This document discusses Finland's education system as a model for professional learning communities. It provides 3 key aspects of Finland's approach: 1) Trusting and autonomous teachers with strong preparation. 2) A focus on formative assessment and vertical alignment from preschool to university without dead ends. 3) National curriculum frameworks and a focus on developing competencies rather than test scores. The document suggests US educators could learn from allowing teachers to co-teach, have candidates do sample lessons, and giving teachers more autonomy in teams.
Partnerships between formal and informal education – Ajith BasuEduSkills OECD
This presentation was given by Ajith Basu at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in Schools. A Global overview – Bill LucasEduSkills OECD
This presentation was given by Bill Lucas at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This presentation was given by Graham Donaldson from the College of Social Sciences, Glasgow University at the GCES Conference on Governing Education in a Complex World during the Keynote on Professionalism and Governance in Brussels on 18 October 2016.
Assessment of critical thinking, creativity and collaboration. French experie...EduSkills OECD
This presentation was given by Thierry Rocher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Effective Education for Employment- A Global PerspectiveTeamLease
This report is byJames Playfoot, Director of Strategy & Ideas, White Loop and
Ross Hall, Director of International, Edexcel
The aims of the Effective Education for Employment project are twofold:
• First, to identify the key challenges around developing talented, capable people to fulfil the workforce requirements of businesses and organisations worldwide.
• Second, to begin the process of addressing these challenges.
Consequently, this report represents a contribution to the debate and a starting point for further discussion and action.
The project is particularly interested in presenting an international comparison of some of the world’s fastest growing nations. The issues in these countries are, arguably, most acute. Not only is the pace of change creating unprecedented demand for skilled labour, but also these new economic powers are predominantly developing nations
who are facing significant challenges around reforming their education systems.
The concept of globalisation is often used to refer to the blurring of international economic boundaries and the increasing connectivity of the world’s economies. It seems now that professional education sits firmly within this paradigm.
While country-specific skills demands still exist, the focus of education is ever more on portable qualities that individuals can use in any job, in any sector, anywhere in the world. The irony is that in the knowledge economy, knowledge alone is not enough and, in fact, is less important than having the right attitude and understanding how to learn and how to behave. In one sense, the challenges for education are very much
social and are therefore culturally defined.
However, the overall picture of demand and need is remarkably similar across the world. And it is possible to characterise both a set of common issues (which we do below) and propose a series of actions to improve the impact education can have on the ability of a workforce to support and grow the economy. Considering the need for greater emphasis on soft skills –communication, leadership, critical thinking, confidence – it is perhaps at school that teaching these skills and attributes should begin.
Session V: On Inclusion: some remarks - Pr SloaneOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Partnerships between formal and informal education – Ajith BasuEduSkills OECD
This presentation was given by Ajith Basu at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in Schools. A Global overview – Bill LucasEduSkills OECD
This presentation was given by Bill Lucas at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This presentation was given by Graham Donaldson from the College of Social Sciences, Glasgow University at the GCES Conference on Governing Education in a Complex World during the Keynote on Professionalism and Governance in Brussels on 18 October 2016.
Assessment of critical thinking, creativity and collaboration. French experie...EduSkills OECD
This presentation was given by Thierry Rocher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Effective Education for Employment- A Global PerspectiveTeamLease
This report is byJames Playfoot, Director of Strategy & Ideas, White Loop and
Ross Hall, Director of International, Edexcel
The aims of the Effective Education for Employment project are twofold:
• First, to identify the key challenges around developing talented, capable people to fulfil the workforce requirements of businesses and organisations worldwide.
• Second, to begin the process of addressing these challenges.
Consequently, this report represents a contribution to the debate and a starting point for further discussion and action.
The project is particularly interested in presenting an international comparison of some of the world’s fastest growing nations. The issues in these countries are, arguably, most acute. Not only is the pace of change creating unprecedented demand for skilled labour, but also these new economic powers are predominantly developing nations
who are facing significant challenges around reforming their education systems.
The concept of globalisation is often used to refer to the blurring of international economic boundaries and the increasing connectivity of the world’s economies. It seems now that professional education sits firmly within this paradigm.
While country-specific skills demands still exist, the focus of education is ever more on portable qualities that individuals can use in any job, in any sector, anywhere in the world. The irony is that in the knowledge economy, knowledge alone is not enough and, in fact, is less important than having the right attitude and understanding how to learn and how to behave. In one sense, the challenges for education are very much
social and are therefore culturally defined.
However, the overall picture of demand and need is remarkably similar across the world. And it is possible to characterise both a set of common issues (which we do below) and propose a series of actions to improve the impact education can have on the ability of a workforce to support and grow the economy. Considering the need for greater emphasis on soft skills –communication, leadership, critical thinking, confidence – it is perhaps at school that teaching these skills and attributes should begin.
Session V: On Inclusion: some remarks - Pr SloaneOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in education - perspective from WalesEduSkills OECD
This presentation was given by Steve Davies at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Creativity, education and readiness for the world ahead – Geoff MulganEduSkills OECD
This presentation was given by Geoff Mulgan at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering Creativity and Critical Thinking in Higher Education – Wendy Diaz P...EduSkills OECD
This presentation was given by Wendy Diaz Perez at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This presentation was given by Helen Charman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Perspectives on Experiential Learning: Innovations in Curricular Community En...Brea Hickey (she/her)
Delivered to 40 higher education professionals who were attendees at the Perspectives on Experiential Learning conference at the University of Guelph in Winter 2019.
Project Management Principles can be incorporated within Education sector. This presentation describes how Project Management principles can be implemented within elementary school curriculum
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
Strict cumulative grading.
More tasks to choose from than needed for a perfect score.
Flexible path through content to demonstrate objectives.
Attainment-base student progress.
Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
Implications of creativity and critical thinking in national curriculum, scho...EduSkills OECD
This presentation was given by Pavel Zenkovich at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in education - perspective from WalesEduSkills OECD
This presentation was given by Steve Davies at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Creativity, education and readiness for the world ahead – Geoff MulganEduSkills OECD
This presentation was given by Geoff Mulgan at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering Creativity and Critical Thinking in Higher Education – Wendy Diaz P...EduSkills OECD
This presentation was given by Wendy Diaz Perez at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This presentation was given by Helen Charman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Perspectives on Experiential Learning: Innovations in Curricular Community En...Brea Hickey (she/her)
Delivered to 40 higher education professionals who were attendees at the Perspectives on Experiential Learning conference at the University of Guelph in Winter 2019.
Project Management Principles can be incorporated within Education sector. This presentation describes how Project Management principles can be implemented within elementary school curriculum
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
Strict cumulative grading.
More tasks to choose from than needed for a perfect score.
Flexible path through content to demonstrate objectives.
Attainment-base student progress.
Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
Implications of creativity and critical thinking in national curriculum, scho...EduSkills OECD
This presentation was given by Pavel Zenkovich at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Maximizing Competency Education and Blended Learning: Insights from Expertseraser Juan José Calderón
Maximizing Competency Education and Blended Learning: Insights from Experts.
WRITTEN by: Susan Patrick & Chris Sturgis. March 2015.
I. Introduction
Our students will face enormous challenges in the coming years—from an economy shaped by ever-advancing
technologies to the impact of globalization—and need the strongest foundation of academic, technical, and
problem-solving skills we can offer. In an effort to improve their educational experiences, schools across the
country are exploring and implementing new approaches, many of which share a common goal: to provide greater
personalization1
and ensure that each and every student has the knowledge, skills, and competencies to succeed.
Perspectives on the nep 2019 final slide deck 13 aug 2019Nooraine Fazal
India's Draft National Education Policy 2019 strikes several right notes & is long over due, given the last one was drafted well before India integrated into the global economy. But it also raises serious concerns on the desirability of its vision, suitability of the curriculum, feasibility in terms of the Nation's willingness to invest in quality education. In its final form it must advance a globally relevant framework that encourages Indian educationists & enables every Indian citizen to study at / teach in a school of their choice.
The Draft National Education Policy (NEP) 2019—released by the Modi Government shortly after winning the national election—will “change the educational landscape” of India, in the words of Dr K. Kasturirangan, Chairman of the Committee for the Draft NEP. It is aimed at “preparing our youth to meet the variety of present and future challenges”. Given just how critical it is for us to have a say, I would encourage everyone to send their feedback to https://innovate.mygov.in/nep_chapter/part-i-school-education/ by 15 Aug 2019. Where as the actual document runs into almost 500 pages, here's a quick overview on the likely impact of the NEP from the perspective of an edupreneur & a concerned citizen.
Happy reading & sharing your perspectives aimed at co-creating a better future for all of us
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
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!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
1. Finland: A
model of what
is possible
within our
Professional
Learning
Community
Patricia M. Page
2014 RI Teacher of the Year
Business & Computer Tech Educator
Disclaimer: The professional perspective I present is
my own. It may not reflect the policy or programmatic
position of the East Greenwich Public Schools or the
RI Department of Education and related entities.
2. ❏ Social welfare structure
❏ Continuity at policy level
❏ Singular value system
❏ Sisu
David Bosso blog: highlighting cultural differences
❏ Trust in teachers and system
❏ Autonomy
Finland:U.S. Comparative Data ***
Education in Finland versus “US”:
Focused on the Possibilities
3. ❏ Teacher preparation and pedagogy
❏ Vertical articulation PK-20: “no dead ends”
❏ Formative versus summative “autopsy”
assessment [matriculation exam]
❏ Frameworks based on national “curriculum”
Full curriculum link
❏ Targets beyond PISA: “create future we
want”
❏ Movement toward phenomena-based
learning
Finland’s Focus
4.
5. 1 Stupid is no longer stupid
2 Grades do not represent the full scope of learning
3 Teachers must not work alone
4 Tear the school down, build a village
5 Degrees do not matter, competencies do
6 Jungle of projects is senseless
7 Fairness replaces equality
8 Technology is about humans, not devices
9 Education is worth taking to places where it does not
VISION 2025
13. Which student
will be equipped
to tackle the
challenges of
citizenship & life
in the 21st C?
@kenkay21
14. Finland: A model of
what is possible within
our Professional
Learning Community
Forward Focus After
Finland: action items
identified by U.S. educators
> Principals to co-teach one
class per year
> Finalists for all teaching
positions to conduct a lesson
> Identify key phenomena to
replace subject-specific
inquiry-based projects
> Review schedule to
increase just-in-time
conversations among
teachers and administrators
between classes
>Delegate more responsibility
and authority to teams of
teachers; avoid bifurcation
15. Links to Resources
Finnish Education in a Nutshell: pamphlet-format
overview of education governance; teacher
credentialing and operational philosophy
Ideology and Implementation: presentation by Kristiina
Volmari, Finnish National Board of Education
Check out http://centerforstudentwork.elschools.org to
see examples of student work that reflects 21st Century
skills. #EFSummit @ExpedLearning
Competency resources at http://edleader21.com
Editor's Notes
Discussions about what constitutes World Class School system;
Goal was to ask questions and engage policy leaders, university professors, headmasters, classroom teachers and students in conversations about the strategies and practices that have a positive effect on the learning environment for all stakeholders, ones that we could replicate without changing our governance model or social welfare structure.
Their conversations are framed as “these are the possibiities….”
Paternity benefits full to partial pay; subsidized child care; health care….50% of every Euro earned
Flat organization structure that lends itself to autonomy
Changes at Parliamentary level have no impact on Education Policy Leaders at Ministry of Education -- regional directors focus on PD -- headmasters and teachers -- no LEAs (school committees) or department heads
Movement from equality to equity
Discuss Sisu (see’so) -- beyond grit; not just a matter of digging deep when confronted with a challenge; part of their inner fortitude and constitution; don’t ruminate; move on….
no English translation;
no Finnish translation for accountability
Trust in Teachers is a product of credentials
Master’s degree + minimum 300 European credits; focus on pedagogy and research-based requirements.
Write multiple formal thesis papers -- equivalent of Knowledge Acquisition Modules written precursor to a dissertation
8000 applicants to teacher program; 800 study places.
Read 4-5 research based articles 250 pages plus each (1 month to read)
All applicants take paper test and answer 1 question; not much space; well constructed have 4 hours to finish -- not text or concept specific
100 objective questions
Make it to next round
Interviews -- open ended -- tell us what you’d like us to know about ….
300 credits; 70 research based -- grades 1-6
$4500 Euros month -$59,000 per year
U.S. Education system does not develop deep thinkers and students
Parallels to EGSD Strategic Priorities
Everyone is eager to learn….note / developing vision:
Written by a consortium of stakeholders finished June 2015
Provocative by design--
How did you do in school -- what are we measuring
Portfolios
Transferable skills -- College and Career Readiness
PBL; grant applications
movement from equality to equity
whole child
Work ensuing on two critical parallel tracks; vision 2025 work and national core curriculum effective 2016; tenets became basis of national core curriculum
75 minute lessons; 75 courses; 50 similar --25-40 school decided
ICT labs will be removed.
Backwards design model is backward
Export entrepreneurial spirit
Did with our pedagogy
Their conversations are framed as “these are the possibiities….”
