Keynote 3 - Professor Les Ebdon, Vice Chancellor University of Bedfordshire
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The document discusses challenges and recommendations related to education in the UK based on a report from the National Council for Educational Excellence (NCEE). It identifies issues such as shortages of STEM teachers, the need for better data collection and targets, inspirational teaching, and partnerships between schools, universities, businesses, and parents. It also notes "elephants in the room" like education reforms, budget reductions, and challenges for teacher education programs.
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FROG11: Parental Engagement - The benefit of harnessing an unpaid workforce
Presentation at FROG11 by Iain Williams and Dominic Tester - ICC June 14 2011. Please note thate useful email addresses and url references are on last two slides.
Ero review 2012
- Pukekohe Hill School is a large primary school in Franklin serving over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs and to inform teaching. Most students are achieving at or above the National Standard.
- The curriculum promotes student learning effectively with a focus on literacy, numeracy and integrated learning. Recent efforts aim to further raise achievement for Māori and Pacific students.
- The board, leadership and teachers are well placed to sustain performance improvements through ongoing professional development, strengthened community relationships and targeted resources.
ERO Report 2012
- Pukekohe Hill School is a large primary school in Franklin serving over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs and to inform teaching. Most students are achieving at or above the National Standard.
- The curriculum promotes student learning effectively with a focus on literacy, numeracy and integrated learning. Teachers are reflecting on improving teaching practices.
- The school is working to raise achievement for Māori and Pacific students through initiatives like Te Huarahi and developing relationships with the community.
- The board, leadership and teachers are well placed to sustain performance improvements through strategic planning, professional development and resources for priority students.
ERO Report 2012
- Pukekohe Hill School is a large primary school in Pukekohe, Auckland with over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs, and the effectiveness of initiatives. Most students are achieving at or above the National Standard.
- The school's curriculum is well-documented and focuses on literacy, numeracy, and integrated learning. Teachers reflect on their practices and the school is working to better evaluate programme effectiveness.
- For Māori students specifically, the school has made progress in achievement, attendance, and whānau involvement through its work with the Te Huarahi initiative. It continues to strengthen culturally responsive practices
Managing Challenges
The document discusses several key topics related to English language teaching (ELT), including:
1) The changing landscape of ELT with factors like technology trends, the growth of English and other languages on the internet, and educational transitions.
2) Issues regarding teacher supply, demand, education, and professional development to meet new needs and strategies.
3) The need for more flexible and strategic approaches to ELT teacher education through partnerships between higher education and other organizations.
David Hopkins, England
Professor David Hopkins presented on England's education system reforms over the past decade. He outlined four key drivers that helped raise student achievement and build school capacity: 1) personalizing learning, 2) professionalizing teaching, 3) building intelligent accountability, and 4) innovation and networking. Hopkins argued these drivers should be shaped by system leadership to create sustainable reform where every school is great.
Parents As Partners In Excellence
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Impliccations for teachers
Government in Finland see schools and teachers as key to promoting sustainable development and educating future generations on its importance. Teachers are responsible for developing curricula that integrate these themes and work with agencies on initiatives. Sustainable development is written into standards and teacher training, and schools take a whole-school approach, collaborating with families and businesses. Finland trusts and supports teachers greatly, requiring advanced degrees and giving freedom in curriculum. Both Finland and Scotland emphasize education for sustainable development through interdisciplinary, whole-school means adapted to each local context.
South Delhi Municipal Corporation EdVision 2017
1) The document outlines a vision to transform the South Delhi Municipal Corporation's (SDMC) school system by 2017 through ambitious goals focused on student learning outcomes.
2) Key targets include becoming the top ranked school system in Delhi and India based on standardized test scores, achieving near universal enrollment in pre-primary and elementary education, ensuring all children are at grade level by 3rd class, increasing the percentage of schools offering English medium instruction, and ensuring all schools are well-resourced.
3) The transformation will be driven through system-wide levers like collaboration between schools, improved accountability, selecting effective school leaders, and focus on literacy and numeracy, as well as school-level levers like
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Marti aned education plus sen
This document summarizes key aspects of the Cuban approach to education according to 5 criteria:
1) Education is a product of family, school, and society, not just schools.
2) Educational tasks are required from birth through cultural mediation and developing vivencia.
3) Adults and peers actively organize the social and cultural environment to enable learner participation.
4) Early education aims to create a positive emotional environment and facilitate independence through games, objects, drawing, and modeling.
5) Approaches for special needs build on these principles with additional support and compensation for deficits.
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
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This document summarizes research on effective practices in financial capability and entrepreneurship education. It finds that experiential learning methods are most effective. Regular evaluation of activities and assessment of learning outcomes, rather than just knowledge acquisition, is important. System-wide strategies and teacher professional development are needed to fully integrate these topics into curricula.
A
This document discusses quantitative and qualitative methods in educational research. It provides examples of quantitative approaches like standardized tests, surveys, and experimental methods. Qualitative approaches include action research, interviews, and documentary evidence. Both approaches are useful but have limitations, so a mixed methods approach is best. Important variables to consider include socioeconomic status, social disadvantage, ethnicity, gender, and school policies. Reliability and validity are also discussed.
Lsda models of_research_impact
This national study forms part of the series, 'Building Effective Research', edited by Andrew Murray and published by the Learning and Skills Research Centre (LSRC). This was commissioned as part of its strategy to enhance the impact of research within the post-16 (or learning and skills) sector, and was conducted by the LSRC plus a consortium of three universities: Leeds Metropolitan, St Andrew’s and Queen Mary’s, London. It comprises a review of relevant literature and five case studies of practice, as well as outcomes of workshops, where the findings were tested with people working in the sector.
Evaluation of the Communication Aids Project (CAP) DFES (2004) Rr580
This document provides an executive summary of a research report that evaluated the Communication Aids Project (CAP) in the UK. Some key findings of the evaluation include:
1) Parents, educators, and speech therapists acknowledged that without CAP funding, many children would not have received communication aids. However, interviews found no notable positive changes in quality of life measures before and after receiving aids.
2) Children who received aids through CAP reported positive functional and quality of life changes, such as feeling less embarrassed or frustrated.
3) There was variation in the time it took for children to receive aids after applying to CAP, with some applications remaining incomplete after 12 months.
The evaluation provided recommendations around improving the application
The Public, the Personal and National Curricula: Reform in England 1988 to 2010
Presentation at ECER 2010, Helsinki as part of a symposium entitled 'Curriculum Reform in Four Nations': a home international perspective: A network 23 symposium .This focuses on England and is presented by Dominic Wyse of Cambridge University
ECER 2010: Curriculum Reform in Four Nations: a home international perspective:
The document discusses curriculum reform in four nations - England, Northern Ireland, Scotland, and Wales - from an international perspective. Representatives from each nation will present on reforms in their country's education system. While education systems have historically differed between England and the rest of the UK, all four nations now face pressures of globalization but mediate it differently based on their own priorities and economic and social issues.
Education reform in Scotland: engagement, consultation and the politics of ch...
Presentation at ECER 2010, Helsinki as part of a symposium on UK curriculum development across the different nations. This focuses on Scotland. By Vivienne Baumfield, Louise Hayward, Moira Hulme, Kay Livingston and Ian Menter
Policy, Politics and Curriculum and Assessment Change in Northern Ireland
Presentation by Carmel Gallagher and Ruth Leitch, Queen's University Belfast at ECER 2010. : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium
Elmis Conference Powerpoint Presentation
The TTRB aims to provide free access to an extensive database of resources to improve teaching and learning for children with special educational needs and disabilities. It contains guidance, legislation, research, and materials for trainees and tutors on topics related to SEN/D. Users include students, tutors, teachers, and it receives over 124,000 page views per month from various countries.
Progression At Pupil, School And National Levels
The document discusses pupil progress rates from key stage to key stage and factors that affect these rates. It finds that boys, deprived children, those with special needs, and mobile pupils progress at lower rates than peers. Girls and EAL pupils progress at higher rates. Ethnic groups with fewer FSM pupils achieve higher thresholds. White FSM boys make the least progress. Risky behaviors increasingly impact progress negatively. Progress varies by school deprivation levels and types. Early attainment strongly predicts later attainment. FSM pupils are less likely to meet thresholds for every prior attainment combination. One-to-one tuition of an hour or more can positively impact pupil progression when criteria are met and parameters followed.
Evaluation Of Virtual School Heads For Looked After Children
The document summarizes research evaluating the role of Virtual School Heads (VSHs) for looked after children. Key findings include:
1) VSHs helped raise the profile of looked after children's education and had a positive relationship with improved educational outcomes.
2) VSHs worked in different ways but primarily took a strategic role advocating for children.
3) For the VSH model to be effective, local authorities need senior managers focused on tracking attainment and supporting educational progress for looked after children.
Making The Most Of Longitudinal Data
- The document discusses the Longitudinal Study of Young People in England (LSYPE), which tracks over 15,000 young people annually from ages 13/14 to 19/20 to understand their life courses and the impact of policies.
- It provides an overview of the LSYPE study design and data collected. Examples of how LSYPE data has been used to inform policies on issues like NEETs, EMA eligibility, and teenage pregnancy are given.
- The challenges of engaging policymakers and stakeholders with longitudinal data are discussed, and tips provided on marketing, consultation, accessible tools and analysis to facilitate engagement.
Planning for the Future: How the Data & Statistics Strategy will help us get ...
Presentation by Malcolm Britton, Head of Data Services Group, DCSF; Kevin Rennie, KPMG; Rob Bear, KPMG and Andrew Waterer, KPMG
Defining the Eradication of Child Poverty in the Child Poverty Bill
The document discusses the Child Poverty Bill, which aims to eradicate child poverty in the UK within 20 years. It outlines the challenges of defining child poverty measures in legislation given limitations of existing data. Key measures included are relative low income, absolute low income, material deprivation, and persistent poverty. Significant effort was required to communicate technical definitions to stakeholders and address debates during the bill's passage through Parliament.
STEM: Progression from GCSE to A Level
Presentation by Andrew Powell, Schools Analysis and Research Division and Aileen Clement, Curriculum Unit
Using Tellus data for National and Local Indicators
The document discusses several National Indicators in the UK that use data from the Tellus survey to measure outcomes for children and young people. It outlines the indicators on emotional health, bullying, participation in positive activities, substance misuse, and satisfaction with parks. For the indicator on participation in positive activities, it provides details on the questions and calculation method. Similarly, it describes the questions and calculation for the substance misuse indicator. It also notes challenges in using Tellus data for national indicators due to changes over time that affect comparisons.
Tellus4: Delivering the survey
The document summarizes changes made to the Tellus4 survey administered to children and young people in England. Key changes included moving the timing from summer to autumn, increasing the sample size, adding optional questions for local authorities and schools, and improving accessibility with versions in audio, symbol, and signed formats. Over 254,000 children and young people participated, answering questions on topics like emotional well-being, bullying, activities, substance use, and satisfaction with parks and play areas. Data was analyzed at the local authority level and used to calculate national indicators.
The Tellus Survey - An Overview
Tellus is an annual quantitative survey designed by the UK Department for Children, Schools and Families (DCSF) to gather views from children and young people (CYP) aged 6, 8, and 10 on their life, school, and local area. The survey informs several national indicators and collects data to better understand CYP perceptions and experiences of universal public services. It aims to involve CYP in decision making and identify any gaps or problems. Feedback from schools, local authorities, parents, and CYP who piloted special versions of the survey for those with disabilities or special education needs was positive regarding the new online portal interface and accessibility of the survey. A small strategic evaluation of Tellus4 delivery in schools and special education
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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