CADIE in-service teacher training course was developed and adapted to UNESCO ICT Competency Framework for Teachers (CFT Version 3) and built by adapting and supplementing existing Open Educational Resources (OER).
The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.
Action plan for learning centre utilization 2015nnp2
The document outlines an action plan for the utilization of a learning centre and digital learning at a school for the 2015-16 year. The plan has two main goals: 1) To enhance the researching skills of 50% of students by having them use resources in the learning centre for curricular topics. Teachers will incorporate learning centre activities and book periods in advance. 2) To enhance the learning of 80-85% of students through incorporating digital learning and technology into 60-70% of lessons. The school will register interested students for suitable global online competitions. Progress will be reviewed by May 2016.
The document summarizes the requirements and proposed policy changes for North Carolina's 2021 school extension program established by SL2021-7 to address learning loss during the COVID-19 pandemic. It outlines that local education agencies must develop plans for 150 hours of instruction or 30 days for eligible K-8 students in reading, math, science, enrichment activities and for high schoolers in credit recovery and electives. It proposes making state competency assessments available and collecting data on student performance and progression. Funds are allocated to support in-person programs and COVID-19 needs.
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010Nor Zakiah
The National Higher Education Action Plan 2007-2010 aimed to strengthen higher education institutions in Malaysia and catalyze systemic change through several strategies. The plan sought to improve governance, leadership, academics, teaching and learning, and research at universities. It also aimed to establish apex universities, increase the number of PhD holders, conduct academic performance audits, promote lifelong learning, and improve graduate training programs. The plan outlined desired outcomes for each strategy and discussed implementing the plan through transforming the Ministry of Higher Education and establishing effective program governance.
1. The Garland ISD technology action plan aims to level the playing field for all students by integrating technology into the curriculum, improving access to technology tools, and providing continuous professional development for educators.
2. At Lyles Middle School, key areas identified for improvement were teaching/learning and educator preparation. The plan outlines needs like increasing online resources, bandwidth, and the number of computers as well as improving teacher training.
3. The plan details professional development for teachers in stages by department and subject to effectively implement technology into lesson plans, including hands-on training and ongoing support from campus technology experts. Evaluation of progress will include campus and teacher assessments.
The document discusses Corpus Christi ISD's technology plan, which aims to improve technology use in the district. The plan has 9 goals covering topics like ensuring students and teachers have access to proper hardware/software, providing staff training, utilizing distance learning, and improving communication with parents. The E-Rate program helps schools afford internet access, with discount amounts based on community economic status. The plan seeks to use technology to engage students, prepare them for the 21st century, and potentially increase the US's international education rankings.
The document discusses Corpus Christi ISD's technology plan, which aims to improve access to technology for students, teachers, and parents. The plan has 9 goals focused on providing equal access to technology, training teachers and staff, acquiring necessary hardware and software, developing online resources, and improving communication. The plan is designed to enhance teaching and learning through technology and bring the district's standards in line with top worldwide education systems. Funding sources like E-Rate are discussed as ways to support affordable internet access and implementation of the technology plan.
CADIE in-service teacher training course was developed and adapted to UNESCO ICT Competency Framework for Teachers (CFT Version 3) and built by adapting and supplementing existing Open Educational Resources (OER).
The document summarizes the key points from a meeting of the Perkins Participatory Planning Committee on May 14, 2009. It discusses the major focus areas of the Carl D. Perkins Career and Technical Education Improvement Act grant, including academic integration, technical skills development, alignment with high priority occupations, and required uses of funds. It also outlines CIT's performance indicators and objectives related to academic attainment, technical skill attainment, program completion, and student graduation.
Action plan for learning centre utilization 2015nnp2
The document outlines an action plan for the utilization of a learning centre and digital learning at a school for the 2015-16 year. The plan has two main goals: 1) To enhance the researching skills of 50% of students by having them use resources in the learning centre for curricular topics. Teachers will incorporate learning centre activities and book periods in advance. 2) To enhance the learning of 80-85% of students through incorporating digital learning and technology into 60-70% of lessons. The school will register interested students for suitable global online competitions. Progress will be reviewed by May 2016.
The document summarizes the requirements and proposed policy changes for North Carolina's 2021 school extension program established by SL2021-7 to address learning loss during the COVID-19 pandemic. It outlines that local education agencies must develop plans for 150 hours of instruction or 30 days for eligible K-8 students in reading, math, science, enrichment activities and for high schoolers in credit recovery and electives. It proposes making state competency assessments available and collecting data on student performance and progression. Funds are allocated to support in-person programs and COVID-19 needs.
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010Nor Zakiah
The National Higher Education Action Plan 2007-2010 aimed to strengthen higher education institutions in Malaysia and catalyze systemic change through several strategies. The plan sought to improve governance, leadership, academics, teaching and learning, and research at universities. It also aimed to establish apex universities, increase the number of PhD holders, conduct academic performance audits, promote lifelong learning, and improve graduate training programs. The plan outlined desired outcomes for each strategy and discussed implementing the plan through transforming the Ministry of Higher Education and establishing effective program governance.
1. The Garland ISD technology action plan aims to level the playing field for all students by integrating technology into the curriculum, improving access to technology tools, and providing continuous professional development for educators.
2. At Lyles Middle School, key areas identified for improvement were teaching/learning and educator preparation. The plan outlines needs like increasing online resources, bandwidth, and the number of computers as well as improving teacher training.
3. The plan details professional development for teachers in stages by department and subject to effectively implement technology into lesson plans, including hands-on training and ongoing support from campus technology experts. Evaluation of progress will include campus and teacher assessments.
The document discusses Corpus Christi ISD's technology plan, which aims to improve technology use in the district. The plan has 9 goals covering topics like ensuring students and teachers have access to proper hardware/software, providing staff training, utilizing distance learning, and improving communication with parents. The E-Rate program helps schools afford internet access, with discount amounts based on community economic status. The plan seeks to use technology to engage students, prepare them for the 21st century, and potentially increase the US's international education rankings.
The document discusses Corpus Christi ISD's technology plan, which aims to improve access to technology for students, teachers, and parents. The plan has 9 goals focused on providing equal access to technology, training teachers and staff, acquiring necessary hardware and software, developing online resources, and improving communication. The plan is designed to enhance teaching and learning through technology and bring the district's standards in line with top worldwide education systems. Funding sources like E-Rate are discussed as ways to support affordable internet access and implementation of the technology plan.
Bridge City ISD approved a $939,292 technology plan for 2010-2013 to improve access to technology, provide staff development, and build infrastructure. The plan allocated funding each year to achieve goals like integrating technology into instruction, using online resources, and ensuring students graduate ready for future careers. Staff would receive training on curriculum initiatives while students gain experience with interactive technologies.
Oecd reviews of vocational education and training, johannesburg south africa,...EduSkills OECD
More than 30 country studies published since 2007. More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed. OECD reviews have become a global benchmarking standard for vocational education and training systems.
The document discusses the E-Rate program and Sheldon Independent School District's technology plan. E-Rate provides discounted telecommunication services to schools and libraries. SISD conducted a needs assessment identifying key areas like teaching/learning and infrastructure. Their technology plan has goals of obtaining resources, professional development, proper infrastructure, and integrating technology. The plan will be evaluated based on curriculum integration, student achievement, and timelines using a STaR chart.
The document allocates $248 million in funding over 2 years to support various education recovery initiatives in North Carolina. Major allocations include $50 million for after-school enrichment programs, $19 million each for low-performing district support and mastery-based learning programs, and $30 million for high-impact tutoring initiatives. An additional $25 million fund is reserved for flexible spending to address emerging needs.
The STaR Chart is a tool used to assess a teacher's progress in four key areas related to technology readiness and implementation based on goals in the district's Long-Range Technology Plan. This particular STaR Chart shows that Matzke Elementary is striving toward becoming an "Advanced Tech" school, with technology integrated across the curriculum, strong support from leadership and infrastructure, and students demonstrating mastery of technology-related skills.
#CIES2018 National Institute for Educational Planning, Afghanistan: From wor...IIEP-UNESCO
Presentation by Aref Arefee, IIEP-UNESCO National Coordinator in Afghanistan, for the CIES panel 'Strengthening National Training Institutions (NTIs) in Educational Planning and Management (EPM) in the Global South.'
This action plan outlines professional development opportunities for teachers to improve instruction and the use of technology in the classroom. Suggestions include collaborating to share best practices, observing other classrooms, and providing online resources for parents. The goal is to create a more student-centered learning environment and meet student performance objectives through differentiated instruction and parental involvement.
1. The agenda discusses analyzing and developing an action plan around a school's technology plan focused on 4 key areas: teaching and learning, educator preparation, administration/support, and infrastructure.
2. Data from Randall High School will be reviewed in each of the 4 areas, with questions listed about how to improve technology use and support in areas like student engagement, teacher professional development, administrative leadership, and network infrastructure.
3. Teachers will meet in teams led by department leaders and technology staff to discuss questions in one assigned key area and propose three solutions for an action plan.
The document provides guidance for school districts on developing summer school extension learning recovery and enrichment programs to address impacts of COVID-19 on students. Key requirements for programs include providing at least 150 hours of instruction in core subjects for K-8 and credit recovery for high school, as well as transportation, physical activity, nutrition, and social-emotional supports. Participation is voluntary for eligible at-risk students. Districts must develop plans addressing instructional time, courses, criteria for additional students, and outreach efforts. Teachers will be temporary contractors eligible for signing bonuses. Progress will be evaluated using assessments and progression/retention data.
The document summarizes results from the December 2019 Restart Annual Report. It shows that of the 107 Restart schools in Cohorts 1 and 2 that submitted reports:
- 21 schools (20%) were above expectations, achieving academic gain and meeting growth targets.
- 65 schools (60%) were meeting expectations, meeting one of seven academic gain scenarios.
- 21 schools (20%) were below expectations, not meeting growth targets or seeing achievement decreases.
The report analyzes school performance on five academic gain components and flexibility outcomes. It provides observations and implications to help underperforming schools, such as focusing on subgroup growth and data-driven interventions. Support recommendations include feedback sessions, professional learning, and connecting Restart
The document proposes a solution called "Practical Schooling Program" to address issues with primary education in India like low standards, disparity in enrollment/attendance, outdated teaching methods, and lack of extracurricular activities. The program would establish 6 innovative practical schools to identify students' talents and develop skills through hands-on learning, workshops, activities, and field trips. It would generate employment for unemployed graduates by hiring them as mentors, trainers, and administrators. The program aims to benefit over 1 million schools and 200 million students nationwide by enhancing education quality, creating jobs, and developing resources. It outlines the implementation process, organizational structure, funding models, and challenges of adapting this new approach.
This document is a resume for Carlos Lopez, Ed.D., who has over 29 years of experience in education leadership roles including superintendent, principal, and teacher. His expertise includes systems leadership, standards-based instruction, instructional technology, data-driven decision making, and cultural competency. He holds a Doctorate in Education from Wayne State University and several state certifications. His career highlights include turning around low-performing schools, increasing student achievement, securing large grants, developing strategic plans, and managing budgets.
The document discusses the need to transform education through technology. It explains how the Federal Communications Commission established the E-Rate program to provide funding to support connectivity in schools and libraries. The E-Rate provides discounts of 20-90% on telecommunication services to ensure affordable access to modern technology. Schools must develop technology plans and apply annually for discounts. The plan should show how technology will be used to achieve curriculum goals and guide technology investments. Irving ISD's technology plan expands over three years and has seven goals focused on technology integration, professional development, infrastructure, and administration.
The bedford college moodle grade tracker analyticsPaul Bailey
The document discusses Bedford College's development of modules for the Moodle learning management system including the GradeTracker and ePLP. The GradeTracker allows for management of grades for qualifications like BTECs and A-levels. The ePLP tracks student attendance, targets, tutorials and destinations. The modules provide integrated tools for managing all aspects of teaching and learning. Bedford College has made the GradeTracker available to over 80 other organizations and aims to provide ongoing support and release other modules to the wider community.
The document outlines a district technology plan with the following key points:
1. The plan establishes goals in technology integration, equitable access, use of data and assessment, and home-school communication.
2. Actions are proposed to meet the goals, including improving infrastructure, providing professional development, and refining staffing roles to support technology needs.
3. A wide range of stakeholders are involved in the planning process to develop a comprehensive 3-year technology plan for the district.
This document outlines a study that assessed the competency of ICT (information and communications technology) teachers in implementing a new ICT curriculum in secondary schools in North Eastern Nigeria. The study aimed to determine ICT teachers' competency in areas like ICT policy, curriculum, pedagogy, technology, administration, and professional development. It also sought to identify obstacles to implementing the ICT curriculum. The document lists the objectives and research questions that guided the study.
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Gurumurthy Kasinathan
A Brainstorming meeting/workshop on ICT Integrated Teacher Education for SCERTs of South India Organised by
Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi. Venue: Regional Institute of Education (NCERT), Mysore
Date: 22nd April 2016
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
ETUG Unconference 2014 - Competency to credentialBCcampus
This document discusses competency-based education (CBE) and tools that support it. It provides an overview of traditional CBE programs and those with a new educational technology approach. It also summarizes 7 key points about CBE from an Educause report, including that CBE awards credit based on mastery of competencies, is built around measurable learning objectives, and replaces the conventional credit hour model. The document then discusses implementing new CBE tools and a related Educause report on CBE tools.
The document outlines reforms to teacher education in India following the National Education Policy 2020. Key reforms include developing a 1-year B.Ed curriculum, maintaining 2-year distance learning B.Ed programs, transitioning to a 4-year integrated teacher education degree by 2030, creating a new National Curriculum Framework for Teacher Education, strengthening teacher eligibility tests, improving special education training, establishing national professional teaching standards, creating a national mentoring mission, and reforming the National Council for Teacher Education. The goal is to improve the quality, accessibility, and professionalization of teacher education programs.
Bridge City ISD approved a $939,292 technology plan for 2010-2013 to improve access to technology, provide staff development, and build infrastructure. The plan allocated funding each year to achieve goals like integrating technology into instruction, using online resources, and ensuring students graduate ready for future careers. Staff would receive training on curriculum initiatives while students gain experience with interactive technologies.
Oecd reviews of vocational education and training, johannesburg south africa,...EduSkills OECD
More than 30 country studies published since 2007. More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed. OECD reviews have become a global benchmarking standard for vocational education and training systems.
The document discusses the E-Rate program and Sheldon Independent School District's technology plan. E-Rate provides discounted telecommunication services to schools and libraries. SISD conducted a needs assessment identifying key areas like teaching/learning and infrastructure. Their technology plan has goals of obtaining resources, professional development, proper infrastructure, and integrating technology. The plan will be evaluated based on curriculum integration, student achievement, and timelines using a STaR chart.
The document allocates $248 million in funding over 2 years to support various education recovery initiatives in North Carolina. Major allocations include $50 million for after-school enrichment programs, $19 million each for low-performing district support and mastery-based learning programs, and $30 million for high-impact tutoring initiatives. An additional $25 million fund is reserved for flexible spending to address emerging needs.
The STaR Chart is a tool used to assess a teacher's progress in four key areas related to technology readiness and implementation based on goals in the district's Long-Range Technology Plan. This particular STaR Chart shows that Matzke Elementary is striving toward becoming an "Advanced Tech" school, with technology integrated across the curriculum, strong support from leadership and infrastructure, and students demonstrating mastery of technology-related skills.
#CIES2018 National Institute for Educational Planning, Afghanistan: From wor...IIEP-UNESCO
Presentation by Aref Arefee, IIEP-UNESCO National Coordinator in Afghanistan, for the CIES panel 'Strengthening National Training Institutions (NTIs) in Educational Planning and Management (EPM) in the Global South.'
This action plan outlines professional development opportunities for teachers to improve instruction and the use of technology in the classroom. Suggestions include collaborating to share best practices, observing other classrooms, and providing online resources for parents. The goal is to create a more student-centered learning environment and meet student performance objectives through differentiated instruction and parental involvement.
1. The agenda discusses analyzing and developing an action plan around a school's technology plan focused on 4 key areas: teaching and learning, educator preparation, administration/support, and infrastructure.
2. Data from Randall High School will be reviewed in each of the 4 areas, with questions listed about how to improve technology use and support in areas like student engagement, teacher professional development, administrative leadership, and network infrastructure.
3. Teachers will meet in teams led by department leaders and technology staff to discuss questions in one assigned key area and propose three solutions for an action plan.
The document provides guidance for school districts on developing summer school extension learning recovery and enrichment programs to address impacts of COVID-19 on students. Key requirements for programs include providing at least 150 hours of instruction in core subjects for K-8 and credit recovery for high school, as well as transportation, physical activity, nutrition, and social-emotional supports. Participation is voluntary for eligible at-risk students. Districts must develop plans addressing instructional time, courses, criteria for additional students, and outreach efforts. Teachers will be temporary contractors eligible for signing bonuses. Progress will be evaluated using assessments and progression/retention data.
The document summarizes results from the December 2019 Restart Annual Report. It shows that of the 107 Restart schools in Cohorts 1 and 2 that submitted reports:
- 21 schools (20%) were above expectations, achieving academic gain and meeting growth targets.
- 65 schools (60%) were meeting expectations, meeting one of seven academic gain scenarios.
- 21 schools (20%) were below expectations, not meeting growth targets or seeing achievement decreases.
The report analyzes school performance on five academic gain components and flexibility outcomes. It provides observations and implications to help underperforming schools, such as focusing on subgroup growth and data-driven interventions. Support recommendations include feedback sessions, professional learning, and connecting Restart
The document proposes a solution called "Practical Schooling Program" to address issues with primary education in India like low standards, disparity in enrollment/attendance, outdated teaching methods, and lack of extracurricular activities. The program would establish 6 innovative practical schools to identify students' talents and develop skills through hands-on learning, workshops, activities, and field trips. It would generate employment for unemployed graduates by hiring them as mentors, trainers, and administrators. The program aims to benefit over 1 million schools and 200 million students nationwide by enhancing education quality, creating jobs, and developing resources. It outlines the implementation process, organizational structure, funding models, and challenges of adapting this new approach.
This document is a resume for Carlos Lopez, Ed.D., who has over 29 years of experience in education leadership roles including superintendent, principal, and teacher. His expertise includes systems leadership, standards-based instruction, instructional technology, data-driven decision making, and cultural competency. He holds a Doctorate in Education from Wayne State University and several state certifications. His career highlights include turning around low-performing schools, increasing student achievement, securing large grants, developing strategic plans, and managing budgets.
The document discusses the need to transform education through technology. It explains how the Federal Communications Commission established the E-Rate program to provide funding to support connectivity in schools and libraries. The E-Rate provides discounts of 20-90% on telecommunication services to ensure affordable access to modern technology. Schools must develop technology plans and apply annually for discounts. The plan should show how technology will be used to achieve curriculum goals and guide technology investments. Irving ISD's technology plan expands over three years and has seven goals focused on technology integration, professional development, infrastructure, and administration.
The bedford college moodle grade tracker analyticsPaul Bailey
The document discusses Bedford College's development of modules for the Moodle learning management system including the GradeTracker and ePLP. The GradeTracker allows for management of grades for qualifications like BTECs and A-levels. The ePLP tracks student attendance, targets, tutorials and destinations. The modules provide integrated tools for managing all aspects of teaching and learning. Bedford College has made the GradeTracker available to over 80 other organizations and aims to provide ongoing support and release other modules to the wider community.
The document outlines a district technology plan with the following key points:
1. The plan establishes goals in technology integration, equitable access, use of data and assessment, and home-school communication.
2. Actions are proposed to meet the goals, including improving infrastructure, providing professional development, and refining staffing roles to support technology needs.
3. A wide range of stakeholders are involved in the planning process to develop a comprehensive 3-year technology plan for the district.
This document outlines a study that assessed the competency of ICT (information and communications technology) teachers in implementing a new ICT curriculum in secondary schools in North Eastern Nigeria. The study aimed to determine ICT teachers' competency in areas like ICT policy, curriculum, pedagogy, technology, administration, and professional development. It also sought to identify obstacles to implementing the ICT curriculum. The document lists the objectives and research questions that guided the study.
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Gurumurthy Kasinathan
A Brainstorming meeting/workshop on ICT Integrated Teacher Education for SCERTs of South India Organised by
Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi. Venue: Regional Institute of Education (NCERT), Mysore
Date: 22nd April 2016
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
ETUG Unconference 2014 - Competency to credentialBCcampus
This document discusses competency-based education (CBE) and tools that support it. It provides an overview of traditional CBE programs and those with a new educational technology approach. It also summarizes 7 key points about CBE from an Educause report, including that CBE awards credit based on mastery of competencies, is built around measurable learning objectives, and replaces the conventional credit hour model. The document then discusses implementing new CBE tools and a related Educause report on CBE tools.
The document outlines reforms to teacher education in India following the National Education Policy 2020. Key reforms include developing a 1-year B.Ed curriculum, maintaining 2-year distance learning B.Ed programs, transitioning to a 4-year integrated teacher education degree by 2030, creating a new National Curriculum Framework for Teacher Education, strengthening teacher eligibility tests, improving special education training, establishing national professional teaching standards, creating a national mentoring mission, and reforming the National Council for Teacher Education. The goal is to improve the quality, accessibility, and professionalization of teacher education programs.
This document discusses how a National Qualifications Framework (NQF) can promote lifelong learning. It outlines several tools and objectives of an NQF to support lifelong learning, including establishing standards for learning outcomes, providing qualification levels and descriptors, facilitating credit transfer and recognition of prior learning, ensuring parity between academic and vocational qualifications, and quality assurance. The NQF aims to improve access, progression, and mobility in education and the labor market to enable learning throughout one's life.
Dr. Kurt Linberg outlines the top 10 success criteria for competency-based education (CBE) programs based on his research and experience consulting with successful CBE programs. The criteria are: 1) having a mission focused on student success, 2) receiving institutional support from leadership and faculty, 3) adequate funding, 4) suitable technology infrastructure, 5) operational support for non-standard terms, 6) realistic expectations starting with one program, 7) developing appropriate competencies, 8) designing valid assessments, 9) using quality learning resources, and 10) ongoing employer engagement.
This proposal outlines a fully online Educational Leadership program at the University of South Florida that incorporates technological advancements. The program aims to address the need for well-prepared educational leaders through its flexible online format. It would consist of 9 courses covering topics like curriculum, management, and finance. Courses would use an asynchronous format and the Canvas platform. Students would receive support through advising, technology help, and library services.
The document discusses competency-based education (CBE) programs and considerations for institutions interested in starting a CBE program. It provides an introduction to CBE and how it differs from traditional education. It also outlines tools needed to implement a CBE program, such as learning management systems and student information systems. The document discusses learner readiness factors and a CBE learner readiness indicator tool. It closes by emphasizing that CBE focuses on demonstrating competency rather than time spent in a course.
02 Draft Basic Education Research Agenda.pptxEnriqueArlanza1
The document outlines a research agenda for the Philippine Department of Education (DepEd) to guide evidence-based policy formulation. It discusses 7 main research themes: 1) Teaching and learning, 2) Human resource development, 3) Child protection, 4) Governance, 5) Finance, 6) Program management, and 7) Evaluation. Under each theme, it identifies priority areas for research and example research questions. The overarching goals are to build on existing research, generate knowledge in new areas, and focus DepEd's attention and resources on relevant education issues.
The document discusses E-Rate and Port Neches Groves ISD's educational technology plan. E-Rate ensures affordable telecommunications and information services for schools and libraries. To apply for E-Rate funding, a school must have an approved technology plan. The technology plan for Port Neches Groves ISD consists of six components: goals and strategies, needs assessment, budget resources, and evaluation process. One goal is to participate in professional development to integrate technology, and it lists 11 supporting strategies such as providing training for instructional technology staff.
Profile 5 lsis award for efficiency through effective use of technology in ...Association of Colleges
South Devon College developed programs to support students' core curriculum and help them achieve their full potential despite funding cuts. This included implementing a centralized tutorial system called LEAP to track student progress, and dedicating weekly periods for independent learning supervised by staff. Technology played a key role, including an online booking system for IT resources and a learning management system to deliver course materials. As a result, student success rates increased, retention improved, and the college saw higher enrollment and savings of over £126,000. The initiatives were shared with other colleges as an effective model for curriculum delivery.
The document provides an overview of recent developments in South Africa's Technical and Vocational Education and Training sector. It discusses:
1) Recent appointments and the splitting of the sector into TVET and CET programs.
2) Ongoing issues like underfunding of colleges, student protests, and the relevance of curricula.
3) Efforts to address issues like capacity building for campus managers, improving teaching/learning support, and examinations/assessment reforms.
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
This document summarizes the agenda and discussions from the 3rd project meeting of the "Every Trainee Matters" project. Key topics discussed include: defining e-learning; finalizing the project questionnaire; discussing lifelong learning priorities in Greece, Poland, Bulgaria, Czech Republic, and Spain; presenting the project portal; reviewing project deliverables; and outlining dissemination activities and the train-the-trainer program. The meeting aimed to advance the project by resolving open issues and planning next steps.
Director of Adult Education Nian Matoush paints a portrait of the Cree School Board's services for adult students - including general education, vocational training, and guidance services, along with some plans for the future of adult education in Eeyou/Eenou Istchee at the Regional General Assembly in Eastmain.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners, develop their skills in information analysis and knowledge creation, and promote self-directed learning through the integration of information and communication technologies (ICT) into education over five years. Key initiatives include fully integrating ICT into the curriculum, developing multimedia learning materials, strengthening teacher ICT training programs, improving school ICT infrastructure, and establishing systems for efficient education management and governance. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school administration through ICT.
Group 3 quality system in malaysia education edu 3093Farah Saparuddin
The document discusses quality assurance in Malaysian education. It defines quality and outlines ways the Malaysian government works to enhance the education system, including through long-term plans like PIPP and SKPM that establish standards and frameworks for continuous improvement. It also describes the roles of organizations like the Ministry of Higher Education, National Accreditation Board, and Malaysian Qualifications Agency in regulating higher education quality and ensuring programs meet international standards.
The document discusses the Learning and Development (L&D) system used by the Department of Education in the Philippines. It provides examples of questions that could be used in a pretest for teachers on L&D topics. The questions cover areas like determining learning needs, quality assurance in teacher professional development programs, policies supporting the L&D system, assessing teacher needs, identifying a teacher's learning gaps, who are considered program owners, and writing learning objectives. It also discusses concepts like the Kirkpatrick model of evaluation, Learning Action Cells, and the correct process for an L&D system.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. MA Department of Early
Education and Care (EEC)
Workforce Alignment
EarlyEdU
June 2017
2. • EEC Strategic Plan outlines the expectation that its workforce will be
professionally prepared with requirements based on best practices and
current research.
• Highly trained teachers are associated with positive child outcomes
2
EEC Workforce Considerations
3. Workforce Data gathered by UMDI from the Integrated Public
Use Microdata Series (from IPUMS*)
• 28% of center-based participants have a Bachelor’s Degree
• 14% of FCC participants have a Bachelor’s Degree
• 17% of center-based participants have an Associate’s Degree
• 11% of FCC participants have an Associate’s Degree
• 18% of FCC participants are attending school
• 26% of center-based participants are attending school
Note: This is MA specific data
3
EEC Workforce
4. IPUMS Data – Educator Attributes
• FCC: 23% Hispanic , Center-based 13%
• FCC: 23% have limited English, center-based 7%
• FCC: 12% are “linguistically isolated”, center-based 3%
• FCC: 33% work more than 40 hours/week, Center-based 10%
Note: This is MA specific data
4
EEC Workforce
5. 5
What is needed? Clearly defined professional standards that are aligned
across the agency and include supports and resources from EEC and the
Education Secretariat.
Integrated Workforce
6. 6
• Honor where the workforce is currently (especially in terms of education and
income) and work toward increases that are reasonable to expect without
destabilizing the field;
• Meet the needs of a diverse workforce to access education, support retention
and leadership development;
• System should be research or evidence based and, when possible, associated
with positive child outcomes.
• System should be accessible, useful, and understandable to the full spectrum
of ECE workers in all program types.
Guiding Principles
7. • Aligning core requirements, competencies, and professional development
• Developing and enhancing EEC’s foundational core knowledge trainings for
all educators;
• Developing an authentic career pathway for the entire early education and
out-of-school time workforce that will be the basis of future credentialing;
• Investing in a comprehensive information technology workforce
development system that is inclusive of a dedicated online Learning
Management System (LMS) with integrated professional
registry/certification and QRIS systems.
7
Strategies
8. • Core requirements
– Licensing Standards
– QRIS Standards
– Categories of Study Core Content
• Competencies
– Educator Competencies
– Administrator Competencies
– Coaching Competencies
– Trainer Competencies
• Professional development
– PD Delivery System – Program Focused Approach
– Coaching
8
Strategy: Alignment
9. North Shore Community College is in the process of:
• Developing pre-service health and safety trainings and materials
• Redesigning EEC’s pre-licensee process and required orientations for all
EEC-licensed educators and providers (programs)
• Developing content for ongoing foundational core knowledge
Note: Training and materials will be available in
multiple languages
9
Strategy: Foundational Knowledge
10. Developing an authentic career pathway for the entire early education and
out-of-school time workforce that will be the basis of future credentialing,
inclusive of:
• Articulation agreement for public Institutes of Higher Education with early
childhood programs of study (4 core courses)
• Early Educator Scholarship
• PIF (performance incentive funding) planning grant to develop Competency
Based Education pathway in ECE at community colleges
• Crosswalk of EarlyEdU courses with EEC Categories of Study
10
Strategy: Career Pathway
12. Investing in a comprehensive information technology workforce development
system that is inclusive of:
• A Learning Management System (LMS)
• Integrated professional registry/certification
• QRIS Program Manager
• Video-based coaching and educator video portfolio system – Potentially
EEU’s Coaching Companion!
12
Strategy: Integrated IT
13. • Complete development of foundational knowledge
• Complete the Career Lattices
• Align and update EEC licensing regulations
– Align content with workforce policies
– Integrate lattice will form the basis for EEC’s new credentialing system
• Update QRIS requirements
• Procure and configure Integrated IT Workforce System
13
Next Steps