Objective: Strengthen technical education institutions in the Northern Zone in order to improve skills that are required in the labor market, and ultimately increase employment opportunities and income.
The Performance Incentive Fund (PIF) awarded $2.5 million total to 18 public colleges and universities in Massachusetts to support projects advancing the goals of the Vision Project, including improving college graduation rates, student learning outcomes, workforce development, and closing achievement gaps. The majority of proposals focused on improving college graduation rates. Projects funded included expanding student support services, redesigning developmental and STEM courses, implementing intrusive advising and learning communities, and strengthening transfer pathways. Funding amounts ranged from $53,800 to $233,417 per institution.
This document outlines the Louisiana Association of Educators' priorities for education funding and reform. It calls for ensuring every student has a qualified and effective teacher by changing tenure laws and holding schools accountable. It also advocates for expanding school choice programs, changing how schools are funded, and increasing overall K-12 funding while cutting other education budgets. The document criticizes the governor's education budget for the fourth straight year of no funding growth for schools and outlines new programs that were added. It lists key education programs that were funded and describes a new bill preventing public employee payroll deductions from supporting political campaigns.
The document summarizes collaboration between the Massachusetts Boards of Elementary and Secondary Education and Higher Education to better align K-12 and postsecondary education. It outlines several joint projects, including defining college and career readiness, raising awareness of college opportunities, and providing K-12 schools with data on student outcomes. It also discusses development of a next-generation state assessment to better measure readiness for college and careers, including field testing the PARCC assessment and studies to evaluate its quality, rigor, and efficacy. The boards will use results of these studies to inform their decisions about adopting PARCC.
The document outlines a proposed Commonwealth Commitment program in Massachusetts to increase college access, affordability, and degree completion. It proposes guaranteed admission and a fixed tuition price for students who complete an associate degree through one of 16 eligible Massachusetts Transfer Pathway programs and then transfer to a Massachusetts public 4-year university. The program would start in Fall 2016 with 6 programs and expand to 16 programs in Fall 2017. It aims to incentivize full-time enrollment and help meet the state's projected shortfall of bachelor's and associate degree holders. Key aspects of the proposal discussed include eligible majors, transfer timelines, academic standards, engagement models with UMass campuses, proposed costs and discounts, and potential benefits to students and the state
Presentation of Educational Community Plans in Catalonia at the at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
The document outlines an action plan for improving education in North Carolina based on 13 studies and policy analyses. It identifies several areas for action from the consent agreement, including developing high-quality teachers and principals, ensuring adequate and equitable school funding, improving assessment and accountability systems, and expanding access to early childhood education. The plan calls for stakeholder engagement and the development of a systemic implementation plan to carry out recommendations from Phase I of the studies.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
The document proposes a solution to improve the quality of education in government schools in urban India through a public-private partnership (PPP) model and voucher-based payment system. It involves outsourcing the administration of government schools to private players, with the government covering part of capital costs. Students from economically weaker sections will receive vouchers that can be submitted to schools instead of fees. Parents can choose from a pool of schools. Metrics like infrastructure, teacher performance, and dropout rates will be used to evaluate the program's impact. Challenges discussed include operational delays, risks to scalability, grade inflation, and attracting private players to rural areas.
The Performance Incentive Fund (PIF) awarded $2.5 million total to 18 public colleges and universities in Massachusetts to support projects advancing the goals of the Vision Project, including improving college graduation rates, student learning outcomes, workforce development, and closing achievement gaps. The majority of proposals focused on improving college graduation rates. Projects funded included expanding student support services, redesigning developmental and STEM courses, implementing intrusive advising and learning communities, and strengthening transfer pathways. Funding amounts ranged from $53,800 to $233,417 per institution.
This document outlines the Louisiana Association of Educators' priorities for education funding and reform. It calls for ensuring every student has a qualified and effective teacher by changing tenure laws and holding schools accountable. It also advocates for expanding school choice programs, changing how schools are funded, and increasing overall K-12 funding while cutting other education budgets. The document criticizes the governor's education budget for the fourth straight year of no funding growth for schools and outlines new programs that were added. It lists key education programs that were funded and describes a new bill preventing public employee payroll deductions from supporting political campaigns.
The document summarizes collaboration between the Massachusetts Boards of Elementary and Secondary Education and Higher Education to better align K-12 and postsecondary education. It outlines several joint projects, including defining college and career readiness, raising awareness of college opportunities, and providing K-12 schools with data on student outcomes. It also discusses development of a next-generation state assessment to better measure readiness for college and careers, including field testing the PARCC assessment and studies to evaluate its quality, rigor, and efficacy. The boards will use results of these studies to inform their decisions about adopting PARCC.
The document outlines a proposed Commonwealth Commitment program in Massachusetts to increase college access, affordability, and degree completion. It proposes guaranteed admission and a fixed tuition price for students who complete an associate degree through one of 16 eligible Massachusetts Transfer Pathway programs and then transfer to a Massachusetts public 4-year university. The program would start in Fall 2016 with 6 programs and expand to 16 programs in Fall 2017. It aims to incentivize full-time enrollment and help meet the state's projected shortfall of bachelor's and associate degree holders. Key aspects of the proposal discussed include eligible majors, transfer timelines, academic standards, engagement models with UMass campuses, proposed costs and discounts, and potential benefits to students and the state
Presentation of Educational Community Plans in Catalonia at the at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
The document outlines an action plan for improving education in North Carolina based on 13 studies and policy analyses. It identifies several areas for action from the consent agreement, including developing high-quality teachers and principals, ensuring adequate and equitable school funding, improving assessment and accountability systems, and expanding access to early childhood education. The plan calls for stakeholder engagement and the development of a systemic implementation plan to carry out recommendations from Phase I of the studies.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
The document proposes a solution to improve the quality of education in government schools in urban India through a public-private partnership (PPP) model and voucher-based payment system. It involves outsourcing the administration of government schools to private players, with the government covering part of capital costs. Students from economically weaker sections will receive vouchers that can be submitted to schools instead of fees. Parents can choose from a pool of schools. Metrics like infrastructure, teacher performance, and dropout rates will be used to evaluate the program's impact. Challenges discussed include operational delays, risks to scalability, grade inflation, and attracting private players to rural areas.
Performance Agreements in Higher Education in the NetherlandsSimonRoy29
1. Dutch universities receive funding from multiple sources including tuition fees, direct public funding, research grants, and industry partnerships. A large portion (58%) comes from direct public funding.
2. Between 2012-2015, performance agreements linked 5% of education budgets to goals for improving education quality and student success. The results in 2016 showed some progress but the indicators did not reliably measure impacts and attributing results to funding was difficult.
3. The current system from 2019-2024 allocates funding to universities to develop their own plans within 6 themes of educational improvement. There are no mandatory indicators and funding increases each year. Evaluations focus on involvement of stakeholders and realization of proposals.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
[MID2018] Presentation George Ubachs during EADTU event: MID2018 in Maastrich...EADTU
This document introduces the European Maturity Model for Blended Education (EMBED) project. EMBED is a three-year EU-funded strategic partnership between six European universities that aims to develop a conceptual framework and maturity model for blended education. The maturity model will assess the degree of maturity of blended learning implementation at different levels, from teaching practices to institutional strategies and policies. The project seeks to provide guidance to support innovation in higher education through the increased adoption of blended learning approaches.
The document outlines budget requests from the North Carolina State Board of Education and Department of Public Instruction to support COVID-19 transition and recovery strategies. It details over $184 million in funding needs across several priority areas including addressing statewide learning challenges, student mental health and safety, education workforce development, connecting students to post-secondary opportunities, and modernizing school business systems. The requests are aimed at achieving the State Board's strategic plan goals of eliminating opportunity gaps, improving school performance, and increasing educator preparedness by 2025.
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
Buxton & Leek College Open Evening WelcomeLen Tildsley
This document provides information about Len Tildsley College, including its campuses, study programs, facilities, student life, and financial support. It operates as a single college across multiple campuses in partnership with the University of Derby. Students can study a wide range of subjects and apprenticeships. The college offers excellent facilities, support for students, and financial assistance including bursaries, loans, and childcare funding. It aims to provide an enriching educational experience in a safe learning environment.
The document summarizes the goals and impact of Educational Environment Programmes (EEPs) in Catalonia. The key points are:
1. EEPs involve 96 programs across Catalonia, reaching 23.47% of schools and 27.88% of students.
2. Evaluation over 6 years found EEPs achieved higher graduation rates, reduced differences between foreign and local students' graduation rates, and increased community involvement, parents' engagement with schools, and students' participation.
3. Proposals for 2012-2013 emphasize continuing EEPs' added value through community projects, coordinating formal/informal education, and ensuring sustainability through shared leadership and community planning.
The document summarizes the goals and impact of Educational Environment Programmes (EEPs) in Catalonia. The key points are:
1. EEPs involve 96 programs across Catalonia, reaching 23.47% of schools and 27.88% of students.
2. Evaluation over 6 years found EEPs achieved higher graduation rates, reduced differences between foreign and local students' graduation rates, and increased community involvement, parents' engagement with schools, and students' participation.
3. For 2012-2013, EEPs aim to emphasize added value through community projects, continuity between formal and informal education, and greater cooperation across schools and regions.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
The school visit presented strategies that improved student performance:
- Strategic planning and incentives helped improve student scores from 50-60% to 90% on average.
- A holistic mapping tool tracked student progress.
- Developing student values through close parent cooperation improved satisfaction and performance.
- Student exchanges within the region and EU strengthened school connection.
- Continuous teacher education included students with disabilities.
The country team discussed a project promoting social inclusion in schools:
- It emphasized schools' social cohesion role and multicultural education.
- Innovative solutions addressed drop-outs and social exclusion.
- Investing in social inclusion is less costly than dealing with social exclusion.
- Strateg
Consultation: Ensuring Equitable Services for Students and Teacherscatapultlearn
Ensuring Equitable Services for Private & Religious Schools
The rights of Private & Religious School Students and Teachers
How to Effect the Process Through Timely and Meaningful Consultation
This document discusses the economics of higher education. It introduces the topic by noting that higher education requires significant individual and societal investment, leading to ongoing debates around financing models. It then discusses investment in universities as investing in the future and developing a nation's human capital. The document also addresses wastage in higher education systems and defines cost-effectiveness analysis as a tool to evaluate alternative policies with limited resources. Finally, it provides examples of applying cost-effectiveness analysis to educational interventions and discusses methods of financing higher education, such as institution-based funding and student loan schemes.
This document discusses a program called E-Learning that aims to strengthen primary education for children in rural Nicaragua through the innovative use of technology. The program will provide tablet-based learning targeted at grades 1-3, using portable and high-quality educational content. It will train teachers, provide curriculum and technological resources, and measure results with internationally-recognized tests. The goal is to create a replicable and scalable model that empowers both students and teachers by improving skills like reading, writing, math and use of technology.
Virtual High School is a nonprofit global consortium that provides online courses to supplement the curriculums of over 640 member schools in 32 states and 34 countries. It aims to expose students to diverse perspectives and build 21st century skills through engaging online learning. Courses are delivered asynchronously by certified teachers and include electives not typically offered by member schools. Successful students are self-motivated, engaged learners who are supported by their school administration, guidance counselors, teachers and on-site coordinators. VHS has strong credentials, with accreditation, College Board approval of AP courses, and high rates of course completion and satisfaction among students, teachers and administrators.
The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
This document discusses issues with primary education in India and proposes solutions. It notes that while India has made progress on universal primary education, about 20% of children aged 6-14 are still not in school. There are also shortages of qualified teachers - over 99% failed a teacher eligibility test in 2012, and the country will need 2 million new teachers by 2015.
To address these problems, the document proposes solutions focused on teacher training and supporting disadvantaged students. It suggests reforming teacher training to include more skills-based curriculum and practical experience teaching. It also proposes programs to help underprivileged children enter age-appropriate classes and providing remedial classes and scholarships to improve access to education.
Performance Agreements in Higher Education in the NetherlandsSimonRoy29
1. Dutch universities receive funding from multiple sources including tuition fees, direct public funding, research grants, and industry partnerships. A large portion (58%) comes from direct public funding.
2. Between 2012-2015, performance agreements linked 5% of education budgets to goals for improving education quality and student success. The results in 2016 showed some progress but the indicators did not reliably measure impacts and attributing results to funding was difficult.
3. The current system from 2019-2024 allocates funding to universities to develop their own plans within 6 themes of educational improvement. There are no mandatory indicators and funding increases each year. Evaluations focus on involvement of stakeholders and realization of proposals.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
[MID2018] Presentation George Ubachs during EADTU event: MID2018 in Maastrich...EADTU
This document introduces the European Maturity Model for Blended Education (EMBED) project. EMBED is a three-year EU-funded strategic partnership between six European universities that aims to develop a conceptual framework and maturity model for blended education. The maturity model will assess the degree of maturity of blended learning implementation at different levels, from teaching practices to institutional strategies and policies. The project seeks to provide guidance to support innovation in higher education through the increased adoption of blended learning approaches.
The document outlines budget requests from the North Carolina State Board of Education and Department of Public Instruction to support COVID-19 transition and recovery strategies. It details over $184 million in funding needs across several priority areas including addressing statewide learning challenges, student mental health and safety, education workforce development, connecting students to post-secondary opportunities, and modernizing school business systems. The requests are aimed at achieving the State Board's strategic plan goals of eliminating opportunity gaps, improving school performance, and increasing educator preparedness by 2025.
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
Buxton & Leek College Open Evening WelcomeLen Tildsley
This document provides information about Len Tildsley College, including its campuses, study programs, facilities, student life, and financial support. It operates as a single college across multiple campuses in partnership with the University of Derby. Students can study a wide range of subjects and apprenticeships. The college offers excellent facilities, support for students, and financial assistance including bursaries, loans, and childcare funding. It aims to provide an enriching educational experience in a safe learning environment.
The document summarizes the goals and impact of Educational Environment Programmes (EEPs) in Catalonia. The key points are:
1. EEPs involve 96 programs across Catalonia, reaching 23.47% of schools and 27.88% of students.
2. Evaluation over 6 years found EEPs achieved higher graduation rates, reduced differences between foreign and local students' graduation rates, and increased community involvement, parents' engagement with schools, and students' participation.
3. Proposals for 2012-2013 emphasize continuing EEPs' added value through community projects, coordinating formal/informal education, and ensuring sustainability through shared leadership and community planning.
The document summarizes the goals and impact of Educational Environment Programmes (EEPs) in Catalonia. The key points are:
1. EEPs involve 96 programs across Catalonia, reaching 23.47% of schools and 27.88% of students.
2. Evaluation over 6 years found EEPs achieved higher graduation rates, reduced differences between foreign and local students' graduation rates, and increased community involvement, parents' engagement with schools, and students' participation.
3. For 2012-2013, EEPs aim to emphasize added value through community projects, continuity between formal and informal education, and greater cooperation across schools and regions.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
The school visit presented strategies that improved student performance:
- Strategic planning and incentives helped improve student scores from 50-60% to 90% on average.
- A holistic mapping tool tracked student progress.
- Developing student values through close parent cooperation improved satisfaction and performance.
- Student exchanges within the region and EU strengthened school connection.
- Continuous teacher education included students with disabilities.
The country team discussed a project promoting social inclusion in schools:
- It emphasized schools' social cohesion role and multicultural education.
- Innovative solutions addressed drop-outs and social exclusion.
- Investing in social inclusion is less costly than dealing with social exclusion.
- Strateg
Consultation: Ensuring Equitable Services for Students and Teacherscatapultlearn
Ensuring Equitable Services for Private & Religious Schools
The rights of Private & Religious School Students and Teachers
How to Effect the Process Through Timely and Meaningful Consultation
This document discusses the economics of higher education. It introduces the topic by noting that higher education requires significant individual and societal investment, leading to ongoing debates around financing models. It then discusses investment in universities as investing in the future and developing a nation's human capital. The document also addresses wastage in higher education systems and defines cost-effectiveness analysis as a tool to evaluate alternative policies with limited resources. Finally, it provides examples of applying cost-effectiveness analysis to educational interventions and discusses methods of financing higher education, such as institution-based funding and student loan schemes.
This document discusses a program called E-Learning that aims to strengthen primary education for children in rural Nicaragua through the innovative use of technology. The program will provide tablet-based learning targeted at grades 1-3, using portable and high-quality educational content. It will train teachers, provide curriculum and technological resources, and measure results with internationally-recognized tests. The goal is to create a replicable and scalable model that empowers both students and teachers by improving skills like reading, writing, math and use of technology.
Virtual High School is a nonprofit global consortium that provides online courses to supplement the curriculums of over 640 member schools in 32 states and 34 countries. It aims to expose students to diverse perspectives and build 21st century skills through engaging online learning. Courses are delivered asynchronously by certified teachers and include electives not typically offered by member schools. Successful students are self-motivated, engaged learners who are supported by their school administration, guidance counselors, teachers and on-site coordinators. VHS has strong credentials, with accreditation, College Board approval of AP courses, and high rates of course completion and satisfaction among students, teachers and administrators.
The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
This document discusses issues with primary education in India and proposes solutions. It notes that while India has made progress on universal primary education, about 20% of children aged 6-14 are still not in school. There are also shortages of qualified teachers - over 99% failed a teacher eligibility test in 2012, and the country will need 2 million new teachers by 2015.
To address these problems, the document proposes solutions focused on teacher training and supporting disadvantaged students. It suggests reforming teacher training to include more skills-based curriculum and practical experience teaching. It also proposes programs to help underprivileged children enter age-appropriate classes and providing remedial classes and scholarships to improve access to education.
The Bethel Public Schools 2013-2014 School Improvement Plan outlines goals in four areas: a culture of learning and high expectations; exceptional teaching and learning; effective community relations; and preparing all students to meet future challenges. The plan details strategies and objectives to improve student achievement, instruction, professional development, facilities, and community/family partnerships. It also includes sections on school data, funding sources, teacher qualifications, and schoolwide program requirements. The overarching goal is for all students to acquire skills and knowledge to be career and college ready.
The document discusses issues with the quality of primary education in India and proposes a public-private partnership model to address it. It notes that while government expenditure on education has increased, student enrollment, retention and quality have not improved. It then outlines the current poor state of reading, arithmetic and infrastructure. To remedy this, the document proposes a model where private schools would mentor government schools to improve accountability, quality and outcomes. It believes this could be done at a lower cost than the current government spending and could boost primary education quality in India.
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.
Block grant and block grant formulae for the education sector (lao pdr)Jean-Marc Lepain
The document discusses introducing block grant funding for schools in Laos to promote fiscal equity, transparency, and efficiency in education spending by allocating funds based on objective criteria like student numbers. It examines types of block grants and considerations for grant formulas, management, and capacity building to support the new funding model. The goal is to gradually eliminate school fees through a phased increase in operational funding for schools.
Kalyong Elementary School conducted various programs and activities from 2014-2015 under its School-Based Management program. This included orientations, campaigns, forums, festivals, classroom repairs, a school feeding program, and academic activities. The report analyzes the school's performance in access, efficiency, and quality. It found declines in enrollment and NAT scores. Interventions like early registration, remedial classes, and focused teacher reviews were implemented. Future plans include benchmarking exemplary SBM schools, strengthening committees, and seeking support from stakeholders to improve facilities and generate income.
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 at-risk students focusing on reading, math, science and enrichment. It proposes making a single competency-based assessment available statewide and allocating funds to support in-person instruction programs and address COVID-19 needs. LEAs will report student assessment and progression data to the state by October for reporting to the legislature in January.
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.
The Crawdad High School Library Media Center in Alamance County, NC proposes a mentoring program called LIFELINE Mentoring that would use 400 tablets to connect at-risk students with online mentors. The program aims to improve student performance, explore careers, develop social skills, and prevent Crawdad from being designated as low-performing. It would partner with existing mentoring groups and career preparation programs. The proposal requests a $150,000 technology grant and outlines anticipated challenges, outcomes, evaluations, and budget.
The document describes a scholarship sponsorship program that provides rural Cambodian students opportunities to pursue higher education, outlines the scholarship model which provides varying levels of financial support over 4 years, and presents various investment opportunities for donors to fund individual student scholarships or entire scholarship programs to support 20 students.
The Iowa Afterschool Alliance and Iowa Department of Education have provided guidance for application to the Iowa 21st Century Community Learning Centers afterschool grant program.
This document provides the North Carolina Department of Public Instruction's (NCDPI) recommendation for a statewide grading policy for K-11 students for the 2019-2020 school year due to COVID-19 school closures. It recommends a pass/no credit or pass/withdrawal system depending on grade level to support student growth and mitigate impacts. Feedback from various stakeholders informed the recommendation. The State Board of Education is asked to approve the guidance to provide consistency across the state.
Objective: Strengthen technical education institutions in the Northern Zone so that more youth may be able to obtain the skills that are required in the labor market and use those skills to increase opportunities for employment and generate higher incomes.
Indonesian Higher Education by Fadlil Munawar Manshur. Source: https://www.eastwestcenter.org/fileadmin/resources/education/ed2020_docs/Indonesia_01.ppt
Virtual schools allow students to complete courses online, with around 200,000 full-time online students in 2012-2013. Some states require a few online courses to graduate. They help students who cannot regularly attend school, such as those with medical conditions or who are long-term suspended. However, there is little research on their impact and some reports show low performance and graduation rates. Issues with virtual schools include the costs to create them and train teachers, and ensuring students have discipline to learn independently online.
The document discusses the education system in Sindh, Pakistan. It notes that while education is now a fundamental right, implementation is lacking due to issues like corruption, lack of qualified teachers, and ghost schools. The Sindh government spends 21% of its budget on education but over 7,000 schools are empty or closed. The Department of Education was created to improve teacher education and training. The USAID project provides scholarships for teaching programs. The DOE aims to provide innovative learning and leadership skills. Target areas for improved education include Shikarpur, Jacobad, Sukkur, Ghotki and Larkana. Goals include developing effective education models and building school capacity.
This document outlines plans for a new STEM academy in Virginia's Region 2000 that will serve high school juniors and seniors. The academy will offer health science and STEM courses through partnerships between local school divisions, Central Virginia Community College, and industry partners. It will be housed at CVCC and aim to prepare students for postsecondary education and high-demand careers through hands-on learning, industry certifications, and internships. The academy plans to enroll up to 50 students initially and evaluate its success based on graduation rates, dual enrollment credits earned, certifications obtained, and employment outcomes.
This document outlines a committee's research and recommendations for expanding opportunities for excellence in grades 7-12. The committee reviewed literature, board data, economic data, and gathered input from students, staff, administrators, and parents. Among the strengths identified are specialized programming, engaging activities, access to technology, dedicated staff, and effective student support teams. Short-term recommendations include maximizing experiential learning, ensuring student voice, improving transitions, and exploring reach-ahead opportunities. Long-term recommendations focus on targeted literacy/numeracy interventions, partnerships for additional support programs, and reducing learning gaps before grade 7.
Similar to Evaluation Results from the Strengthening of 20 Secondary Schools and Scholarship Program (20)
Objectives:
1. Obtain a general description of the business environment which is comparable to data from across the world.
2. Obtain basic financial information of the businesses that permit the measurement of effect of the business environment on real variables, such as productivity, performance of the business, access to credit, growth, employment, etc.
The document summarizes an impact evaluation of the A Ganar program, which aims to increase employment, education, and business ownership for at-risk youth through sports-based life skills training. Results from Guatemala and Honduras showed that the program improved participants' life skills, self-esteem, and risk behaviors, but did not clearly increase employment or education levels. While youth reported positive experiences, the evaluation could not definitively determine if the character development led to long-term employment impacts within the study timeframe.
The document discusses the Millennium Challenge Corporation's use of data to determine eligibility for aid. It outlines the MCC Scorecard which evaluates countries across 20 policy indicators in areas like economic freedom, investing in people, and ruling justly. Countries must meet thresholds in several key indicators like control of corruption to be eligible. The document also lists the 24 countries where MCC is currently operating aid programs, and provides charts showing the top sectors of investment and goals of using data to more effectively target and measure aid programs.
Anupma Jain, MCC Director of the Gender and Social Inclusion Practice Group, participated in Africa and Development, a seminar hosted by Syracuse University’s Maxwell School, discussing the role of gender and women in MCC’s investments in Africa.
Access to clean water and adequate sanitation leads to improvements in health, school attendance, productivity, and entrepreneurship, yet almost 2 billion people live without it. MCC and its partner countries have prioritized WASH, investing over $700 million and leveraging millions more from public-private partnerships.
Join WaterAid America and MCC's WASH experts to learn about our water-related investments in Jordan, Zambia, and Cabo Verde.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
About Potato, The scientific name of the plant is Solanum tuberosum (L).Christina Parmionova
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
Evaluation Results from the Strengthening of 20 Secondary Schools and Scholarship Program
1. Evaluation results from the
strengthening of 20 secondary schools
and scholarship program
Larissa Campuzano
Closing the Gap: Strengthening the ties between policy and evaluation | July 28, 2016
2. • With financing from MCC, the government of El Salvador implemented two
interventions aimed at improving secondary education in the Northern
Zone.
• Strengthening 20 secondary schools
• Scholarships for secondary education
• Objective
• Strengthen technical education institutions in the Northern Zone in order to improve
skills that are required in the labor market, and ultimately increase employment
opportunities and income.
• Design of the Program
• CIDE, the provider of the technical assistance contracted by FOMILENIO, did a needs
assessment and based on that proposed an improvement program for every school.
3. Strengthening 20 Secondary Schools in the Northern Zone.
• From 2009-2012 $9 million was invested in:
• Improved infrastructure: Classrooms, sanitation services, labs, etc.
• Implementation of 2 technical secondary degree programs as part of the
MEGATEC model (which were linked to ITCHA)
• Civil Engineering in 2 institutions
• Alternative tourism in 2 institutions
• Implementation of 7 certificate program in 10 schools
• Training for teachers, directors, MINED and parents (540 beneficiaries)
4. • Scholarships in 17 of the strengthened secondary schools
• Investment of $3.2 million in scholarships
• Disbursed 3,409 scholarships to secondary students between 2009 and 2012
• Scholarships of $400 annually for students of secondary school. Applicants must:
• Be a Salvadorian resident of the Northern Zone
• Have limited economic resources
• Have passed 9th grade in the previous three years with a minimum grade point average
• Be interested in studying in one of the degree programs selected to be included in the
scholarship program.
• The scholarships were offered to students in their first year of secondary
education and were renewable for the duration of the program (up to two years)
as long as they passed the previous year.
5. • The Impact Evaluation of the strengthening of the secondary schools was
based a matched comparison group
• What is the impact on educational and labor outcomes of students of
strengthening 20 secondary schools (including the offering of
scholarships)?
• We compared the results of students in the 20 improved secondary schools with
students from 20 other schools that were no improved, but were similar before the
intervention.
• However, we cannot know if they were similar in unobservable characteristics
• We collected data on:
• Student-level data in the schools for the 2010, 2011, and 2012 school years
• Income, employment, higher education, a year after the students should have finished the
program, 2013.
9. • Impact evaluation of the scholarship program was based on random
assignment.
• What is the impact on student educational and labor outcomes of
offering scholarships to students in the strengthened secondary
schools?
• We compare the results of the students that were randomly chosen to
received scholarships at the start of their secondary education in 2010 with
students that had applied for the scholarship but were not randomly selected
to receive one.
• We surveyed students in the sample in 2011, 2012 and the end of 2013 to
gather indicators on education, income and employment.
14. • Better communication and consultations with schools could have
avoided design problems.
• More involvement by MINED in the teacher training could give better
continuity to the program.
• The scholarships could be a tool to incentivize boys to complete
secondary school.
• Future scholarship programs could experiment with varying the
amount of the scholarship based on the educational costs of the
students.