Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
The implications of MOOCs, OERs and other forms of informal learning on tradi...EduSkills OECD
This presentation was given by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank) to present the work of group 4 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals. Girls and boys are almost equally likely to expect to work in a science-related career.
On average across OECD countries, almost one in four students (24%) reported that they expect to work in an occupation that requires further science training beyond compulsory education. Specifically, 8.6% of students expect to work as professionals who use science and engineering training (e.g. engineer, architect, physicist or astronomer), 11.4% as health professionals (e.g. medical doctor, nurse, veterinarian, physiotherapist), 2.6% as ICT professionals (e.g. software developer, applications programmer), and 1.4% as science-related technicians and associate professionals (e.g. electrical or telecommunications engineering technician).
Presentación-Conferencia de prensa de Gabriela Ramos,
Consejera Especial del Secretario General,
Directora de Gabinete y Sherpa de la OCDE
14 de septiembre de 2016
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
42 - A digital transformation in education by Olivier Crouzet (42 France)EduSkills OECD
This presentation was given by Olivier Crouzet of 42 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
Trends Shaping Education 2016 provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their potential impact on education. This compilation makes use of a variety of robust international sources of data, including the OECD, the World Bank and the United Nations.
Classroom Behavior Management Plan ComponentsFoundation .docxclarebernice
Classroom Behavior Management Plan Components
Foundation
A- Classroom Demographics
lowa the King Catholic School consists of approximately 240 students from pre-k to 8th grade. The kindergarten class, the classroom in which I observed, consists of 21 students. Students’ demographics are 15 white students, three African American students, one Asian student, and one Hispanic student. The classroom is managed by two teachers who are trained to deal with different ethnic groups. Because the school is a private school, most of the students represent middle to high levels of socioeconomic status.
The students’ behaviors in the kindergarten class are diverse. As students in the kindergarten class are a younger age, they normally are very active and teachers were very professional in dealing with them. The teachers always reminded the children of the rules of the class such as, “Don’t speak when the teacher is talking. Don’t answer questions until the teacher asks you to answer”. In addition, in the class, there is a leadership board and every day the teachers put one of the student’s name on the board to be the leader of the day. The leader’s job is to do the morning work such as set the date of the day, weather, and season on the smart board by getting help from the teachers and students. Also, some of the leader’s job is to organize the students’ line when they go to the restroom in the restroom times and when they go to the play area.
The teachers plan the lesson carefully to meet all students’ needs. They develop the curriculum to align with all students’ cultures and backgrounds. They print all of the vocabulary they teach students on cards and put them on the board. In addition, they put different books that are related to different cultures in the class library for students to read in the reading time.
B- Philosophy
From my point of view, most of the students’ problems and misbehaviors happen for a reason. Therefore, it is the teacher’s job to find out the reasons for the misbehaviors and teach the students the appropriate behaviors. The most effective way to prevent the misbehavior is to focus on replacing and teaching the positive behavior instead of eliminating it. the theory of Ibrahim Maslow supports this idea and shows that undesired behavior happens not because of a bad child, but because of the child is reaction when one or more of his/her basic needs are not being met. These needs include Knowledge and understanding, self-actualization, self-respect, belongingness and affection, safety and security, physiological needs. He suggests that to reduce child negative behavior, parents and teachers should work to meet the child’ needs.
Furthermore, I believe that teachers can create a productive and positive classroom atmosphere by conducting group activities to help students form good relationships with classmates and became familiar with other cultures and ethnicities. The theorist Rudolf Dreikurs also supports this idea. His th ...
Exceptional Education
2
Exceptional Education
Grand Canyon University EDU-535
10/12/2016
As far as I can remember, I wanted to teach. Maybe it was because my mother worked as a secretary at various schools my whole life, so I was exposed to education early. Or maybe it was my love for other children as I got older. All I know is I have worked in the field of special education now for over 25 years. Because I have so many years in this field, I’ve had an opportunity to work with elementary through high school students with various disabilities.
Schooling gives the foundation to survive in society. In order to be a productive citizen, one must learn to read, write and do math. I define education as the preservation of a democratic society for which we live in as a United State citizen. Education prepares us to be a productive citizen in this democratic society. The nature of learners within the United States will always be different because of the students’ individual view on what they should learn based on their individual moral, values and beliefs. Student in the United States are considered as Idealist which is considered the oldest philosophy of Western culture, dating back to ancient Greece and Plato. For the idealist, the world of the mind, ideas, and reason is primary, (Webb, 2013). The United States will never have set standards in curriculum based on the fact that our great country was created by separation of church and state which created different morals, values and beliefs within a school. Curriculum are set by our federal and local government which changes periodically every year. For example, the curriculum for math went from (Algebra, Geometry, Algebra II, Calculus) to (Math I, Math II, Math III, Math IV) back to (Algebra, Geometry, Calculus) based on the belief of the new State Superintendent of Education. So in the 25 years I have not seen a set curriculum in all subject areas which changes based on who is in office.
The instructional methods of a teacher changes based on the evaluation system that is set by the state. Every state has different evaluation instruments but the performance standards never change. The ten performance standards are the foundation that a teacher must use in order to deliver the instruction. Georgia uses (Teacher Keys) which not only involves the evaluation in the classroom from the administrator, also involves surveys concerning the teacher performance from the students. The instructional method is also more differentiated and you teach according to the level of the student through testing. So the instruction is delivered through gradual release. The instructional method is also impacted by special need students because their placed in regular education classroom using inclusion method so they will not be isolated in one classroom.
Inclusion is when special needs students are mainstreamed into general education classes to be included in re ...
School Organizational Climate of Public Elementary Schools In Bulan DistrictAJHSSR Journal
ABSTRACT:This study aims to determine the school organizational climate of public elementary schools in
Bulan District, SY. 2022-2023. The perceptions of parents, teachers and school heads and the level of openness
on school organizational climate in terms of Collegial Leadership, the school head-teacher relationship;
Professional Teacher Behavior, the relationship of teacher-teacher interactions; Achievement Press, the
relationship between the school and pupils; and Institutional Vulnerability, the school and community relations,
were identified. Furthermore, the study sought to identify if there is a significant difference among the
respondents‘ perceptions. More so, the study determined the experiences of the respondents on the school
organizational climate along the identified variables. The study used the mixed method of qualitative and
quantitative research design. Survey and unstructured interview were utilized in gathering the necessary data. 15
parents, 15 teachers and 15 school heads were involved in this study from 15 schools in Bulan III District. The
researcher adopted Hoy‘s OCI (Organizational Climate Index) questionnaire as the main instrument in gathering
the quantitative data. Weighted mean, standards scores and F-test or one way ANOVA were used as statistical
tools to analyze the data. Thematic analysis was utilized to analyze the qualitative data. The study revealed a
positive school organizational climate where indicators of Collegial Leadership, Professional Teacher Behavior,
and Achievement Press occur ―Very Frequently‖, and indicators of Institutional Vulnerability occur
―Sometimes‖. The computed overall level of openness of Bulan III District was 655.13 with the verbal
interpretation of ―Very High‖. Moreover, results showed a significant difference on the perceptions of parents,
teachers, and school heads in terms of Collegial Leadership. PROJECT SOURCE (School Organizations
Unlocking Relations and Climate Enhancement) was proposed to be implemented for the improvement of the
school organizational climate of the respondent-schools.
KEYWORDS :Achievement Press, Collegial Leadership, Institutional Vulnerability, openness, perceptions,
‘‘You’re Trying to Know Me’’ Studentsfrom Nondominant Group.docxodiliagilby
‘‘You’re Trying to Know Me’’: Students
from Nondominant Groups Respond to Teacher
Personalism
Kate Phillippo
Published online: 5 January 2012
� Springer Science+Business Media, LLC 2012
Abstract Urban school districts have increasingly enacted policies of personal-
ism, such as converting large schools into smaller schools. Such policies ask
teachers to develop supportive, individual relationships with students as a presumed
lever for student achievement. Research on student–teacher relationships generally
supports policies of personalism. Much of this literature also considers these rela-
tionships’ sociocultural dimensions, and so leads to questions about how low-
income youth and youth of color might respond to teacher efforts to develop closer
relationships with them. This qualitative study, conducted over 1 year with 34 youth
at 3 small, urban high schools, explores how youth from nondominant groups
responded to teacher personalism. Data show that teacher practices consistent with
culturally-responsive pedagogy and relational trust literature do promote student–
teacher relationships. However, tensions arose when participants perceived that
teacher personalism threatened their privacy or agency. Sociocultural and institu-
tional contexts contributed to these tensions, as participants navigated personalism
amidst experiences that constrained their trust in schools. A staged model of stu-
dent–teacher relationships integrates these findings and extends current thinking
about culturally-responsive personalism. These findings inform implications for
teacher practice and policies of personalism.
Keywords Urban education � Student–teacher relationships �
Teacher personalism � Relational trust � Culturally-responsive pedagogy �
Small schools
K. Phillippo (&)
Department of Cultural and Educational Policy Studies, School of Education, Loyola University
Chicago, 820 North Michigan Avenue, Suite 1100, Chicago, IL 60611, USA
e-mail: [email protected]
123
Urban Rev (2012) 44:441–467
DOI 10.1007/s11256-011-0195-9
You’re here for science, for math, and you’re trying to know me.
(Lupe, age 17)
Lupe expressed uncertainty about teacher personalism, defined as teachers’
efforts to provide students with personal support via individual, interpersonal
relationships (Bryk et al. 2010).
1
By contrast, Malik (age 16) affirmed his teacher’s
efforts to address his poor attendance at school. ‘‘She started getting on me. She was
worried about me and she didn’t want me roaming the streets. She wasn’t acting like
my mom, she just told me how she feels.’’ Together, Malik and Lupe’s statements
illustrate this study’s primary finding, that teacher personalism has the potential to
both deliver support and bring about tension. This finding expands and complicates
our understanding of research that shows the positive impact of student–teacher
relationships, particularly for students from nondominant groups.
2
I conducted this
study ...
this is the lesson plan about bullying in schools. it talks about the defination of bullyinh, types of bullying, effects of bullying and also the result of bullying on victims and perpetrators
Similar to Ethical and legal issues in education (20)
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Legal and Ethical Issues that
teachers face.
Teacher supervisory liability
Teacher and student freedom of expression
Teacher personal lifestyle
Balance between religion and schooling
Student and teacher freedom of association
Student punishment
Student due process rights
Search and seizure
Sexual discrimination and harassment
4. Teacher Personal Lifestyle
Any behavior that negatively
influences student learning or teacher
effectiveness could be reason for
employment termination
• Guiding Principle
5. Teacher Personal Lifestyle
What are teacher allowed
to do outside of school?
In 2009 a Gwinnett county Georgia teacher turned down
the title of Miss Georgia.
She worried that it would be too difficult to balance
duties of Miss Georgia and being a teacher.
According to 1969 Morrison case courts feel like this
teacher would have retained title because it have a
direct connection to teacher’s work (Diamond, 2009)
6. Teacher Personal Lifestyle
Can off campus behavior affect
employment?
The “Hooker Teacher”
An elementary teacher in the Bronx was fired for
admitting to accepting sexual favors on Craiglist
Despite Master’s degrees and previous experience the
teacher resigned rather than face termination
The courts would have upheld decision if behavior was
seen to disgrace profession or impair teacher’s ability to
successfully work in community (Turley, 2012)
7. Teacher Personal Lifestyle
Can things posted on social media
affect employment?
In 2009 a Georgia teacher was forced to resign when a
picture of the teacher holding a drink was posted on
Facebook.
The teacher was on vacation in Europe at the time
The school felt like the teacher was promoting alcohol
use
Court upheld decision because they feel that anyone
who resigns even under pressure can’t be considered
involuntary termination (Downey, 2011)
8. • Balance between religion and
schooling
Teachers and students can exercise
religious beliefs as long as they don’t
attempt to establish religion on others.
They are also free to abstain from school
activities based on religious beliefs as
long as it doesn’t become disruptive
• Guiding Principle
9. Religion and School
Do religious beliefs overide
curriculum?
Chicago public school teacher refused to teach
kindergarten curriculum because of religious beliefs
The teacher’s religious beliefs prevented them from
promoting love of country
Court ruled that teacher’s beliefs must be respected but
that the teacher can’t force beliefs on students by
bypassing parts of curriculum (Schimmel, Stellman, &
Fischer, 2011).
10. Religion and School
Can assignments be restricted
because of religion?
A ninth grade teacher in Tennessee was sued by student
for violation of free speech
The teacher rejected the students writing assignment
because it was on a religious topic.
When the student refused to change topic they received
a zero
The courts ruled that because the teacher had specific
requirements when paper was assigned the teacher had
every right to give student a zero. (Schimmel et al.,
2011).
11. Religion and School
Can religion have a place
in school?
A 1971 case determined whether religion could be any
part of a school program
The Supreme Court developed what they called the
Lemon test to determine constitutionality of religion in
schools.
Test results is three parts
1. It must have secular legislative purpose
2. Primary effect cannot promote or inhibit religion
3. Can’t promote excessive government involvement
with religion (Schimmel et al., 2011).
12. • Teacher freedom of association
Teachers can be associated with
organizations as long as there
is no conflict of interest
• Guiding Principle
13. Teacher Freedom of Association
Example 1
A Mississippi teacher was not rehired after eleven years
of teaching
The teacher had supported a recall petition against
board members and opposed the election of the school
superintendent
The courts decided that a teacher is protected from
being fired when involved in constitutional activities
(Schimmel et al., 2011).
14. Teacher Freedom of Association
Example 2
Teacher can be passed over for hiring because of
political affiliations
A Puerto Rican teacher sued because they were not
rehired due to party membership
The courts didn’t find in the teacher’s favor but did make
a distinction between hiring and rehiring
The courts found that it was not unconstitutional to deny
initial employment based on political affiliations but not
constitutional to refuse reemployment for the same
reasons. (Schimmel et al., 2011).
15. Teacher Freedom of Association
Example 3 Freedom of association doesn’t protect teachers from
online communications with students
In 2009 a Connecticut high school teacher was not
rehired after inappropriate conversations with a student
on MySpace
Teacher sued stating that this was a violation of freedom
of association
Courts determined that freedom of association was only
protected when association involved a public matter but
that MySpace didn’t count as public concern.
Students involved in the same activity
would face suspension. (Schimmel et al.,
2011).
16. Ethical Boundary
Teachers, students and parents
relationship’s must maintain the
integrity of the school program
Any activity or behavior that
has an adverse affect on
student success must be
avoided.
17. References
Diamond, L. (2009, June 29). Can teachers have lives
outside of school?. Get Schooled RSS. Retrieved July 7,
2014, from http://blogs.ajc.com/get-schooled-
blog/2009/06/29/can%E2%80%99t-teachers-have-lives-
outside-of-school/
Downey, M. (2011, October 10). Court rules against Ashley
Payne in Facebook case. But more to come.. Get Schooled
RSS. Retrieved July 7, 2014, from http://blogs.ajc.com/get-
schooled-blog/2011/10/10/court-rules-against-ashley-
payne-in-facebook-case/
Fischer, L., Schimmel, D., & Kelly, C. A. (2011). Teachers
and the law (8th ed.). Upper Saddle River, NJ: Pearson
Education.
Turley, J. (2012, April 2). Teachers Under A Morality
Microscope. JONATHAN TURLEY. Retrieved July 7, 2014,
from http://jonathanturley.org/2012/04/02/teachers-under-
a-microscope/
