
Media Literacy Index 2022
13. Technology opens up new
possibilities
+ The Tiger Leap programme
in the 1990s provided schools with INTERNET
CONNECTIONS, COMPUTERS, and IT
TRAININGS.
+ For the evidence-based decisions,
the EDUCATIONAL DATA is publicly
accessible on the internet.
+ DIGITAL LEARNING MATERIALS
are available for all subjects and
across all educational levels.
+ DIGITAL COMPETENCE is set
in curriculum as a general competence.
+ Educational programmes create INTEREST IN
TECHNOLOGY from kindergarten to university.
+ All schools in Estonia use E-SOLUTIONS.
+ Many schools and kindergartens have
EDUCATIONAL TECHNOLOGISTS
- technology integration specialists
to support teachers.
14. Digital solutions are
in everyday use
+ E-diaries for schools and kindergartens: Eliis, eKool, Stuudium
+ Digital learning materials and platforms: e-Schoolbag, OPIQ
+ Student admission systems: DreamApply, SAIS
+ Examination Infosystem EIS for digital tests
+ Estonian Education Infosystem EHIS
+ HarID user administration system
15. 2020: crisis as
an opportunity
+ Technological advantages were a key during the pandemic
+ Use of e-services increased severalfold
+ Digital skills of teachers, students and parents improved
+ Different sectors cooperated effectively
16. Youth work and
hobby education
offer more
possibilities
+ 80% of the 7-19 year olds participate
in hobby education or hobby activities
+ 90% of youth are satisfied with youth work
and extracurricular activities (2020)
17. Vocational education:
ensuring essential skills
+ VOCATIONAL EDUCATION
is free-of-charge for everybody
and has flexible forms of studies.
+ The state has special project (OSKA) to
ANALYSE THE LABOUR MARKET to find out
what skills are needed in the future.
+ Close COOPERATION WITH THE PRIVATE
SECTOR provides students real workplace
experience during their studies.
18. Internationally acknowledged
higher education
+ Estonian universities rank high in prestigious
ranking systems such as THE and QS
+ Innovative study programmes: e-governance, cybersecurity etc
+ Student projects from self-driving car to space satelliite
+ Over 150 degree programmes fully taught in English,
in 11 internationally accredited universities
19. Lifelong learning
has become
a lifestyle
in Estonia
+ Estonians within the
25-64 age group actively participate
in learning
at almost double the rate
of the EU average
(21% vs 12%, Eurostat 2022).
20. We truly think
that the best thing we can
give to our children is not
land, house or a bank account,
but good education.
+ T. H. Ilves, the former president of Estonia
+ T. H. Ilves
Estonia's educational system is older than the country itself. Education in the native language came first, followed by the educational movement in the 19th century. This led to the creation of the state.
Educational mindset has always been both a guarantee of individuaal success and one of the main drivers of the country’s development. Work hard and aim high mindset is still prevalent among Estonian students.
Literacy rate – the ability to read was one of the highest rates in the world at that time and triple compared to the average in Russian empire. "Compared with the huge Russian empire, to which Estonia belonged at the time, the level of literacy here was immeasurably higher: according to the 1881 census, 94 per cent of the population could read and 48 per cent could read and write." Estonica.org
5
HIGHLY EDUCATED TEACHERS. Estonian teachers are highly educated, requiring a master's degree to work as a teacher and a bachelor's degree for a kindergarten teacher. Estonia has a culture of trusting and empowering teachers. The curriculum only sets the results that children should know by the end of school, while teachers decide how to achieve those results. Parents and the state trust teachers to make the best decisions for their students.
AUTONOMY: Every school creates their own curricula on the basis on national curriculum. principals can decide on teachers salaries and how the money is spent etc, teachers are free to decide how they reach learning outcomes set in curricula
The slides provide an overview of a selection of important educational reforms and initiatives since the 1990s
Additional info:
The TIGER LEAP PROGRAMME started the digitalisation of the entire public sector in Estonia. In few years, Estonia became the first country in Europe to provide stable internet connection to all schools. www.educationestonia.org/tiger-leap/
The NATIONAL CURRICULUM for general education has been updated regularly afterwards (2002, 2011, 2014)
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Source: haridussilm.ee Dec 2023
Basic education is minimum compulsory general education. Compulsory education starts at the age of seven and lasts from grades 1 to 9.
In general education, schools are mostly run by local governments. There are ≈ 11% of private schools in Estonia. In both cases, the number of students is used to calculate the amount of state subsidies allocated for covering expenses on teachers’ salaries, training and textbooks.
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13
14
15
16
18
Acquiring new skills, retraining, and completing unfinished schooling are popular: Estonian adults within the 25-64 age group actively participate in learning at almost double the rate of the EU average (21.1% vs 11.9% - Eurostat 2022).
Source: https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Adult_learning_statistics