The document outlines Experimentarium's school program strategy from 2020-2024. It aims to increase the number of school visitors by developing new educational formats, targeted communication and marketing, and partnerships. Experimentarium focuses on informal science education for children and young people, with over 100,000 school visitors in 2019. An example workshop described is the Bootcamp in Engineering, where students use the engineering design process to solve challenges and build solutions.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
Taken from the schools workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Liz Neil, programme lead for schools at the Erasmus+ UK National Agency.
Topics in this presentation include an overview of the Erasmus+ 2016 programme for schools, how eTwinning and the School Education Gateway complement your Erasmus+ project and linking Erasmus+ with a European Development Plan.
The document discusses CLIL (Content and Language Integrated Learning) training for primary teachers in Andalucía, Spain. It outlines an ambitious CLIL scheme launched in Andalucía from 2004-2008 to establish 400 CLIL schools, with goals to expand to 500 schools in 2009 and 1200 by 2012. It also describes the various levels of CLIL training provided, including language courses, regional conferences, and local seminars and workshops organized through universities and education authorities to support teachers in developing their CLIL skills and methodology.
This presentation was delivered by Stephanie Cossom, Senior Policy Advisor, for the Deprartment for Business, Innovation and Skills (BIS) during the plenary session for the 'My Story' Erasmus+ 2015 conference. The event was held in Edinburgh on 22 September 2015.
Plan Ceibal English is a project in Uruguay that provides English language education to primary school students using video conferencing technology. It began as a pilot program in 2012 reaching 1,000 students. By 2015, it aims to provide English classes to up to 120,000 students in 4,800 classes across the country. The program utilizes remote teachers who teach classes via video conference as well as local classroom teachers who teach additional classes. Both teachers receive training. Evaluations show students and teachers have had positive reactions to the program, though expansion and quality control present ongoing challenges.
The Cambridge English: Preliminary (PET) qualification has been used since 2010 to motivate English language learning and improve career prospects for middle school students in Saxony, Germany. The exam was launched as part of an agreement between the Cultural Ministry of Saxony and the Cambridge English Test Centre in Leipzig. The goal was to encourage earlier acquisition of English skills and provide internationally recognized certification to help students' employment and education opportunities. Over 27 middle schools now offer the exam. It has been praised for giving students a recognized qualification and additional language support.
This presentation by Alicia Valencia was made during the first Roundable at the Conference on Global and European Trends in Financial Education in Istanbul on 22-23 May 2014, which explored the role(s) of the private and not-for-profit sectors in financial education, financial literacy and innovation for young people and financial education for migrant workers and their families. Find out more at http://www.oecd.org/daf/fin/financial-education/2014-conference-global-european-trends-financial-education.htm
The document outlines Experimentarium's school program strategy from 2020-2024. It aims to increase the number of school visitors by developing new educational formats, targeted communication and marketing, and partnerships. Experimentarium focuses on informal science education for children and young people, with over 100,000 school visitors in 2019. An example workshop described is the Bootcamp in Engineering, where students use the engineering design process to solve challenges and build solutions.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
Taken from the schools workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Liz Neil, programme lead for schools at the Erasmus+ UK National Agency.
Topics in this presentation include an overview of the Erasmus+ 2016 programme for schools, how eTwinning and the School Education Gateway complement your Erasmus+ project and linking Erasmus+ with a European Development Plan.
The document discusses CLIL (Content and Language Integrated Learning) training for primary teachers in Andalucía, Spain. It outlines an ambitious CLIL scheme launched in Andalucía from 2004-2008 to establish 400 CLIL schools, with goals to expand to 500 schools in 2009 and 1200 by 2012. It also describes the various levels of CLIL training provided, including language courses, regional conferences, and local seminars and workshops organized through universities and education authorities to support teachers in developing their CLIL skills and methodology.
This presentation was delivered by Stephanie Cossom, Senior Policy Advisor, for the Deprartment for Business, Innovation and Skills (BIS) during the plenary session for the 'My Story' Erasmus+ 2015 conference. The event was held in Edinburgh on 22 September 2015.
Plan Ceibal English is a project in Uruguay that provides English language education to primary school students using video conferencing technology. It began as a pilot program in 2012 reaching 1,000 students. By 2015, it aims to provide English classes to up to 120,000 students in 4,800 classes across the country. The program utilizes remote teachers who teach classes via video conference as well as local classroom teachers who teach additional classes. Both teachers receive training. Evaluations show students and teachers have had positive reactions to the program, though expansion and quality control present ongoing challenges.
The Cambridge English: Preliminary (PET) qualification has been used since 2010 to motivate English language learning and improve career prospects for middle school students in Saxony, Germany. The exam was launched as part of an agreement between the Cultural Ministry of Saxony and the Cambridge English Test Centre in Leipzig. The goal was to encourage earlier acquisition of English skills and provide internationally recognized certification to help students' employment and education opportunities. Over 27 middle schools now offer the exam. It has been praised for giving students a recognized qualification and additional language support.
This presentation by Alicia Valencia was made during the first Roundable at the Conference on Global and European Trends in Financial Education in Istanbul on 22-23 May 2014, which explored the role(s) of the private and not-for-profit sectors in financial education, financial literacy and innovation for young people and financial education for migrant workers and their families. Find out more at http://www.oecd.org/daf/fin/financial-education/2014-conference-global-european-trends-financial-education.htm
This higher education case study presentation was delivered by Rosemary Borup during the measuring employability workshop of the December 2015 Learning Networks event held in Cardiff.
A presentation by NooA´s Swedish partner Ebba Ossiannilsson at SVERD´s conference in Stockholm on Oct. 18, 2013. At the conference it was announced that CAmpus NooA was nominated for the international Boldic Award and came in second.
The Nordic open online Academy (NooA) provides quality online education through online courses. NooA aims to become an international learning mall for online courses by developing a multilingual learning community that is flexible for students and accredited in multiple countries. NooA values economical, flexible, quality-conscious, transparent, and social learning. It focuses on cooperative online education and being an attractive partner for institutions and companies to develop and translate courses.
The document introduces the European Maturity Model for Blended Education (EMBED) project. EMBED aims to create a reference model for developing and implementing blended learning at higher education institutions. It will provide a conceptual framework and multi-level maturity model to guide pedagogical and institutional change toward blended education. The maturity model will assess progress at the micro, meso, and macro levels to evaluate teaching/learning processes, institutional strategies, and governmental policies. The project partnership consists of leading European universities in blended learning.
The document provides information about the various academic programmes, courses, and facilities available at the Government College Naxxar. It summarizes the different course options including the MC, AIO, 18+ individual study programmes, and foreign language proficiency programme. It also outlines the entry requirements, facilities, pastoral care, academic excellence, transport, and application process for prospective students.
This is an avant-premiere of the results of a study on Open Education policies across EU Member States, presented at the 2nd OER Policy Forum in Warsaw in June 2017.
The school aims to provide a holistic education that goes beyond traditional teaching and incorporates activities to develop students' talents. It advocates combining different teaching strategies like learning by doing, exploration, and experimentation supported by technology. Subject enrichment activities and projects are conducted for all students, while older students participate in additional programs like presentations and online assignments. The school follows the CBSE and Cambridge curriculum to provide a world-class education and equip students for success in a changing global environment. It also provides guidance for international academic competitions in various subjects.
The european maturity model for blended learning by wiebe dijkstraEADTU
1) The document discusses the development of a European maturity model for blended education. It aims to provide a reference model for developing and implementing blended learning at the course, program, and institutional levels.
2) The maturity model will assess blended learning in terms of course design, organizational support, leadership, policies, and strategies to promote continuous innovation.
3) An international partnership of universities will collaborate on conceptualizing the model, designing monitoring instruments, and assessing institutional blended learning maturity.
This document provides information about the British Council's Connecting Classrooms program. It includes:
1. Contact information for project managers in various countries involved with the program.
2. An overview of the Connecting Classrooms program, which builds partnerships between schools in the UK and other countries to develop cultural understanding and global skills.
3. Details on the three core components of the program: collaborative learning projects, international recognition awards, and professional development for teachers.
The British Council and Plan Ceibal in Uruguay have partnered to provide English language instruction to primary school students through a program called Ceibal English. The program uses video conferencing to allow remote teachers located in multiple countries to teach English to students, while also training local classroom teachers in English. Since launching as a pilot in 2012, Ceibal English has expanded to reach over 100,000 students in 4,000 classrooms across Uruguay by 2015. Both the infrastructure established by Plan Ceibal and the team teaching model have proven effective, but ongoing challenges include maintaining quality control and long-term sustainability as the program continues to grow.
Helen Schofield is a senior leader with extensive experience in learning and development across the justice sector. She has held leadership roles developing national learning programs, qualifications, and an online learning platform for policing, probation, and community agencies. Most recently, she has consulted on projects to enhance professional skills across the justice sector.
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
The document summarizes the mission and activities of UNA Europa, an alliance of European universities. Its key goals include (1) promoting European values and identity through international and interdisciplinary education, (2) increasing the quality, performance and competitiveness of European higher education, and (3) making the knowledge triangle of education, research and innovation a reality. UNA Europa aims to establish an integrated European university campus with innovative curricula and at least 50% student mobility. It focuses on sustainability, cultural heritage, data science and AI. Recent activities include doctoral workshops, a student congress, and successful Horizon 2020 and Erasmus+ grants for postdoctoral fellowships and an online learning hub.
The document outlines an improvement plan for bilingual sections between three European institutions funded by an Erasmus+ grant. It details training for teachers from IES Albarregas in Spain, sharing educational experiences between students, and working together on curriculum development using eTwinning and CLIL methodology. The plan involves analyzing each institution's bilingual program, teachers observing classrooms, and developing enhanced strategies to approximate their bilingual sections and promote quality and equality in education across Europe.
The Primary French Project provides free French teaching materials and training to primary schools in the UK. The training takes place over a minimum of four years, with teachers advancing through levels of materials that both teach French to students and enhance the teachers' own language skills and pedagogy. The goal is to support primary schools in offering French instruction to all students from years 3 to 6.
A Comenius project involves at least three schools or colleges from three European countries working together over two years on cross-curricular projects. The projects enable staff and students to collaborate with international partners, learn about other cultures, gain insight into different teaching practices, and report increased enthusiasm and motivation. Benefits to participating schools include opportunities for staff and students to work together, develop problem-solving skills, build educational programs, and allow pupils and students to visit partner institutions with available funding.
The document discusses the European Commission's funding programs that support education and training projects across Europe. The flagship program is the Lifelong Learning Programme, which runs from 2007-2013 with a budget of €7 billion. It consists of four sub-programs called pillars that support different levels of education, as well as a transversal program that focuses on areas like language learning and innovative technologies. Other programs mentioned include Tempus, which supports cooperation in higher education in central and eastern Europe.
Beyond Accepted Standards: Past, Present and Future of the German UniCert Lan...mlang-events
The document discusses the UNIcert® language certification system in Germany. It provides an overview of UNIcert's history and structure, outlines its standards-based curriculum and certification process, and notes its growth over time in accredited institutions and certificates awarded. The document also considers potential future adjustments, such as allowing for modular coursebooks and skills-based testing, to maintain UNIcert's relevance in a changing educational environment.
This higher education case study presentation was delivered by Rosemary Borup during the measuring employability workshop of the December 2015 Learning Networks event held in Cardiff.
A presentation by NooA´s Swedish partner Ebba Ossiannilsson at SVERD´s conference in Stockholm on Oct. 18, 2013. At the conference it was announced that CAmpus NooA was nominated for the international Boldic Award and came in second.
The Nordic open online Academy (NooA) provides quality online education through online courses. NooA aims to become an international learning mall for online courses by developing a multilingual learning community that is flexible for students and accredited in multiple countries. NooA values economical, flexible, quality-conscious, transparent, and social learning. It focuses on cooperative online education and being an attractive partner for institutions and companies to develop and translate courses.
The document introduces the European Maturity Model for Blended Education (EMBED) project. EMBED aims to create a reference model for developing and implementing blended learning at higher education institutions. It will provide a conceptual framework and multi-level maturity model to guide pedagogical and institutional change toward blended education. The maturity model will assess progress at the micro, meso, and macro levels to evaluate teaching/learning processes, institutional strategies, and governmental policies. The project partnership consists of leading European universities in blended learning.
The document provides information about the various academic programmes, courses, and facilities available at the Government College Naxxar. It summarizes the different course options including the MC, AIO, 18+ individual study programmes, and foreign language proficiency programme. It also outlines the entry requirements, facilities, pastoral care, academic excellence, transport, and application process for prospective students.
This is an avant-premiere of the results of a study on Open Education policies across EU Member States, presented at the 2nd OER Policy Forum in Warsaw in June 2017.
The school aims to provide a holistic education that goes beyond traditional teaching and incorporates activities to develop students' talents. It advocates combining different teaching strategies like learning by doing, exploration, and experimentation supported by technology. Subject enrichment activities and projects are conducted for all students, while older students participate in additional programs like presentations and online assignments. The school follows the CBSE and Cambridge curriculum to provide a world-class education and equip students for success in a changing global environment. It also provides guidance for international academic competitions in various subjects.
The european maturity model for blended learning by wiebe dijkstraEADTU
1) The document discusses the development of a European maturity model for blended education. It aims to provide a reference model for developing and implementing blended learning at the course, program, and institutional levels.
2) The maturity model will assess blended learning in terms of course design, organizational support, leadership, policies, and strategies to promote continuous innovation.
3) An international partnership of universities will collaborate on conceptualizing the model, designing monitoring instruments, and assessing institutional blended learning maturity.
This document provides information about the British Council's Connecting Classrooms program. It includes:
1. Contact information for project managers in various countries involved with the program.
2. An overview of the Connecting Classrooms program, which builds partnerships between schools in the UK and other countries to develop cultural understanding and global skills.
3. Details on the three core components of the program: collaborative learning projects, international recognition awards, and professional development for teachers.
The British Council and Plan Ceibal in Uruguay have partnered to provide English language instruction to primary school students through a program called Ceibal English. The program uses video conferencing to allow remote teachers located in multiple countries to teach English to students, while also training local classroom teachers in English. Since launching as a pilot in 2012, Ceibal English has expanded to reach over 100,000 students in 4,000 classrooms across Uruguay by 2015. Both the infrastructure established by Plan Ceibal and the team teaching model have proven effective, but ongoing challenges include maintaining quality control and long-term sustainability as the program continues to grow.
Helen Schofield is a senior leader with extensive experience in learning and development across the justice sector. She has held leadership roles developing national learning programs, qualifications, and an online learning platform for policing, probation, and community agencies. Most recently, she has consulted on projects to enhance professional skills across the justice sector.
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
The document summarizes the mission and activities of UNA Europa, an alliance of European universities. Its key goals include (1) promoting European values and identity through international and interdisciplinary education, (2) increasing the quality, performance and competitiveness of European higher education, and (3) making the knowledge triangle of education, research and innovation a reality. UNA Europa aims to establish an integrated European university campus with innovative curricula and at least 50% student mobility. It focuses on sustainability, cultural heritage, data science and AI. Recent activities include doctoral workshops, a student congress, and successful Horizon 2020 and Erasmus+ grants for postdoctoral fellowships and an online learning hub.
The document outlines an improvement plan for bilingual sections between three European institutions funded by an Erasmus+ grant. It details training for teachers from IES Albarregas in Spain, sharing educational experiences between students, and working together on curriculum development using eTwinning and CLIL methodology. The plan involves analyzing each institution's bilingual program, teachers observing classrooms, and developing enhanced strategies to approximate their bilingual sections and promote quality and equality in education across Europe.
The Primary French Project provides free French teaching materials and training to primary schools in the UK. The training takes place over a minimum of four years, with teachers advancing through levels of materials that both teach French to students and enhance the teachers' own language skills and pedagogy. The goal is to support primary schools in offering French instruction to all students from years 3 to 6.
A Comenius project involves at least three schools or colleges from three European countries working together over two years on cross-curricular projects. The projects enable staff and students to collaborate with international partners, learn about other cultures, gain insight into different teaching practices, and report increased enthusiasm and motivation. Benefits to participating schools include opportunities for staff and students to work together, develop problem-solving skills, build educational programs, and allow pupils and students to visit partner institutions with available funding.
The document discusses the European Commission's funding programs that support education and training projects across Europe. The flagship program is the Lifelong Learning Programme, which runs from 2007-2013 with a budget of €7 billion. It consists of four sub-programs called pillars that support different levels of education, as well as a transversal program that focuses on areas like language learning and innovative technologies. Other programs mentioned include Tempus, which supports cooperation in higher education in central and eastern Europe.
Beyond Accepted Standards: Past, Present and Future of the German UniCert Lan...mlang-events
The document discusses the UNIcert® language certification system in Germany. It provides an overview of UNIcert's history and structure, outlines its standards-based curriculum and certification process, and notes its growth over time in accredited institutions and certificates awarded. The document also considers potential future adjustments, such as allowing for modular coursebooks and skills-based testing, to maintain UNIcert's relevance in a changing educational environment.
Multiculturalism & LfA: Addressing the Challenges by LeeAnn Stone Ed.D.mlang-events
This document discusses challenges and strategies for language programs in universities. The top five challenges are: 1) Keeping students engaged throughout their language courses, 2) Securing support and buy-in from university leadership, 3) Obtaining sufficient resources and funding, 4) Addressing logistical timetabling issues, and 5) Ensuring consistent teaching quality. Overcoming these obstacles will require partnership across different stakeholders, including governments, schools, employers, and students themselves.
Opportunities and Challenges in the Multilingual and Multicultural Learning S...mlang-events
1. The University of Groningen in the Netherlands has over 5,000 international students from over 120 nationalities, with 35% of academic staff coming from abroad. It offers many programs taught in English and ranks highly in international rankings.
2. The university conducted an International Classroom project to improve its internationalization, obtain an European quality label, and enhance education quality. Through case studies and a survey, it found opportunities to strengthen internationalization vision and leverage diversity, while providing more language and intercultural support.
3. Based on its findings, the university developed principles for internationalization and a language and culture policy to guide teaching, learning, and student/staff integration in its multilingual and multicultural
The document provides an overview of the Highly Immersive Programme (HIP) Toolkit which aims to support the creation of a highly immersive English language environment in Malaysian schools. The toolkit includes: (1) An overview of HIP and its relation to Malaysia's education policies; (2) Descriptions of the four fundamental factors for HIP's success; (3) A self-assessment tool to help schools evaluate their progress; (4) A guidebook with a menu of in-class, out-of-class, extra-curricular and outreach English language activities. The toolkit is intended to help schools customize activities to create an immersive environment and continuously improve their English proficiency levels.
This document provides an overview of the Highly Immersive Programme (HIP) Toolkit version 2.0 created by the English Language Teaching Centre, Ministry of Education, Malaysia. The toolkit aims to support schools in creating a highly immersive English learning environment. It includes an overview of HIP and its relation to education policies, describes 4 factors important for HIP success, a self-assessment tool to evaluate progress, and a guidebook with sample activities. The self-assessment tool involves scoring different groups (head, teachers, students, parents) to determine the school's overall level of English immersion.
Ocwc2014 policies-bacsich final and refsPaul Bacsich
This document discusses developing open educational resource (OER)-supportive policies for higher education in smaller countries. It provides context on the POERUP project, which is inventorying over 400 OER initiatives and producing policy documents. It defines smaller countries as those with less than 10 million people and lists several European Union countries that fall into this category. Key factors that affect policymaking in smaller countries are discussed, such as limited resources, influence of regional areas, smaller number of institutions, and importance of cultural and linguistic factors. The document then examines policy approaches in Scotland, Ireland and Wales in more detail. In Wales, an Open and Online Learning Working Group recently made recommendations to the minister and higher education institutions around several areas including access,
This document provides an overview of the Highly Immersive Programme (HIP) Toolkit. The toolkit was designed to support the creation of a highly immersive English language environment in schools. It includes an overview of HIP, the four fundamental factors for its success, a self-assessment tool, and a guidebook of activity ideas. The goal of HIP is to improve students' English proficiency through increased exposure to the language both in and out of the classroom.
This document summarizes a presentation on developing open educational resource (OER)-supportive policies for higher education in smaller countries. It defines smaller countries as those with populations under 10 million. It provides examples of small European Union countries and nearby regions. Factors relevant to policymaking in smaller countries include limited funding, influence of regional areas, smaller number of higher education institutions, and potential dominance by private interests. The document then discusses policy development in Wales as a worked example. It summarizes recommendations from Wales' Online and Digital Learning Working Group to support OERs, online learning, and skills development.
The British Council has extensive experience supporting governments to improve English language teaching through various programs. They have helped develop policies and curricula, trained teachers, created teaching materials, and implemented large-scale programs reaching millions of students. Some examples highlighted include helping governments in India, Rwanda, South Africa, and Ethiopia reform their English education systems and train teachers through innovative projects.
The document summarizes the first meeting of the Hands on CLIL Erasmus+ project, which took place in Slovakia in October 2017. Representatives from schools in Portugal, Spain, Turkey, and Slovakia attended the three day workshop to discuss project methodologies and plan future activities. Participants observed a CLIL music lesson, learned about each other's education systems, and provided positive feedback about the organization, hospitality, and opportunities for collaboration provided by the meeting.
The document discusses recommendations for open educational resources (OER) policy in Wales. It recommends that the Welsh government and higher education institutions in Wales:
1) Fund the development of open and online resources for use in schools and colleges to widen access to higher education.
2) Examine how online learning can be integrated into skills development programs funded by the European Social Fund.
3) Develop a Welsh language MOOC to help students and workers improve their professional Welsh language skills.
4) Encourage systematic adoption of open licensing for OERs produced in Wales and sharing of resources through open repositories.
The recommendations aim to promote OERs to improve access, skills, and the Welsh
This document provides an overview of the Toolkit for the Highly Immersive Programme (HIP) in Malaysia. The toolkit was designed to support the creation of a highly immersive English language environment in schools. It includes an overview of HIP and its relation to education policies in Malaysia. It also describes four fundamental factors for the success of HIP: the school head, teachers, students, and parents/community. The toolkit includes a self-assessment tool to help schools evaluate their progress in creating an immersive English environment, and a guidebook with examples of in-class, out-of-class, extra-curricular, and outreach activities.
The National Literacy and Numeracy Framework (LNF) is a new statutory curriculum framework for Wales that sets out the literacy and numeracy skills expected of students ages 5-14. It is comprised of two components - literacy and numeracy. Literacy has three strands: oracy, reading, and writing. Numeracy has four strands: developing numerical reasoning, using number skills, using measuring skills, and using data skills. The LNF will provide clarity for teachers on student progression in literacy and numeracy and will be used for formative assessment and annual reporting to parents. It is supported by guidance and training materials and a national support program to aid implementation in schools.
Language Support for Youth With a Migrant BackgroundMiqui Mel
1) This document summarizes language support policies for immigrant students in Europe. It identifies key elements of effective support such as initial student assessments, induction programs, ongoing language instruction, training for mainstream teachers, and support for students' native languages.
2) The summary provides examples of good practices from Denmark, including language stimulation for young children, welcoming classes for new immigrant students, and requirements for trained teachers of language as a second language.
3) However, the document also notes gaps in implementing good practices, such as lack of monitoring and evaluation, insufficient professional development, and low community involvement. The brief aims to provide recommendations to address immigrant students' linguistic needs.
Erasmus+ is a European Union program with a budget of 14.7 billion euros over seven years that funds education, training, youth, and sport projects across Europe. The program is managed through both centralized and decentralized activities. In the UK, the Erasmus+ program is managed by a partnership between the British Council and Ecorys UK. Key activities include mobility programs for students, staff, and youth workers to study and work abroad as well as strategic partnerships between organizations to collaborate on projects.
Education For All (EFA) is a government movement launched in 1990 that aims to provide quality basic education for all people. It has six main goals, including expanding early childhood education, ensuring all children complete primary education, meeting the learning needs of young people and adults, improving adult literacy, achieving gender equality in education, and improving education quality and learning outcomes for all. The Philippine EFA program has similar goals and aims to achieve universal basic education by 2015 through strategies like expanding early childhood programs, eliminating school dropouts, completing basic education, and gaining community support.
Each involved country in the Erasmus+ Hands On CLIL partnership presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
California Learning Center (CLC), established at 2006 United Arab of Emirates, We have been the forefront of the Vocational Education and Training industry in the UAE.
The document outlines a blueprint for developing Taiwan into a bilingual nation by 2030. It was drafted by the National Development Council after consulting various parties. The plan aims to boost English proficiency to enhance Taiwan's international competitiveness. Key targets include strengthening English abilities in listening, speaking, reading and writing. Strategies involve establishing an integrated English learning platform, relaxing education regulations, providing bilingual government services, and cultivating a bilingual environment. Implementing agencies include ministries, commissions and local governments. KPIs with target values are set for 2019-2020 to track progress.
Teacher exchange programs allow educators to broaden their perspectives by teaching abroad. The document outlines several international exchange programs, including the Visiting International Faculty Program, Fulbright Teacher Exchange, and Global Teachers Millennium Awards. These programs believe that all students and communities should have exposure to international educators in order to develop globally competent citizens. Participating teachers gain increased knowledge of other cultures and a more international viewpoint that benefits both their students and themselves.
The document provides an overview of Stronsay Junior High School's standards and quality report for 2014/2015. It discusses the school's vision, aims, strengths, and areas for improvement. Some of the key points are:
- The school aims to ensure all students achieve their full potential in a caring learning environment.
- Attainment is excellent, with students achieving a wide range of qualifications. Data shows value added is above national expectations.
- Areas of focus for improvement include continuing curriculum development, strengthening self-evaluation processes, developing leadership skills, and improving support for learning.
- The school facilities underwent redevelopment to provide a learning environment fit for purpose. Enhanced staffing has improved
Teacher exchange programs allow educators to broaden their perspectives by teaching abroad. The document discusses several international exchange programs, including the Visiting International Faculty Program, Fulbright Teacher Exchange, and Global Teachers Millennium Awards. These programs believe that all students and communities should have exposure to international educators to develop global competencies and cultural understanding. Participating teachers gain increased knowledge of other countries and cultures, challenging stereotypes while enriching their personal and professional skills.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Global Futures by John Pugsley
1. Global Futures
a plan to improve and promote modern foreign languages
in Wales 2015 - 2020
2. Introduction
John Pugsley – Curriculum Division, Welsh Government
Responsible for policy in relation to all non-core subjects
including Modern Foreign Languages.
3. Background
April 2015 onwards:
• The existing approach clearly was not increasing the take
up of MFL.
• The Minister for Education and Skills wanted a new vision
to arrest and reverse the decline in the take-up of MFL.
• On 1 June 2015, the Minister for Education and Skills
announced a new approach to supporting MFL in Wales:
Global Futures – a plan to improve and promote modern
foreign languages in Wales
4. Global Futures
Global Futures has been developed in partnership with key
stakeholders, who are part of the Global Futures steering
group:
• Teachers
• Regional Education Consortia in Wales
• Universities Wales
• Goethe-Institut
• Institut Francais
• Alliance Francaise
• Spanish Embassy Education Office
• Education Department of the Italian Consulate
• Confucius Institutes in Wales
• British Council
• Estyn
• Routes into Languages Cymru
• The Open University in Wales
• BBC Wales
5. Global Futures
Our vision
That all learners in Wales become global citizens, able to
communicate effectively in other languages and to
appreciate other cultures.
Our strategy
Is to encourage learners to extend their knowledge of other
cultures by becoming ‘Bilingual plus 1’, that is studying
English, Welsh and at least one modern foreign language
from primary to examination level.
This is a five year plan which underpins Qualified for life, the
education improvement plan for 3-19 year olds in Wales.
6. Global Futures
Our aims are:
• To increase the number of young people choosing to study
modern foreign language subjects at Level 2 (GCSE level or
equivalent), at Level 3 (A level or equivalent) and at higher
education level,
• To improve the teaching and learning experience of modern
foreign languages for learners from 7-19, with the intention of
building towards a ‘bilingual plus 1’ system where the formal
teaching of an MFL will begin at year 5,
• To maintain and improve on the attainment levels presently being
achieved in modern foreign languages subjects.
7. Global Futures
Our strategic actions are:
1. Promote and raise the profile of modern foreign languages as an
important subject not only at Level 2 but also as a longer term choice
which can lead to exciting and valued career opportunities,
2. Build capacity and support for the professional development of the
existing education workforce to deliver modern foreign languages
effectively from year 5 onwards, enabling all learners to benefit from
the ‘bilingual plus 1’ strategy,
3. Provide enhanced learning opportunities to engage and excite
learners.
8. Global Futures
How will we achieve this:
• The plan is overseen by a Steering Group, chaired by Mr Glynn
Downs, Head of MFL, Bishop of Llandaff Church in Wales school.
• The Steering Group is overseeing delivery of the plan.
• Within each of the Strategic Actions is a sub-set of actions to be
delivered in partnership with our key stakeholders.
9. Global Futures
What have we achieved so far:
• We have established school ‘centres of excellence’ in each of the 4
Regional Education Consortia.
• These schools will be responsible for delivering school-to-school
support and coordinating training, resources and activities that will
deliver against the Strategic Actions of Global Futures.
• Establishment of a mentoring scheme with Universities in Wales
whereby undergraduates will work with schools to support
learners and raise the profile and importance of MFL.
10. Global Futures
• Strong partnership working with the language institutes to draw
on their knowledge, experience and expertise to enhance training
opportunities for teachers and enhanced learning opportunities
for learners.
Short-term actions:
• Develop a marketing and communication strategy – to be
developed by learners, for learners.
• Enhanced use of digital technologies, supported by strong links
with the Open University and BBC
• Review potential barriers to the take-up of MFL:
- Option blocks
- MFL Qualifications available
11. Global Futures
• MFL conference planned for Summer 2016, where teachers from
across Wales will attend.
• Development of an undergraduate mentoring programme with
Universities Wales to commence in early 2016
12. Global Futures
Looking further ahead
• ‘Bilingual plus one’ – our ambition for learners to study English,
Welsh and at least one modern foreign language from Year 5
onwards.
13. Global Futures
Summary
• Clear Vision for MFL in Wales
• Strong partnership working with key stakeholders and joint
ownership of the strategy
• MFL is important in Wales.