The document provides a framework for reopening schools during the COVID-19 pandemic. It discusses the need to balance health risks with the educational and social impacts of prolonged school closures. Key factors to consider in deciding when and how to reopen schools include virus transmission rates, access to remote learning, risk mitigation measures, and prioritizing the reopening of schools for marginalized groups. Dimensions like policy, financing, safe operations, learning, inclusion, and well-being must all be addressed to safely reopen schools. Adaptation to local conditions is important, and decisions should be made through consultation with stakeholders.
Determining the optimal strategy for reopening schools, the impact of test an...eraser Juan José Calderón
Determining the optimal strategy for reopening schools, the impact of test and trace interventions, and the risk of occurrence of a second COVID-19 epidemic wave in the UK: a modelling study. Jasmina Panovska-Griffiths & others
The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90%
of the world’s student population: 1.54 billion children,
including 743 million girls. School closures and the wider
socio-economic impacts of COVID-19 on communities
and society also disrupt children’s and young people’s
normal support systems, leaving them more vulnerable
to illnesses and child protection risks such as physical
and humiliating punishment, sexual and gender-based
violence, child marriage, child labour, child trafficking and
recruitment and use in armed conflict. Girls and other
marginalised groups, particularly those in displaced settings, are particularly affected.
As governments prepare to reopen schools and other
learning sites, ministries and school communities must
minimise the risk of transmission of COVID-19 within
learning spaces and address the learning inequalities and
protection concerns exacerbated by COVID-19 school closures, particularly for girls and other marginalised groups.
Lessons learned from the COVID-19 school closures
must inform disaster and emergency preparedness for
future outbreaks of COVID-19 alongside other contextually
specific hazards that might further jeopardize children’s
rights to learn, be safe and survive. The school reopening process offers a unique multi-sectoral opportunity
for governments and school communities to build back
better, address gender inequalities and strengthen the
resilience of the education system. An inclusive, participatory process can help bring all children and young people
into school and leave no one behind.
Educating 21st Century Children: Emotional Well-Being in the Digital AgeEduSkills OECD
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind,and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes.This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies.It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
This Chapter is about Prevention Programs in schools. It is derived from the book Special Programs & Services in Schools by Bonnie M. Beyer and Eileen S. Johnson.
Determining the optimal strategy for reopening schools, the impact of test an...eraser Juan José Calderón
Determining the optimal strategy for reopening schools, the impact of test and trace interventions, and the risk of occurrence of a second COVID-19 epidemic wave in the UK: a modelling study. Jasmina Panovska-Griffiths & others
The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90%
of the world’s student population: 1.54 billion children,
including 743 million girls. School closures and the wider
socio-economic impacts of COVID-19 on communities
and society also disrupt children’s and young people’s
normal support systems, leaving them more vulnerable
to illnesses and child protection risks such as physical
and humiliating punishment, sexual and gender-based
violence, child marriage, child labour, child trafficking and
recruitment and use in armed conflict. Girls and other
marginalised groups, particularly those in displaced settings, are particularly affected.
As governments prepare to reopen schools and other
learning sites, ministries and school communities must
minimise the risk of transmission of COVID-19 within
learning spaces and address the learning inequalities and
protection concerns exacerbated by COVID-19 school closures, particularly for girls and other marginalised groups.
Lessons learned from the COVID-19 school closures
must inform disaster and emergency preparedness for
future outbreaks of COVID-19 alongside other contextually
specific hazards that might further jeopardize children’s
rights to learn, be safe and survive. The school reopening process offers a unique multi-sectoral opportunity
for governments and school communities to build back
better, address gender inequalities and strengthen the
resilience of the education system. An inclusive, participatory process can help bring all children and young people
into school and leave no one behind.
Educating 21st Century Children: Emotional Well-Being in the Digital AgeEduSkills OECD
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind,and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes.This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies.It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
This Chapter is about Prevention Programs in schools. It is derived from the book Special Programs & Services in Schools by Bonnie M. Beyer and Eileen S. Johnson.
Measuring What Matters for Child Well-being and Policies - Key messages in a ...StatsCommunications
Key messages from the OECD publication Measuring What Matters for Child Well-being and Policies, launched on 1st July 2021. More information at https://www.oecd.org/wise/measuring-what-matters-for-child-well-being-and-policies-e82fded1-en.htm
Leadership Advocacy For Early Childhood Education - ebookschoice.comnoblex1
Early childhood development and education has been a major topic of discussion and planning at all levels—federal, state, and local communities — not only because of the widespread recognition of the research base on the importance of early development to long-term schooling success, but as a critical national investment strategy for the future of the nation in the 21st Century global economy.
Source: https://ebookschoice.com/leadership-advocacy-for-early-childhood-education/
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
Trauma can have a profound impact on students, staff, and schools, interfering with cognitive and social-emotional processes needed to thrive in school and in life. Yet transforming the way we support student success and wellness takes innovation, focus, and deep partnership between the education and health sectors. CSHA and Alameda County will share their work with school systems in the Bay Area and across the state to create trauma- and healing-informed schools. We will share the basics of trauma awareness, lessons learned from school- and district-based efforts, and planning tools to apply to your own districts and school communities.
Grade retention is a strategy for the remediation of learning or developmental delays. Students who cannot keep up with their peers or do not meet a predefined level repeat the same grade once again and by doing so have an extra year to get at the level that is needed to successfully manage the next grade. There are considerable doubts as regards the usefulness and effectiveness of retaining grades. Studies conclude that in the short term retaining grades may have a positive effect on academic achievement, but that this gain disappears in the longer term.
Driessen, G. (2020). Grade retention. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/272
Geert Driessen (2021) Encyclopedia Parental involvement: The COVID-19 panacea?Driessen Research
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the COVID-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The question is whether this optimism is warranted. A review of the literature pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. A synthesis of the results from twelve meta-analyses showed that the average effect of involvement on attainment is small. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Driessen, G. (2021). Parental involvement in education: The COVID-19 panacea? Encyclopedia, 22 October 2021. Retrieved from: https://encyclopedia.pub/16375
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
The MICS is an international household survey programme developed by UNICEF. This survey provides up-to-date information on the situation of children, women and men, and measures key indicators that allow countries to monitor progress towards the Millennium Development Goals (MDGs) and other internationally agreed upon commitments.
The 2012 MICS was carried out in the Republic of Moldova (excluding Transnistrian region) as part of the fourth global round of MICS surveys and implemented by the National Centre of Public Health of the Ministry of Health in collaboration with the National Bureau of Statistics, the Scientific Research Institute of Mother and Child Health Care, the Ministry of Labour, Social Protection and Family, the Ministry of Education, the National Centre for Health Management, and the National Centre for Reproductive Health and Medical Genetics. Financial and technical support was provided by the United Nations Children’s Fund (UNICEF), with contribution of the Swiss Agency for Development and Cooperation and the World Health Organization.
The survey provides a solid base of comparable data and constitutes a valuable support in developing policies and strategies in the areas of health, education and well-being of families and children in the Republic of Moldova.
An estimated104,000 children aged 0-14 years are infected with HIV in Kenya.
The HIV prevalence rate of youth aged 15-24 years is 2.1%.
Among adolescents aged 12-14 years, 7% have had sex.
Among young people aged 15-24 years, 66% females and 59% males have had sex.
(KAIS 2012)
Stigma and discrimination associated with HIV & AIDS remains a key barrier to preventing new infections and accessing adequate care, support and treatment among youth.
Misperceptions about HIV transmission modes among the youth still exist despite HIV prevention efforts to provide accurate information on HIV and AIDS to the youth.
Are you a Student/Pupil?
Are you a Concerned Parent?
Are you a Teacher?
Are you a School Proprietor?
Are you a School Administrator?
Are you a Healthcare Professional?
Are you just a citizen concerned about the safety of your family?
Read the attached white paper on the Best Practice Strategies to Reopen Schools. Ask questions from the responsible authorities! Lets ensure a Safe Reopening that guarantees "Learning in a Safe Environment".
It takes me! It takes you!! It takes all of us!!!.
Measuring What Matters for Child Well-being and Policies - Key messages in a ...StatsCommunications
Key messages from the OECD publication Measuring What Matters for Child Well-being and Policies, launched on 1st July 2021. More information at https://www.oecd.org/wise/measuring-what-matters-for-child-well-being-and-policies-e82fded1-en.htm
Leadership Advocacy For Early Childhood Education - ebookschoice.comnoblex1
Early childhood development and education has been a major topic of discussion and planning at all levels—federal, state, and local communities — not only because of the widespread recognition of the research base on the importance of early development to long-term schooling success, but as a critical national investment strategy for the future of the nation in the 21st Century global economy.
Source: https://ebookschoice.com/leadership-advocacy-for-early-childhood-education/
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
Trauma can have a profound impact on students, staff, and schools, interfering with cognitive and social-emotional processes needed to thrive in school and in life. Yet transforming the way we support student success and wellness takes innovation, focus, and deep partnership between the education and health sectors. CSHA and Alameda County will share their work with school systems in the Bay Area and across the state to create trauma- and healing-informed schools. We will share the basics of trauma awareness, lessons learned from school- and district-based efforts, and planning tools to apply to your own districts and school communities.
Grade retention is a strategy for the remediation of learning or developmental delays. Students who cannot keep up with their peers or do not meet a predefined level repeat the same grade once again and by doing so have an extra year to get at the level that is needed to successfully manage the next grade. There are considerable doubts as regards the usefulness and effectiveness of retaining grades. Studies conclude that in the short term retaining grades may have a positive effect on academic achievement, but that this gain disappears in the longer term.
Driessen, G. (2020). Grade retention. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/272
Geert Driessen (2021) Encyclopedia Parental involvement: The COVID-19 panacea?Driessen Research
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the COVID-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The question is whether this optimism is warranted. A review of the literature pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. A synthesis of the results from twelve meta-analyses showed that the average effect of involvement on attainment is small. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Driessen, G. (2021). Parental involvement in education: The COVID-19 panacea? Encyclopedia, 22 October 2021. Retrieved from: https://encyclopedia.pub/16375
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
The MICS is an international household survey programme developed by UNICEF. This survey provides up-to-date information on the situation of children, women and men, and measures key indicators that allow countries to monitor progress towards the Millennium Development Goals (MDGs) and other internationally agreed upon commitments.
The 2012 MICS was carried out in the Republic of Moldova (excluding Transnistrian region) as part of the fourth global round of MICS surveys and implemented by the National Centre of Public Health of the Ministry of Health in collaboration with the National Bureau of Statistics, the Scientific Research Institute of Mother and Child Health Care, the Ministry of Labour, Social Protection and Family, the Ministry of Education, the National Centre for Health Management, and the National Centre for Reproductive Health and Medical Genetics. Financial and technical support was provided by the United Nations Children’s Fund (UNICEF), with contribution of the Swiss Agency for Development and Cooperation and the World Health Organization.
The survey provides a solid base of comparable data and constitutes a valuable support in developing policies and strategies in the areas of health, education and well-being of families and children in the Republic of Moldova.
An estimated104,000 children aged 0-14 years are infected with HIV in Kenya.
The HIV prevalence rate of youth aged 15-24 years is 2.1%.
Among adolescents aged 12-14 years, 7% have had sex.
Among young people aged 15-24 years, 66% females and 59% males have had sex.
(KAIS 2012)
Stigma and discrimination associated with HIV & AIDS remains a key barrier to preventing new infections and accessing adequate care, support and treatment among youth.
Misperceptions about HIV transmission modes among the youth still exist despite HIV prevention efforts to provide accurate information on HIV and AIDS to the youth.
Are you a Student/Pupil?
Are you a Concerned Parent?
Are you a Teacher?
Are you a School Proprietor?
Are you a School Administrator?
Are you a Healthcare Professional?
Are you just a citizen concerned about the safety of your family?
Read the attached white paper on the Best Practice Strategies to Reopen Schools. Ask questions from the responsible authorities! Lets ensure a Safe Reopening that guarantees "Learning in a Safe Environment".
It takes me! It takes you!! It takes all of us!!!.
Stanford SOCIAL INNOVATIONReviewRedefining Education i.docxwhitneyleman54422
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing
World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many
don’t even finish primary school. In Ghana, for example, only 50 percent of children
complete grade 5, and of those, less than half can comprehend a simple paragraph.
The UNESCO program Education for All, which as part of the Millennium Development
Goals aims to provide free, universal access to primary schooling, has been successful
in dramatically increasing enrollment. But, according to annual Education for All reports,
many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of
schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and
examination fees. And because the quality of education is often poor, parents are
forced to pay for additional tutoring to enable their children to pass tests. Opportunity
costs may be even larger — while they are in school, children forgo opportunities to
produce income working on the family farm or selling in the marketplace. It is not
surprising that when education investments do not result in adequate learning, or even
basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to
secondary school. Job prospects for most people in the developing world are poor, and
staying in school past grade 5, or even through grade 10, does not improve them
significantly. In impoverished regions, the vast majority will not secure formal
employment and will be supported primarily through subsistence level agriculture and
trading. Health outcomes in these regions are also dire. Millions of children die every
year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an
emphasis on math, science, language, and social studies. These programs allocate
scarce resources to topics like Greek mythology, prime numbers, or tectonic plate
movement — topics that may provide intellectual stimulation, but have little relevance in
the lives of impoverished children. High performing students in less developed regions
face a much different future from their counterparts’ in wealthier areas. There are no
higher levels of schooling or professional job opportunities awaiting most of these
1
children; they will likely end up working on family or neighborhood farms or starting their
own small enterprises.
Schooling provides neither the financial literacy students will need to manage the
meager resources under their control, nor the guidance needed to create opportunities
for securing a liv.
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
PRACTICES AND CHALLENGES IN THE IMPLEMENTATION OF BASIC EDUCATION LEARNING CO...RayRudolfPastrana1
This study determined the relationship between the practices and challenges in the implementation of basic education learning continuity plan and the performance of the elementary schools in San Rafael East and West Districts during the School Year 2020-2021.
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
Navigating the Educational Landscape: A Comprehensive Guide to Understanding ...faizalkhan1393
The educational landscape is a dynamic and multifaceted domain that encompasses a diverse array of schools, each with its unique characteristics, philosophies, and approaches to teaching and learning.
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
Over the past decade, the child-friendly schools (CFS) model has emerged as UNICEF’s signature means to advocate for and promote quality education for every girl and boy. Child-friendly schools enable all children to achieve their full potential. As a part of a Global Capacity Development Programme on CFS, UNICEF has developed the Child Friendly Schools Manual, a reference document and practical guidebook to help countries implement CFS models appropriate to their specific circumstances.
Similar to Framework for-reopening-schools-2020 (20)
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.
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.
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!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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.
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
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Why reopen schools?
Disruptions to instructional time in the classroom can have a severe impact on a child’s ability to learn. The longer marginalized
children are out of school, the less likely they are to return. Children from the poorest households are already almost five times more
likely to be out of primary school than those from the richest. Being out of school also increases the risk of teenage pregnancy,
sexual exploitation, child marriage, violence and other threats. Further, prolonged closures disrupt essential school-based services
such as immunization, school feeding, and mental health and psychosocial support, and can cause stress and anxiety due to the
loss of peer interaction and disrupted routines. These negative impacts will be significantly higher for marginalized children, such as
those living in countries affected by conflict and other protracted crises, migrants, the forcibly displaced, minorities, children living
with disabilities, and children in institutions. School reopenings must be safe and consistent with each country’s overall COVID-19
health response, with all reasonable measures taken to protect students, staff, teachers and their families.
When, where and which schools to reopen?
The timing of school reopenings should be guided by the best interest of the child and overall public health considerations, based
on an assessment of the associated benefits and risks and informed by cross-sectoral and context-specific evidence, including edu-
cation, public health and socio-economic factors. This analysis will also help to prioritize risk mitigation measures. Decision-making
should be done together with subnational stakeholders so that actions are based on an analysis of each local context.
Decisions on reopening will require countries to quickly gather critical information on how schools,
teachers, students and communities are coping with closures and the pandemic. Rapid response sur-
veys of school and local leaders, teachers, students and parents can help provide this information. Deci-
sion makers must then assess how learning and wellbeing can best be supported in each context, with
special consideration of the benefits of classroom-based instruction vis-à-vis remote learning, against
risk factors related to reopening of schools, noting the inconclusive evidence around the infection risks
related to school attendance.
• How essential is classroom instruction to achieve the respective learning outcomes (foundational,
transferable, digital, job-specific), recognizing issues such as the importance of direct interaction with
teachers for play-based learning with younger children and developing foundational skills?
• How available and accessible is high-quality remote learning (for respective learning outcomes, age
groups and for marginalized groups)?
• How long can the current remote learning approach be sustained, including learning achievements, and
social-emotional wellbeing, given domestic pressure on caregivers and other context-specific factors?
• Do caregivers have the necessary tools to protect children from online harassment and online gender-based
violence, while they are learning through online platforms?
• How are the ‘high stakes’ key transition points on the learning journey (readiness for school; primary completion
and transition; secondary completion and transition to tertiary) affected by the pandemic and responses to it?
• How ready and able are teachers and educational authorities to adapt to different administrative and
learning approaches? Are they able and ready to implement infection prevention and control measures?
• Are there protection-related risks related to children not attending school, such as increased risk of domes-
tic violence or sexual exploitation against girls and boys?
• Do school closures compromise other support services provided by schools, such as school health and
nutrition activities?
• What are the social, economic and well-being related implications of children not attending school?
• What is the capacity of the school to maintain safe school operations to mitigate risks, such as social dis-
tancing (i.e. size of classroom compared to number of students); and water, sanitation and hygiene facilities
and practices?
• What is the level of exposure between the school population and higher-risk groups, such as the elderly and
those with underlying medical conditions? If exposure is high, can sufficient mitigation efforts be taken?
• How does the school population travel to and from school?
• What are the community-related risk factors considering epidemiological factors, public health and health-
care capacities, population density and adherence to social distancing and good hygiene practices?
Analyzing the context-specific benefits and risks enables prioritization of schools (or components of
schools) for reopening; prioritization of risk mitigation measures within schools and communities; and
areas of focus for remote learning.
3. How to reopen schools
When select schools have been identified for reopening, six
key dimensions should be used to assess their states of read-
iness and inform planning: policy, financing, safe operations,
learning, reaching the most marginalized and wellbeing/protec-
tion. Policy considerations and financial requirements together
create the enabling environment needed to support each of the
other dimensions.
Contextualization and adaptation will be critical to respond to
local needs and conditions, particularly in contexts where there
are multiple deprivations (such as densely populated areas, low
water settings, conflict, etc.) Analysis must be done against
pre-pandemic conditions, with an acknowledgement of both
existing limitations in low-resource contexts, and current goals
Learning
Including
the most
marginalized
Wellbeing
and protection
Safe
operations
Policy
Financing
to improve operational and learning conditions. The response
should serve as a catalyst to improve learning outcomes, in-
crease equitable access to education and strengthen the protec-
tion, health and safety of children.
Prepare with critical policies,
procedures and financing plans
needed to improve schooling,
with a focus on safe operations,
including strengthening remote
learning practices.
Adopt proactive approaches to
reintegrate marginalized and out-
of-school children. Invest in water,
sanitation and hygiene to mitigate risks
and focus on remedial education to
compensate for lost instructional time.
Actively monitor health indicators,
expanding focus on wellbeing and
protection. Strengthen pedagogy, adapt
remote education for blended teaching
and learning, including knowledge on
infection transmission and prevention.
Provide clear national guidance on
parameters for decision making on school
openings.They may need to be progressive,
beginning in areas with the lowest rates of
transmission and lowest localized risk.
School openings can also be staged – for
example, they could initially be limited to a
few days of the week, or only apply to certain
grades or levels. National policies should
provide clear guidance for sub-national
assessment and decision making.
Education authorities should strengthen
communication and coordination mechanisms
that promote local dialogue and engagement
with communities, parents, and children on
education matters.
Develop a decision model for reclosing
and reopening schools as needed due to
resurgence of community transmission.
Develop clear and easy-to-understand
protocols on physical distancing measures,
including prohibiting activities that require
large gatherings, staggering the start and
close of the school day, staggering feeding
times, moving classes to temporary spaces
or outdoors, and having school in shifts to
reduce class size.
Increase the share of schools with safe water,
handwashing stations, cleaning supplies
and, wherever possible, establish or expand
sex segregated toilets or latrines including
provisions for menstrual hygiene management.
Develop detailed protocols on hygiene
measures, including handwashing,
respiratory etiquette, use of protective
equipment, cleaning procedures for facilities
and safe food preparation practices.
Train administrative staff and teachers on
implementing physical distancing and school
hygiene practices and increase staff at schools
as needed. Cleaning staff should also be
trained on disinfection and be equipped with
personal protection equipment to the extent
possible.
Emphasize behavior change to increase both
the intensity and frequency of cleaning and
disinfection activities and improve waste
management practices.
Revise personnel and attendance policies
with teacher unions to accommodate health-
related absences and support remote and
blended teaching.
Policies should protect staff, teachers and
students who are at high risk due to age or
underlying medical conditions, with plans to
cover absent teachers and continue remote
education to support students unable to
attend school, accommodating individual
circumstances to the extent possible.
Provide school leaders with clear guidance
to establish procedures if students or
staff become unwell. Guidance should
include monitoring student and staff health,
maintaining regular contact with local health
authorities, and updating emergency plans and
contact lists.
Schools should also ensure there is space to
temporarily separate sick students and staff
without creating stigma. Share procedures with
staff, parents and students, including advising
all sick students and staff to remain home.
Safeoperations
[SeeIASCGuidanceonCOVID-19PreventionandControlinSchoolsfordetailedadvice.]
With schools reopenedPart of reopening processPrior to reopening
4. Identify response and recovery financing
for immediate investments in school water,
sanitation and hygiene. Prioritize costs of
supplies and services to thoroughly clean
and disinfect schools and for contingency
plans and stocks.
Promote hygienic practices at all levels and
for all staff of the school system, with an
emphasis on handwashing and respiratory
etiquette.
Encourage the use of hand sanitizer, and
where recommended by national authorities,
emphasize the importance of proper use of
cloth masks. Information on hygiene should
be widely available and accessible, including
in minority languages or braille, and in child-
friendly language.
Utilize the COVID-19 response as
an opportunity to review policies on use
of school facilities during emergencies
(as shelters, health facilities, quarantine
locations, etc.)
Provide teachers and school leaders with
support and training on remote learning
and ways to support their students while
schools are closed. This could include
creating peer groups on mobile platforms or
providing phone credits to contact parents.
Revise admissions policies and requirements
to align with the goals of universal education
by eliminating barriers and reducing
requirements to entry.
Establish or update equivalency standards
and official recognition for alternative learning
pathways.
Increase investments in remote learning
(1) to prepare for future rounds of school
closings, (2) to strengthen teaching and
learning where closures remain in effect
and (3) to supplement instructional hours
with a blended model where schools may
be operating on partial or otherwise adapted
schedules.
Include increased funding for teacher
capacity-building and training.
Develop alternative academic calendars
based on different public health scenarios
and taking into consideration modalities to
be used for remote learning.
Equip teachers to deal with both learning
recovery and students’ mental health and
psychosocial (MHPSS) needs. Training efforts
should explicitly improve teachers’ ability to
meet students’ basic literacy/numeracy and
social-emotional needs, particularly in schools
with a high proportion of at-risk students.
Teachers should be trained to identify age-
related behavioral and cognitive changes and
provide age-appropriate learning support.
Consider waiving less important examinations,
such as those used for promotion decisions,
in order to focus resources on ensuring that
critically important examinations (such as
those used for secondary school graduation
or university entrance) are carried out in a
valid, reliable, and equitable way, with due
consideration to physical distancing and other
health requirements.
Consider universal promotion wherever
possible and assess students’ levels of
learning following school closures to inform
remedial efforts.
Assess impacts on the private education
sector and consider possible responses,
including expanding public supply, public
financing of private supply, or other
responses as appropriate.
Implement large-scale remedial programs
to mitigate learning loss and prevent
exacerbation of learning inequality after
school closures, with a focus on literacy
and numeracy for primary-age children and
accessibility accommodations for children
with disabilities.
Accelerated education models can be
implemented in parallel to integrate
previously out-of-school or over-age children.
Implement innovative teacher support
methods, such as online professional
development, coaching, or use of tutors to
help bring capacity development efforts to
scale more rapidly. This training and skills
building can also be integrated into formal
pre- and in-service teacher trainings.
Increase provision of mental health and
psychosocial support services that address
stigmatization/discrimination and support
children and their families in coping with the
continued uncertainties of the pandemic.
Share clear, concise and accurate
information about COVID-19, normalize
messages about fear and anxiety and
promote self-care strategies not only
for students and their families but also
teachers and other school staff.
Ensure continuous and timely payment of
teachers’ salaries, with attention to those
on precarious contracts, to mitigate against
teacher attrition and promote wellbeing.
Conduct a risk assessment for teachers
and other staff (considering age, chronic
conditions and other risk factors), then
implement a staggered approach for returning
to school.
Review and strengthen referral systems,
particularly for severe cases. Ensure any
providers are aware of other care services,
including referral to services for GBV/PSEA
and sexual and reproductive health (SRH)
services.
Re-establish regular and safe delivery of
essential services. This includes, but is
not limited to, critical nutrition, WASH and
health services such as school feeding,
vaccination campaigns, protection referrals
(MHPSS, gender-based violence, abuse, etc.)
and specialized services for children with
disabilities.
Where services are not available at school,
strengthen referral systems, including for
SHR services that are youth-friendly and
fully accessible.
FocusonlearningWellbeing&protection
With schools reopenedPart of reopening processPrior to reopening
5. Related Guidance
Several supplementary resources and tools are available or in development to underpin this framework.This list will be updated regularly.
WFP, FAO, UNICEF, Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren https://www.wfp.org/publications/
mitigating-effects-covid-19-pandemic-food-and-nutrition-schoolchildren
UNESCO, COVID 19 Education Response – Education Issue Note N° 7.1 – April 2020 https://en.unesco.org/covid19/educationresponse
UN Special Rapporteur on the right to adequate housing, COVID-19 Guidance Note Protecting Residents of Informal Settlements https://unhabitat.org/
sites/default/files/2020/04/guidance_note_-_informal_settlements_29march_2020_final3.pdf
World Bank resources on education during COVID-19 landing page: https://www.worldbank.org/en/data/interactive/2020/03/24/world-bank-education-
and-covid-19
References
IASC, Guidance on COVID-19 Prevention and Control in Schools https://www.unicef.org/reports/key-messages-and-actions-coronavirus-disease-covid-
19-prevention-and-control-schools
United Nations, Policy Brief: The Impact of COVID-19 on children 15 APRIL 2020 https://www.un.org/sites/un2.un.org/files/policy_brief_on_covid_
impact_on_children_16_april_2020.pdf
World Bank, We should avoid flattening the curve in education – Possible scenarios for learning loss during the school lockdowns, https://blogs.
worldbank.org/education/we-should-avoid-flattening-curve-education-possible-scenarios-learning-loss-during-school?CID=WBW_AL_BlogNotification_
EN_EXT)
World Bank,The COVID-10 Pandemic: Shocks to Education and Responses, Draft Paper
World Health Organization, Considerations in adjusting public health and social measures in the context of COVID-19 Interim guidance 16 April 2020
https://apps.who.int/iris/bitstream/handle/10665/331773/WHO-2019-nCoV-Adjusting_PH_measures-2020.1-eng.pdf
World Health Organization, Non-pharmaceutical public health measures for mitigating the risk and impact of epidemic and pandemic influenza (2019)
https://www.who.int/influenza/publications/public_health_measures/publication/en/
World Health Organization, Reducing transmission of pandemic (H1N1) 2009 in school settings https://www.who.int/csr/resources/publications/
reducing_transmission_h1n1_2009.pdf
Direct education funding to schools
hit hardest by the crisis, for example
through formula-based funding that
prioritizes the most marginalized. In terms
of mechanisms, consider school block
grants and cash transfers (conditional or
unconditional) to students.
Waive school fees and other costs (school
uniforms, etc.) wherever possible and
eliminate other barriers to entry to maximize
re-enrolment rates.
Prioritize financing to support new recovery
needs, especially for disadvantaged
students. One approach is to suspend
or temporarily revise performance-based
elements in per-capita funding, which can
ensure continued financing and prevent
reductions due to lack of achievement or
compliance.
Adapt school opening policies and practices
to expand access to marginalized groups
such as previously out-of-school children,
displaced/migrant children and minorities.
Diversify critical communications and
outreach by making them available in
relevant languages, accessible formats and
tailoring them to populations of concern.
Take specific measures to mitigate
protection risks while girls and other
marginalized groups are out of school
through increased community engagement
and improved referrals.
Take specific measures to support girls’
return to school through increased
community engagement.
Ensure learning materials/platforms,
information, services and facilities are
accessible to people with disabilities.
Public health information and
communication should be available in
multiple, accessible formats, including for
those with auditory or visual impairments.
Modifications should be made to ensure
water, hygiene and sanitation services are
accessible. Plan for continuity of assistive
services if schools are reclosed.
Reachingthemostmarginalized
United Nations
Educational, Scientific and
Cultural Organization
With schools reopenedPart of reopening processPrior to reopening