The document summarizes key changes to the UK's 14-19 curriculum including raising the minimum school leaving age, introducing new qualifications like Diplomas and reformed A-Levels, expanding apprenticeship opportunities, and placing greater emphasis on STEM subjects. These changes aim to better meet the needs of the job market and raise participation rates. For teachers, this means a more diverse workload and need for new approaches to teaching. Learners will have greater choice in qualifications and skills training, improving their employability and development. However, future political decisions could further impact the reforms.
Oecd reviews of vocational education and training, johannesburg south africa,...EduSkills OECD
More than 30 country studies published since 2007. More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed. OECD reviews have become a global benchmarking standard for vocational education and training systems.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Education is highly valued in Korean society. While this has some drawbacks, it has also contributed to the rise in upper secondary enrolment rates. Korean students have high educational aspirations and a high share of young people
progress into tertiary education.
Visit www.oecd.org/education/vet to download your copy of the review for free
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
Oecd reviews of vocational education and training, johannesburg south africa,...EduSkills OECD
More than 30 country studies published since 2007. More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed. OECD reviews have become a global benchmarking standard for vocational education and training systems.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Education is highly valued in Korean society. While this has some drawbacks, it has also contributed to the rise in upper secondary enrolment rates. Korean students have high educational aspirations and a high share of young people
progress into tertiary education.
Visit www.oecd.org/education/vet to download your copy of the review for free
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Going to talk about What they are Why they are being made Learning Teaching Conclusion future
18 by 2013
Multi choice, Essay, short answer Extended writing essential for university many undergraduates have no idea how to structure an essay as never required to write on at A level example From 6 to 4 returning to traditional? A* differentiate best results
You get a mix of class work and hands on experience usually 2 year course, whatever level you study Some time spent at another school or college in area life skills tackle real life situations
Stop copying and parents completing course work Not all the same stretch the pupils Transferable skills
When I left school many school leavers either went on to university of FE college or went into an Apprenticeship Large amount of engineering in my area at the time. David Robinson director Opportunities have reduced over time new apprenticeships now available not only historical but new leisure and tourism, retail etc
Explained Coaching the learners ‘OWN’ the plan so are more committed to completion rather than a plan being imposed. Making it ‘Real and relevant’
Apprenticeships already covered paid work with strong education bias Higher education University but also FE Colleges and other institutions Employment job with no training (normally some traing will be required but not a recognised qualification) Employment with training NVQ’s etc
CBI state that many school leavers are not fit for purpose and need educating in core subjects Gordon Brown when chancellor Ranked 24 th in world with only 70% of 17 year olds still in education behind most of Europe As said required in most if not all jobs
GCSE’s Diplomas Diplomas at all levels in same class??, functional Opportunities to maximise education for students who could fall through the cracks! More students class sizes!! 330,000 more pupils Negotiated plans!!
Self explained! Negotiating / Coaching ??????
Right mouthful !! But give the skills needed Give pupils more chances students to achieve a relevant qualification enhance employability in a practical environment not happen using traditional routes
Need I say more Budget: Education spending faces 25% cut 25 th June change of government in May What will happen who knows but thing will not say the same higher diplomas already delayed by a year Pre election tories not fans of higher Diplomas
![INTRODUCTION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)