These slides are about Quality Education, this presentation will help you to find the factors, dimensions and approaches of quality education, and will make you aware of issues and problems which are affecting the quality of education
Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This engaging presentation reveals the keys to effective inclusion for young children! Presented by Kathryn Wahl, Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, this presentation introduces you to the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs.
Discover how each key practice—from conflict resolution to transitions between activities—contributes to successful, high-quality inclusion. Kathryn also shares how she’s used the Inclusive Classroom Profile (ICP™) with early childhood programs to effectively assess their inclusive practices and take steps toward improving them. Head start professionals, inclusion facilitators, early childhood/ECSE directors and administrators, and special education educators will benefit from this presentation.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180228/
About the Presenter, Kathryn Wahl:
As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, Kathryn Wahl is responsible for promoting, supporting and advocating for all children to have full access to inclusive environments, regardless of their abilities, both locally, regionally and statewide. The Inclusion Collaborate of SCCOE strives to build a culture that values all children by strengthening, sustaining, and ensuring inclusive practices.
Strategies for building a campus community that includes disability as a issue of diversity. Vital to building an inclusive environment looking at the intersections of identity must be part of the conversations.
A webinar on 'Barriers and Facilitators of Inclusive Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Dr V. Sasikala
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University,
Tirunelveli-12
A Study on the role of women in sustainable development with special referenc...SarathChandranR1
Gender equality is a major fact to get sustainable development. Developed countries are providing equal opportunities and platforms for both genders and ensuring women's participation in national progress.
Structural change e.g. in organisation, policy, programmes, courses;
Systematic transformation of the education system; e.g. Vision of Teacher Education Strategy and Standards for New Teachers
Educational change is a broad term that refers to both shifting perspectives within education and efforts of reform within education.
The efforts taken to adjust to those new ideas and meet those needs can be categorized as educational change.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
These slides are about Quality Education, this presentation will help you to find the factors, dimensions and approaches of quality education, and will make you aware of issues and problems which are affecting the quality of education
Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This engaging presentation reveals the keys to effective inclusion for young children! Presented by Kathryn Wahl, Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, this presentation introduces you to the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs.
Discover how each key practice—from conflict resolution to transitions between activities—contributes to successful, high-quality inclusion. Kathryn also shares how she’s used the Inclusive Classroom Profile (ICP™) with early childhood programs to effectively assess their inclusive practices and take steps toward improving them. Head start professionals, inclusion facilitators, early childhood/ECSE directors and administrators, and special education educators will benefit from this presentation.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180228/
About the Presenter, Kathryn Wahl:
As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, Kathryn Wahl is responsible for promoting, supporting and advocating for all children to have full access to inclusive environments, regardless of their abilities, both locally, regionally and statewide. The Inclusion Collaborate of SCCOE strives to build a culture that values all children by strengthening, sustaining, and ensuring inclusive practices.
Strategies for building a campus community that includes disability as a issue of diversity. Vital to building an inclusive environment looking at the intersections of identity must be part of the conversations.
A webinar on 'Barriers and Facilitators of Inclusive Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Dr V. Sasikala
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University,
Tirunelveli-12
A Study on the role of women in sustainable development with special referenc...SarathChandranR1
Gender equality is a major fact to get sustainable development. Developed countries are providing equal opportunities and platforms for both genders and ensuring women's participation in national progress.
Structural change e.g. in organisation, policy, programmes, courses;
Systematic transformation of the education system; e.g. Vision of Teacher Education Strategy and Standards for New Teachers
Educational change is a broad term that refers to both shifting perspectives within education and efforts of reform within education.
The efforts taken to adjust to those new ideas and meet those needs can be categorized as educational change.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to afterschool programs. The No Child Left Behind Act (NCLB) reauthorized 21st CCLC in 2002, transferring the administration of the grants from the U.S. Department of Education to the state education agencies. Each state receives funds based on its share of Title I funding for low-income students. Funds are also allotted to outlying areas and the Bureau of Indian Affairs.The No Child Left Behind Act narrowed the focus of 21st CCLC from a community learning center model, where all members of the community benefited from access to school resources such as teachers, computer labs, gymnasiums and classrooms, to an afterschool program model that provides services only to students attending high-poverty, low-performing schools. The services they provide include Academic enrichment activities that can help students meet state and local achievement standards. They also provide additional services designed to reinforce and complement the regular academic program, such as: drug and violence prevention programs, counseling programs, art, music, and recreation programs, technology education programs, and character education programs. Programs also may provide literacy and related educational development services to the families of children who are served in the program. [1]
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Four Organizations Dedicated to Lifelong
Learning
The Coalition of Lifelong Learning Organizations
American Association of Adult and Continuing Education
National Institute of Adult Continuing Education
Council for Adult and Experiential Learning
3. The Coalition of Lifelong Learning Organization
Philosophy and approach to lifelong learning
•COLLO was started decades ago as a coalition of organizations working for the
advancement of adults and lifelong learning. They have bought together
leaders of organizations to advance knowledge, find common ground, and take
collective action to benefit adult learners in areas like access, cost, and removal
of barriers to participate in education at all levels.
•COLLO has achieved their lifelong learning goals through awareness building,
advocacy, input on and support of legislation at the state and national levels
and in collective action where consensus can be achieved.
4. COLLO
Programs Offered
•Exchanging information among member
organizations
•Building cooperation and collaborative action
among member organizations
•Developing, Maintaining, and improving
lifelong learning, adult and continuing
education throughout the United states and
internationally
•Reviewing new adult and continuing education
programs, national policy, and new and
innovate examples of the use of technology
•Promoting the best practices of adult,
continuing education and lifelong learning
Specific Needs Addressed
•With the growing importance of adult and
continuing education to the United States,
COLLO provides a forum for the exchange of
information among member organizations.
•Coalition members review new adult and
continuing education programs, national
policy, and innovative examples of the use of
technology.
•COLLO plays an active role in promoting the
best practices of adult, continuing education,
and lifelong learning.
Population served
•Currently, 18 organizations are active members
of COLLO.
5. American Association of Adult and
Continuing Education
Philosophy and Approach to Lifelong
Learning
• Provide leadership in adult & continuing education
• Unifying adult educators
• Fostering the development & dissemination of
theory, research, information, and best practices
• Promoting identity & standards for the profession
• Advocate relevant public policy & social change
initiatives.
• Belief in helping adults
• Promote Knowledge, skills, & values
• Lead to productive & satisfying lives
• Past emphasis on young learners
• Contribute to human fulfillment & social change.
Population Served
• Adult Educators
6. AAACE
Specific Needs
• Promote productive, positive social change
• Provide educators’ development in
leadership, policy, & initiatives
• Collaboration on an international level
• Embraces development of educations skills
Programs Offered
• Partners with several state organizations
• Holds pre- & co-conferences
• Offers two sub-groups: Commissions & SIGs
1.Commissions facilitate research, policy, &
initiatives
2.2. SIGs represent levels of involvement in adult
education issues
• Special SIG dedicated to service members,
veterans, & military spouses
7. National Institute of Adult Continuing Education
Philosophy and Approach to Lifelong
Learning
•(NIACE) is the national voice for lifelong
learning. The organization formed in
1921 then known as the British Institute
for Adult Education. This organization
promotes learning benefits individuals,
families, communities, employers, the
economy and society as a whole. The
NIACE also believes in social and
economic equality for all lifelong
learners.
Programs Offered
• The NIACE nurtures the personal, social
and economic benefits for lifelong
learning.
• The organization strides to improve
peoples’ adult learning and skills system,
promotes lifelong learning Adults who
participate in lifelong learning tends be
healthier, happier and better job
opportunities. This organization also
promote lifelong learning should
empowers older adults to take control of
their lives and become more self-sufficient
individuals.
8. NIACE
Specific Needs
• Life Skills – such as, literacy, numeracy, financial
capability, ESOL, other related matters
• Learning in and for the Workplace –having
access to range in various job advancements.
Creating a platform in which all adults can learn in
various stages of their lives.
• Learning in Families and Communities – family
learning develops the skills of adults and children
and builds strong foundation for the family. This
in turn helps the community as a whole. Lifelong
learning in communities also helps develops
confidence and self- belief to help empower
individuals from under- served populations to
take control of their lives and realize their full
potential.
Population Served
•The NIACE promotes and campaigns for the
individuals, social, and economic benefits
from lifelong learning, and continue to fight
for all adults to be given opportunities
throughout their lives and to participate in
and benefit from learning.
9. Council for Adult and Experiential Learning
Philosophy and approach to lifelong learning
• CAEL is addressing this issue through its Adult
Learning Focused Institution (ALFI) Initiative, the goal
of which is to help colleges and universities improve
learning opportunities for working adults and the
employers who support their education. At the
center of this initiative is a framework CAEL created
to assist colleges and universities in meeting the
unique needs of their adult students. This
framework, entitled CAEL’s Principles of Effectiveness
for Serving Adult Learners, describes policies and
practices institutions of higher education can adopt
to make educational opportunities more accessible
and remove obstacles from the path to degree
completion.
Programs offered
•They offer online education programs and are
both contextualized and credit bearing. Their
members represent more than two-thirds of the
energy industry.
•This is a fantastic organization. They understand
that people want to be the drivers of their own
careers. People want to follow their aspirations
not just do work that fits their skills. No one,
even those with low educational levels, wants to
do work that they don't like--it stagnates careers
and produces poor work environments. CAEL
understands this best of any organization
nationally.
10. CAEL
Population Served
• The Council for Adult and Experiential
Learning (CAEL) works at all levels within the
higher education, public, and private sectors
to make it easier for adults to get the
education they need.
Specific Needs Addressed
•The Council for Adult and Experiential
Learning (CAEL) helps working adults return
to school by giving them more access to:
Adult-friendly Colleges Recognition for Life
and Work Experience New Ways to Pay for
Education.
• At the Council for Adult and Experiential
Learning (CAEL), everything we do supports
one goal: Making it easier for people to get
the education and training they need. We do
this by finding practical ways to link people’s
education to their jobs or future careers. We
also support ways to link learning from their
work and life experiences to their
educational goals—so they earn their
degrees and credentials faster
12. References
American Association for Adult and Continued Education (2014). Who
We Are. Retrieved on November 23, 2015 from
http://www.aaace.org/who-we-are.
Council for Adult and Experiential Learning(CAEL).(2014).
http://www.cael.org
The Coalition of Lifelong Learning Organization (COLLO).(2014). About
Us. Retrieved on November 18, 2015 from
http://thecollo.org/aboutus.php#statements
The National Voice for Lifelong Learning (NIACE).(2014).Retrieved on
November 19,2015 from http://www.niace.org.uk/our-work