KPK Elementry and Secondary Education department striving hard to achieve goals in education. New Steps has been taken to introduce quality education in the Pakistan. New strategies has designed to cope with current technological world.
Leandro finance work group draft recommendationsEducationNC
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It identifies five core values that should guide the system, including ensuring adequate and equitable funding, compensation, and resources to meet student needs. It then lists seven items for discussion, such as determining an adequate level of funding accounting for individual student needs, ensuring low-wealth districts can attract high quality staff, adjusting allotments to support high-needs students, and implementing statewide salary schedules to adequately compensate educators.
The document proposes solutions to improve primary education in India by addressing key hurdles like lack of social awareness, inadequate teachers, and poor infrastructure. Some key elements of the proposed solutions include appointing education inspectors for every 10 villages to ensure proper school functioning, providing biometric attendance for teachers and students, and expanding the role of anganwari workers to educate rural women. The proposals aim to increase social participation, ensure teacher presence, and provide comparable infrastructure through measures such as recruiting more teachers, developing school toilets, and introducing new teaching methodologies focused on learning through play. Implementing the proposed solutions would require approximately Rs. 820 crores in funding.
Leandro assessment accountability work group draft recommendationsEducationNC
The Commission on Access to Sound Basic Education Assessment and Accountability Work Group drafted priorities around improving North Carolina's school accountability system. The priorities included: (1) including multiple measures of school performance beyond test scores to provide a more well-rounded view; (2) creating a balanced statewide assessment plan; (3) revising the school performance grade formula; and (4) ensuring support for low-performing schools through comprehensive needs assessments and professional development. The priorities also focused on improving 3rd grade reading proficiency and defining the roles of School Resource Officers.
The document outlines the Punjab Chief Minister's road map for school reforms. It details the vision of providing free, compulsory, and internationally competitive education for all students in Punjab. Key aspects of the reform plan include increasing enrollment to 100%, improving teacher quality through revised pay scales and mobility formulas, upgrading school infrastructure, implementing a uniform education system, improving monitoring of attendance and retention, and establishing performance targets and incentives for district officers.
Leandro finance work group draft recommendationsEducationNC
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It identifies five core values that should guide the system, including ensuring adequate and equitable funding, compensation, and resources to meet student needs. It then lists seven items for discussion, such as determining an adequate level of funding accounting for individual student needs, ensuring low-wealth districts can attract high quality staff, adjusting allotments to support high-needs students, and implementing statewide salary schedules to adequately compensate educators.
The document proposes solutions to improve primary education in India by addressing key hurdles like lack of social awareness, inadequate teachers, and poor infrastructure. Some key elements of the proposed solutions include appointing education inspectors for every 10 villages to ensure proper school functioning, providing biometric attendance for teachers and students, and expanding the role of anganwari workers to educate rural women. The proposals aim to increase social participation, ensure teacher presence, and provide comparable infrastructure through measures such as recruiting more teachers, developing school toilets, and introducing new teaching methodologies focused on learning through play. Implementing the proposed solutions would require approximately Rs. 820 crores in funding.
Leandro assessment accountability work group draft recommendationsEducationNC
The Commission on Access to Sound Basic Education Assessment and Accountability Work Group drafted priorities around improving North Carolina's school accountability system. The priorities included: (1) including multiple measures of school performance beyond test scores to provide a more well-rounded view; (2) creating a balanced statewide assessment plan; (3) revising the school performance grade formula; and (4) ensuring support for low-performing schools through comprehensive needs assessments and professional development. The priorities also focused on improving 3rd grade reading proficiency and defining the roles of School Resource Officers.
The document outlines the Punjab Chief Minister's road map for school reforms. It details the vision of providing free, compulsory, and internationally competitive education for all students in Punjab. Key aspects of the reform plan include increasing enrollment to 100%, improving teacher quality through revised pay scales and mobility formulas, upgrading school infrastructure, implementing a uniform education system, improving monitoring of attendance and retention, and establishing performance targets and incentives for district officers.
The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
The document provides guidance on planning and implementing advocacy and social mobilization projects for education in Pakistan. It discusses key concepts like advocacy, lobbying, and community mobilization. It outlines steps for developing goals and objectives, implementation methodology, and monitoring and evaluation. Guidelines are provided for issue identification, analyzing stakeholders, framing messages, and selecting advocacy tools. The overall aim is to equip readers with knowledge and strategies for effective advocacy and social mobilization initiatives to promote education rights and access in Pakistan.
This document discusses issues with primary education in India and proposes solutions. It notes that while India has made progress on universal primary education, about 20% of children aged 6-14 are still not in school. There are also shortages of qualified teachers - over 99% failed a teacher eligibility test in 2012, and the country will need 2 million new teachers by 2015.
To address these problems, the document proposes solutions focused on teacher training and supporting disadvantaged students. It suggests reforming teacher training to include more skills-based curriculum and practical experience teaching. It also proposes programs to help underprivileged children enter age-appropriate classes and providing remedial classes and scholarships to improve access to education.
This document discusses several public-private partnership models for education in India. It describes four main models: 1) the grant-in-aid system, 2) 25% reservations under the Right to Education Act, 3) state-level PPP programs like Pahal in Uttarakhand, and 4) the Punjab Education Foundation in Pakistan. It then provides more details on each model, including their strengths, challenges, and lessons learned. Overall, the document analyzes different approaches to PPPs in education and discusses key ingredients for successful partnerships, such as targeted solutions, empowering teachers, low-cost expansion, and accountability through student assessments.
The National Child Labour Project (NCLP) aims to withdraw and rehabilitate children working in hazardous occupations through special schools that provide education, vocational training, meals, healthcare, and stipends. Rajasthan has 29 NCLP projects, with 6 recently sanctioned. 14,234 children have been enrolled so far. Key components of NCLP projects include surveys to identify target children, renting accommodations for special schools, providing daily meals, monthly stipends of Rs. 100 deposited in a bank, regular health checkups, educational and vocational instructors, and vocational training emphasis. Staffing at project societies and special schools includes project directors, field officers, clerks, data operators, peons,
Cluster schools are an effective way to improve rural primary education quality while remaining cost-effective. Schools are grouped into clusters centered around a central school. This allows for shared resources between schools, regular teacher meetings and training, and improved accountability. Improved primary education addresses poverty by increasing literacy, numeracy, access to information, and earning potential. The document advocates implementing a cluster school model focused on rural areas, with an emphasis on quality over quantity and ensuring adequate funding and resources are available.
1. Devolving early childhood education to county governments in Kenya has led to challenges around teacher management, training, use of technology, and funding.
2. Solutions proposed include counties constructing inclusive classrooms and providing resources to improve health, education, and data collection on preschoolers.
3. Opportunities from the new policy include increased parental involvement, assured teacher employment, and hiring of pre-school leadership and quality assurance roles.
This document provides background on the history of the right to education in India and summarizes key aspects of the Right to Education Act (RTE) passed in 2009. It discusses the implementation of RTE in Odisha and outlines challenges in fully implementing the Act across India. These challenges include lack of infrastructure, availability of qualified teachers, and maintaining pupil-teacher ratios. It provides recommendations such as prioritizing school development in underserved areas, recruiting more teachers, and clearly defining processes for reserving seats for disadvantaged students in private schools. Community participation is also emphasized to help meet the goals of the RTE Act.
Improving primary education addresses long-term poverty and food insecurity by targeting illiteracy and lack of numeracy skills. Improved literacy and numeracy will allow people to better care for their health and families, use new technologies to increase agricultural yields, and obtain higher-paying jobs. Suggested changes include adding astronomy to the curriculum, having only government-run schools with government-appointed teachers to improve quality, keeping the 10th board exams but raising criteria, and very low fees for primary schools. Quality assurance mechanisms are needed to continuously evaluate and improve teaching, learning, and overall education system performance. The World Bank has committed over $1 billion to India's primary education sector since 2000 through various projects focused on
1) The document discusses improving primary education, especially in rural areas where 90% of lack of education exists.
2) It recommends constructing more government schools in rural areas, especially at least one school per mandal, and having them administered by the central government or military to improve standards.
3) Providing meals to students would help improve education rates by reducing child labor.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. While implementation has faced challenges, SMCs have generally helped engage communities and increase accountability of school management.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
This document discusses issues around access to education and student retention in India, with a focus on marginalized groups. It outlines challenges faced by Scheduled Caste (SC) and Scheduled Tribe (ST) children in attending school. For SC children, interventions should address discrimination, establish norms for inclusive classrooms, encourage extracurricular activities, and sensitize teachers. For ST children, challenges include isolation, low economic status, use of local dialects, and nomadic lifestyles. Suggested interventions include textbooks in local languages, pre-school programs, training teachers in local dialects, and community participation initiatives. Overall the document advocates for targeted, context-specific programs and monitoring to improve education for SC and ST students in India
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
Enrollment & Retention Mission in Schools, Mayurbhanu, Odisha.NITI Aayog
The document summarizes the Enrollment & Retention Mission launched in Mayurbhanj district, Odisha called "Mu Bi Padhibi" (I will also read). It aims to enroll all out-of-school children ages 6-14 through community involvement. Over 5,000 never-enrolled and dropout children were identified and enrolled in formal schools or residential centers. A monitoring system was established and retention strategies were implemented, such as hiring local tribal youth educators and developing bi-lingual learning materials. The future strategy is to ensure no children remain out of school and attendance increases above 90% through continued monitoring and community engagement.
Heinold Banwart, Ltd. relocated their office from a 1970s building to a new 12,118 square foot space on the third floor of a building in East Peoria, Illinois. The new office was designed to improve workflow and collaboration through an open layout with curved walls and gathering spaces. It features materials like cherry wood, travertine tile, and quartz to create a sophisticated and inviting atmosphere for clients. The design also aimed to integrate sustainability with strategies like ample daylight, recycled materials, and an eFiling system.
This document appears to be a collection of diagrams and renderings for a student design project for a school built like a treehouse. It includes a site analysis, floor plans for three levels, elevations, structural diagrams, environmental control diagrams, section cuts, and sketches of the proposed design. The project was completed by a student at the University of Texas at Arlington for an advanced comprehensive design studio course in spring 2011.
The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
The document provides guidance on planning and implementing advocacy and social mobilization projects for education in Pakistan. It discusses key concepts like advocacy, lobbying, and community mobilization. It outlines steps for developing goals and objectives, implementation methodology, and monitoring and evaluation. Guidelines are provided for issue identification, analyzing stakeholders, framing messages, and selecting advocacy tools. The overall aim is to equip readers with knowledge and strategies for effective advocacy and social mobilization initiatives to promote education rights and access in Pakistan.
This document discusses issues with primary education in India and proposes solutions. It notes that while India has made progress on universal primary education, about 20% of children aged 6-14 are still not in school. There are also shortages of qualified teachers - over 99% failed a teacher eligibility test in 2012, and the country will need 2 million new teachers by 2015.
To address these problems, the document proposes solutions focused on teacher training and supporting disadvantaged students. It suggests reforming teacher training to include more skills-based curriculum and practical experience teaching. It also proposes programs to help underprivileged children enter age-appropriate classes and providing remedial classes and scholarships to improve access to education.
This document discusses several public-private partnership models for education in India. It describes four main models: 1) the grant-in-aid system, 2) 25% reservations under the Right to Education Act, 3) state-level PPP programs like Pahal in Uttarakhand, and 4) the Punjab Education Foundation in Pakistan. It then provides more details on each model, including their strengths, challenges, and lessons learned. Overall, the document analyzes different approaches to PPPs in education and discusses key ingredients for successful partnerships, such as targeted solutions, empowering teachers, low-cost expansion, and accountability through student assessments.
The National Child Labour Project (NCLP) aims to withdraw and rehabilitate children working in hazardous occupations through special schools that provide education, vocational training, meals, healthcare, and stipends. Rajasthan has 29 NCLP projects, with 6 recently sanctioned. 14,234 children have been enrolled so far. Key components of NCLP projects include surveys to identify target children, renting accommodations for special schools, providing daily meals, monthly stipends of Rs. 100 deposited in a bank, regular health checkups, educational and vocational instructors, and vocational training emphasis. Staffing at project societies and special schools includes project directors, field officers, clerks, data operators, peons,
Cluster schools are an effective way to improve rural primary education quality while remaining cost-effective. Schools are grouped into clusters centered around a central school. This allows for shared resources between schools, regular teacher meetings and training, and improved accountability. Improved primary education addresses poverty by increasing literacy, numeracy, access to information, and earning potential. The document advocates implementing a cluster school model focused on rural areas, with an emphasis on quality over quantity and ensuring adequate funding and resources are available.
1. Devolving early childhood education to county governments in Kenya has led to challenges around teacher management, training, use of technology, and funding.
2. Solutions proposed include counties constructing inclusive classrooms and providing resources to improve health, education, and data collection on preschoolers.
3. Opportunities from the new policy include increased parental involvement, assured teacher employment, and hiring of pre-school leadership and quality assurance roles.
This document provides background on the history of the right to education in India and summarizes key aspects of the Right to Education Act (RTE) passed in 2009. It discusses the implementation of RTE in Odisha and outlines challenges in fully implementing the Act across India. These challenges include lack of infrastructure, availability of qualified teachers, and maintaining pupil-teacher ratios. It provides recommendations such as prioritizing school development in underserved areas, recruiting more teachers, and clearly defining processes for reserving seats for disadvantaged students in private schools. Community participation is also emphasized to help meet the goals of the RTE Act.
Improving primary education addresses long-term poverty and food insecurity by targeting illiteracy and lack of numeracy skills. Improved literacy and numeracy will allow people to better care for their health and families, use new technologies to increase agricultural yields, and obtain higher-paying jobs. Suggested changes include adding astronomy to the curriculum, having only government-run schools with government-appointed teachers to improve quality, keeping the 10th board exams but raising criteria, and very low fees for primary schools. Quality assurance mechanisms are needed to continuously evaluate and improve teaching, learning, and overall education system performance. The World Bank has committed over $1 billion to India's primary education sector since 2000 through various projects focused on
1) The document discusses improving primary education, especially in rural areas where 90% of lack of education exists.
2) It recommends constructing more government schools in rural areas, especially at least one school per mandal, and having them administered by the central government or military to improve standards.
3) Providing meals to students would help improve education rates by reducing child labor.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. While implementation has faced challenges, SMCs have generally helped engage communities and increase accountability of school management.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
This document discusses issues around access to education and student retention in India, with a focus on marginalized groups. It outlines challenges faced by Scheduled Caste (SC) and Scheduled Tribe (ST) children in attending school. For SC children, interventions should address discrimination, establish norms for inclusive classrooms, encourage extracurricular activities, and sensitize teachers. For ST children, challenges include isolation, low economic status, use of local dialects, and nomadic lifestyles. Suggested interventions include textbooks in local languages, pre-school programs, training teachers in local dialects, and community participation initiatives. Overall the document advocates for targeted, context-specific programs and monitoring to improve education for SC and ST students in India
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
Enrollment & Retention Mission in Schools, Mayurbhanu, Odisha.NITI Aayog
The document summarizes the Enrollment & Retention Mission launched in Mayurbhanj district, Odisha called "Mu Bi Padhibi" (I will also read). It aims to enroll all out-of-school children ages 6-14 through community involvement. Over 5,000 never-enrolled and dropout children were identified and enrolled in formal schools or residential centers. A monitoring system was established and retention strategies were implemented, such as hiring local tribal youth educators and developing bi-lingual learning materials. The future strategy is to ensure no children remain out of school and attendance increases above 90% through continued monitoring and community engagement.
Heinold Banwart, Ltd. relocated their office from a 1970s building to a new 12,118 square foot space on the third floor of a building in East Peoria, Illinois. The new office was designed to improve workflow and collaboration through an open layout with curved walls and gathering spaces. It features materials like cherry wood, travertine tile, and quartz to create a sophisticated and inviting atmosphere for clients. The design also aimed to integrate sustainability with strategies like ample daylight, recycled materials, and an eFiling system.
This document appears to be a collection of diagrams and renderings for a student design project for a school built like a treehouse. It includes a site analysis, floor plans for three levels, elevations, structural diagrams, environmental control diagrams, section cuts, and sketches of the proposed design. The project was completed by a student at the University of Texas at Arlington for an advanced comprehensive design studio course in spring 2011.
Hermosa Beach School District Long Range Facilities Master Planhermosahero
1. The Hermosa Beach City School District developed a Long Range Facilities Master Plan through a collaborative process with stakeholders to identify facility needs and create master planning options over the next 10-15 years.
2. Current enrollment exceeds the permanent classroom capacity at Valley and View Schools, with over 540 students housed in portable buildings. The master plan evaluates options for addressing overcrowding.
3. The process established district goals through community outreach and surveys to understand priorities and create a vision for the future of HBCSD schools. This informed the development of four master planning options presented in the report.
The Lincoln K-8 School in Peoria, Illinois underwent an addition and renovation to transform the former middle school into a K-8 facility. The $15.7 million project included a two-story addition for grades 1-4 along the north property line and a one-story kindergarten addition to the east. A shared cafeteria and media center were built between the new wings. The design maximized daylight and views of the east bluff through the use of a sawtooth roof and larger windows. Sustainable strategies like a geothermal system and operable windows improved energy efficiency and indoor air quality.
Singapore American School Initial Scenariosfnidesign
This presentation summarizes the four key opportunities and implications that emerged from the discovery workshops as drivers for the master planning work. The presentation also includes four “Scenarios” or design approaches for the master plan from minimal new construction to nearly completely new construction as a way to identify priorities, and the most advantageous directions forward.
The document provides education specifications for Piedmont Unified School District. It outlines standards for facilities including enrollment projections, classroom sizes, campus security, technology, and learning environments. Requirements are defined for elementary schools, middle schools, high schools, and district-wide. The specifications will guide the district's facilities master planning process.
This document contains the portfolio of Ar. Nawaz Ahmad Siddiqui showcasing various design projects from first year to fourth year of architecture. It includes youth hostels, schools, knowledge centers, clubs, and residences designed by the architect. For each project, it provides the site context, design concept, site plans, elevations, sections and floor plans. The portfolio demonstrates the architect's progression of skills over the years of academic training and focus on design solutions tailored to different site and program requirements.
This document contains several floor plans and diagrams related to a school district master plan project for Piedmont Middle School, Piedmont High School, and Millennium High School. The plans show the existing layouts of the schools as well as proposed phases of construction and modernization. Phase 1 plans include a new classroom building at the middle school and new classroom and administration buildings at the high school. Phase 2 plans depict additional proposed buildings like a new multi-use classroom at the high school.
The document provides a facilities master plan for the Piedmont Unified School District. It outlines goals for ensuring school facilities support educational programs and community use while providing healthy, safe and accessible learning environments. It evaluates each school site and identifies needs such as undersized classrooms, accessibility issues, and outdated infrastructure. The master plan proposes phased projects including new classroom buildings, modernized classrooms, and site improvements to address the needs of the district and individual schools.
This document contains plans and views for the Alsheikh Basic School in Mogadishu, Somalia. The plans include a site plan, zoning plan, and floor plans for the ground, first, and second floors. Additional pages show views of the girls' school, boys' school, ballroom, and swimming pool. Perspectives of the school are also included.
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.
This presentation proposes a new scenario, that responds to the feedback from the Facilities Task force on “Scenario 5”, and create a phasing sequence that builds in the flexibility to pause new construction after Phases 1 and 2 are complete.
1) The document discusses the need for educational reforms and proposes a balanced approach to education that develops students holistically.
2) It argues that current education systems focus too much on cognitive development and impart unbalanced education. This leads to issues like poverty, illiteracy, and ill-health.
3) The author proposes specific reforms like introducing compulsory physical education courses, measuring education quality through standardized tests, imparting education based on pillars of learning, and establishing universities focused on applied research and community service.
St George's Primary School Nairobi Launch of Alumni PresentationStGeeAlumni
The St George's Primary School, Nairobi, launched the St George's Primary School Alumni Association on 23rd August 2014 at the school grounds. This is part of the slide-show presentation shown during the event.
For more information visit www.stgeorgesalumni.org
This 3 sentence summary provides the key information from the document:
Our school is one of five primary schools in Havlíčkův Brod, Czech Republic. It is the smallest of the five primary schools with approximately 200 pupils. The document references the school's website and mentions that the children create something at the school, but does not provide any additional details.
Havlíčkův Brod is a town in the Czech Republic with about 25,000 inhabitants that has been known since the 13th century and contains many historical monuments. The town is located in a hilly area and the document expresses gratitude for attention paid to it.
The Ministry of Human Resource Development in India has launched the 'SamagraShiksha' program to reform school education by integrating existing schemes. Major features include administrative reforms, increased funding focused on learning outcomes, enhanced teacher training, a focus on digital education, inclusion of vulnerable groups, and an emphasis on quality infrastructure and regional balance across states. The goal is to improve access to quality education for all students through strengthened schools and a focus on teachers, technology, and skills development.
The Education Sector Reform 2003 document outlines Pakistan's plan to reform its education system in 9 major areas: 1) Universal Primary Education, 2) Adult Literacy, 3) Vocationalization of Secondary Education, 4) Revamping Science Education, 5) Promoting Technical Education, 6) Quality Assurance, 7) Mainstreaming Madrasahs, 8) Public-Private Partnerships, and 9) Higher Education. For each area, the document identifies targets and an action plan to achieve reforms like improving infrastructure, developing new curricula, increasing access to education, and encouraging private sector involvement. The overall goal of the reforms is to develop Pakistan's human capital and meet education goals like Education for All.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in 2009 to improve access to and quality of secondary education in India. Its goals include increasing secondary school enrollment rates from 52% to 75% and providing universal access to secondary education. RMSA aims to open new secondary schools, upgrade existing schools, improve infrastructure, increase the number of teachers, reform curricula and teaching practices, and provide scholarships and hostels to promote equity. The program is jointly funded by central and state governments and has led to the construction of new schools, classrooms, laboratories and other facilities across many states.
This presentation discusses about Elementary Education, Universalize Elementary Education, Efforts towards UEE, Indicator wise position, Right to Education Act- 2009, DPEP, SSA, NPEGEL, KGBV, Problems and Issues
The Federal Ministry of Education oversees Nigeria's education system. Under various programs led by the ministry and organizations like UBEC and TETFund, enrollment and access to education has increased significantly across Nigeria in recent years. Infrastructure development including the construction of schools, laboratories, libraries and teacher training programs have helped improve the quality of education. The establishment of new universities and regulation of institutions has also supported growth in the sector.
The 1970 National Education Policy of Pakistan aimed to improve the country's education system. Key goals included making primary education compulsory through 8th grade, emphasizing science and technology, and decentralizing administration. It targeted universal primary enrollment by 1980 with a focus on girls' education. The policy also sought to eradicate illiteracy through adult education programs. It recommended reorganizing curricula to include more scientific and technical subjects, improving teacher training, and establishing a commission to make Urdu the national medium of instruction. However, the policy was never fully implemented due to the war with India, loss of East Pakistan, and economic challenges.
This document summarizes the work of Akhuwat, a Pakistani non-profit that provides interest-free microloans and other social services. It operates microfinance programs that have disbursed over $45 billion to over 2.2 million borrowers, with a 99.94% repayment rate. Akhuwat also runs health services including diabetes treatment, education assistance, support for transgender individuals, a clothes bank, and several schools and colleges, including plans to open Akhuwat University. The organization aims to empower Pakistanis and alleviate poverty through compassion and equity.
The education budget for 2022 has increased 11.86% over the previous year. Key areas of focus include digital education through initiatives like a digital university and expanding e-learning, skill development through new programs, and addressing learning loss from the pandemic through expanding e-learning in regional languages. However, spending still falls short of the 6% of GDP goal for education outlined in the NEP. Concerns remain around effectively addressing the impact of school closures and meeting the needs of disadvantaged students.
The Samagra Shiksha Abhiyan is an integrated scheme that aims to provide equitable school education from preschool to senior secondary level. It subsumes three previous schemes - Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and Teacher Education. The key objectives are improving learning outcomes, promoting gender equity and inclusion, and strengthening teacher education. It focuses on improving quality of education through better teachers and technology. The scheme aims to treat school education holistically from pre-school to class 12 and bring reforms like a unified implementation structure and increased focus on digital learning.
This document proposes solutions to improve primary education in India by addressing key hurdles like lack of social awareness, inadequate teacher numbers, poor infrastructure, and ineffective teaching methods. The proposed model involves appointing education inspectors to oversee primary schools, implementing biometric attendance systems, recruiting Aganwari workers to also educate rural women, developing proper infrastructure in schools, and introducing a new student-centered teaching methodology focused on learning through play. The document outlines implementation steps and estimates total funding of approximately 820 crore rupees would be required to execute this plan aimed at enhancing quality and access of primary education across India.
The document discusses issues and challenges facing primary education in India. It notes that while enrollment rates have increased, learning outcomes remain low. Several states still lag in meeting infrastructure and teacher requirements. The Annual Status of Education Report finds that over 30% of students in Grade 3 cannot read at a basic level, and over 70% cannot solve basic math problems. More investment is needed to improve teacher training and education quality overall in order to ensure "learning for all."
The document summarizes the key highlights of the Indian budget for education and skills development for 2019-2020 and 2020-2021. It outlines the total outlays, funding increases for higher education and school education. It also discusses new initiatives like the Study in India program, apprenticeship programs, online degree courses, entrepreneurship support, and establishing new universities. The budget aims to improve access to education, enhance skills training, and support goals of digital learning, women's empowerment, and overall economic development.
The document discusses initiatives by the Ministry of Human Resource Development in India to improve school education. It describes the Samagra Shiksha scheme which consolidates existing schemes and aims to improve learning outcomes. Key features of the scheme include expanding access to schools, improving infrastructure, providing grants for libraries, sports equipment, uniforms, and textbooks. The scheme also focuses on bridging social and gender gaps, ensuring inclusive education, and strengthening teacher training institutions. It is implemented through state governments and aims to achieve the UN's Sustainable Development Goals for education.
The Education Sector Reform 2003 (ERS 2003) aimed to reform Pakistan's education system based on efficiency, equity, and poverty reduction. Key goals included achieving universal primary education, adult literacy, vocational secondary education, improving science education, technical education, quality assurance, mainstreaming madrasahs, and public-private partnerships. Reforms focused on improving infrastructure, resources, teacher training, curriculum, governance and increasing access across all levels of education.
The document discusses revenue sources and expenditure for schools in India. It outlines several key revenue sources for schools including government subsidies and schemes, government grants, school fees, foreign direct investment, and renting school facilities. It also discusses major expenditure areas for schools such as building maintenance, electricity, teacher salaries, non-teaching staff salaries, and water/sanitation costs. The document notes that government initiatives in India have increased spending on school education in recent years through schemes like Samagra Shiksha.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government scheme launched in 2009 to improve secondary education access and quality in India. It aims to increase secondary school attendance, improve gender equity, and boost school infrastructure by 2017. RMSA provides funding to state governments to hire more teachers, establish science labs, incorporate technology, and build new classrooms, libraries, and other facilities to enhance education across India. Key achievements so far include over 11,000 new secondary schools, over 300,000 school infrastructure developments, and the construction of classrooms, labs, libraries and other facilities.
RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN(RMSA)Sani Prince
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a centrally sponsored scheme of the Ministry of Human Resource Development, Government of India, for the development of secondary education in public schools throughout India. It was launched in March 2009.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. Education - Vision
“ A progressive KP with equal access to education to all”
3.
4. • Budgets Education budget increased by 60% during this Government
• Enrolment Drive
0.7 million new children enrolled in one year
• Participation Rate
The Students Participation at Primary level has been increased by 2%
(Normal trend was 1% during the previous years)
• Approval of Merit Based Teacher’s Recruitment Policy
8090 school based teachers recruited in KP through National Testing Service (NTS),
ensuring merit based recruitment and free from political biases.
• Establishment of Independent Monitoring Unit (IMU)
A robust monitoring system established. 500 data monitors are recruited with the
help of National Testing Service (NTS), to collect data using cutting-edge smart phone
technology for collection of real time data from 28000 government schools once in a
month.
• Launch of Tameer-e-School Program
This pioneering initiative aims to provide interested organizations and individuals a
reliable platform to support improvements to the infrastructure and facilities of
government schools in the province. Initially 818 schools included under the
programme. Basic facilties provided in 62 schools fully funded, 41 completed.
Funds raised Rs.21.58 million
5. • Approval for establishment of 6-Room Primary School
The department has revised its policy to establish new primary schools with 6 rooms
and upgrade the existing 2 room primary schools with construction of additional
classrooms
• Girls Stipend for Low Net Enrollment Districts
Rs. 100.000 million has been allocated for girls students @ Rs. 400/- per month for
low NER Districts i.e. Hangu, Peshawar, Bannu, Lakki, D.I.Khan, Shangla and
Nowshera. 66000 girls student provided stipend. Initiative introduced for the first time
• 1000 schools provided with sports facilities; Rs. 1,00,000 per school for sports kit. The
initiative introduced for the first time
• Huge amount of funds Rs. 2.5 billion allocated in FY 2014-15. Previously no such
allocations were made in development budget
• Rs. 2 billion allocated for provision of missing facilties in schools which will eliminate drop
out and improve retention in government schools.
• 760 Non Strategic School affected due to Earthquake 2005 are being reconstructed. This
was the responsibility of the Federal Government.
• 3000 girls student provided scholarship for promotion of girls education in Torghar and
Kohistan
6. • Medium of Instructions in Schools 23000 teachers trained in English
• Grievance Redressal System has been piloted in two districts successfully and is ready to be
rollout in the province.
• Promotion of Sports Facilities - 1000 schools provided with sports kits in the province
covering all higher secondary and 650 high schools in the province
• 170 IT laboratories established, teachers and other staffs recruited
• Iqra Farogh-e-Taleem Vouchers Scheme (IFTVS) introduced on pilot basis through EEF in
District Peshawar initiated with a total cost of Rs. 500.000 Million. 1429
students provided at primary level
• 1000 community based girls schools will be established by December, 2014. 50,000girls
students being enrolled in these schools
• Provision of blended learning solution for quality education with a cost of Rs. 752.900
Million has been started.
• Incentives Programme for best performing school teachers, headmasters and principals with
a total cost of Rs. 50.000 Million will be started next year.
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