Empowering teachers, parents and communities to achieve excellence and equity...EduSkills OECD
This presentation was given by Rachel Sunderland and Ellen Birt from the Scottish Government at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Lessons from Norway: Policy Responses to Evidence From PIACCIpsos UK
Xeni Kristine Dimakos, Director, Research department at VOX, the Norwegian Agency for Lifelong Learning presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Empowering teachers, parents and communities to achieve excellence and equity...EduSkills OECD
This presentation was given by Rachel Sunderland and Ellen Birt from the Scottish Government at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Lessons from Norway: Policy Responses to Evidence From PIACCIpsos UK
Xeni Kristine Dimakos, Director, Research department at VOX, the Norwegian Agency for Lifelong Learning presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
Implications of PIACC Findings for EnglandIpsos UK
Dr Newman Burdett, Head of Centre for International Comparisons, National Foundation for Education Research presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Skilled for Life: Key Findings From the Survey of Adult SkillsIpsos UK
Marco Paccagnella, Analyst, Directorate for Education and Skills at the OECD presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
The OECD has just published a report on Promising Practices in Supporting Success for Indigenous Students in collaboration with provinces and territories in Canada, with New Zealand and with Queensland, Australia. The publication highlights examples of Indigenous students' success and how these successes have been achieved.
This presentation provides an overview of the Study and of its key findings.
International Review of Adult Basic Skills Learning From High Performing and ...Ipsos UK
David Mallows, Director of Research, National Research and Development Centre for Adult Literacy and Numeracy (NRDC) presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Economic Benefits of Early Childhood ProgramsOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
Presentation by Szilvia Kalman, European Commission, DG EAC, on the occasion of the EESC conference on 'Better Roma inclusion through civil society initiatives: focus on education, employment, housing and antidiscrimination' (Brussels, 7 November 2014).
Education at a Glance 2019 - Higher EducationEduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in OECD and partner countries. With more than 100 charts and tables, Education at a Glance 2019 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
Implications of PIACC Findings for EnglandIpsos UK
Dr Newman Burdett, Head of Centre for International Comparisons, National Foundation for Education Research presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Skilled for Life: Key Findings From the Survey of Adult SkillsIpsos UK
Marco Paccagnella, Analyst, Directorate for Education and Skills at the OECD presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
Developing, maintaining and promoting a good professional teaching workforce is imperative for education systems around the world.
However, in compulsory schooling, teachers and principals face a range of challenges at each level of education, some unique to the level, others more broadly experienced throughout school – but all can have an effect on their students.
What are some of the educational challenges unique to each education level? What are the factors that could explain differences in the levels of professionalism across education levels?
Andreas Schleicher, OECD Director for Education and Skills, presents data from the Teaching and Learning International Survey (TALIS) 2018 findings, looking specifically at primary and upper secondary education.
Read the report -- https://oe.cd/41e
Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
The OECD has just published a report on Promising Practices in Supporting Success for Indigenous Students in collaboration with provinces and territories in Canada, with New Zealand and with Queensland, Australia. The publication highlights examples of Indigenous students' success and how these successes have been achieved.
This presentation provides an overview of the Study and of its key findings.
International Review of Adult Basic Skills Learning From High Performing and ...Ipsos UK
David Mallows, Director of Research, National Research and Development Centre for Adult Literacy and Numeracy (NRDC) presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Economic Benefits of Early Childhood ProgramsOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
Presentation by Szilvia Kalman, European Commission, DG EAC, on the occasion of the EESC conference on 'Better Roma inclusion through civil society initiatives: focus on education, employment, housing and antidiscrimination' (Brussels, 7 November 2014).
Education at a Glance 2019 - Higher EducationEduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in OECD and partner countries. With more than 100 charts and tables, Education at a Glance 2019 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
Raising Performance in Lithuanian Education - An International PerspectiveEduSkills OECD
Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania’s education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/emoji
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
Prezentacija sa Euroguidance konferencije o karijernom vođenju i savetovanju koja je održana u saradnji sa Ministarstvom omladine i sporta i Ministarstvom prosvete, nauke i tehnološkog razvoja, 5. decembra 2013. godine u Palati Srbija u Beogradu.
Chief Allied Health Professions Officer’s Conference 2016 Workshop 5: Population based service re-design – Chair Shelagh Morris
Stoke Speaks Out; Tackling the high incidence of language delay identified in children in Stoke-on-Trent. Janet Cooper, Speech and Language Therapist. Staffordshire and Stoke on Trent Partnership NHS Trust.
RUAS Competency Profile of Bachelor of Social WorkAnja S
Here is the full competency profile of the bachelor programme of social work, at the School of Social Work (ISO) of Rotterdam University of Applied Sciences / Hogeschool Rotterdam, Netherlands.
Thanks to Wordle here's an image of the ethical values identified in our EU funded project on Ethical Competence as an Educational Component in Adult Education, a Grundtvig Learning Partnership.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
13. Action program 2008 – 2018 Partners: All municipalities, Vestfold county, state authorities, and business partners Early intervention God oppvekst. GO!
26. 15 effective strategies for dropout prevention Adapted from Dr. Jay Smink, National Dropout Prevention Center at Clemson University
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Editor's Notes
Vestfold er landets minste og tettest befolkede (bortsett fra Oslo og Akershus) Tilflyttingen til Vestfold er stor. Siden 1950 har innbyggertallet økt hvert eneste år.
Vocational education: Yrkesfag Academic education: Studieforberdende Vocational Studies lead to a trade certificat,usually aafter two years in school and one year in-service training. In-service training is usually combined with one year’s productive work, so that the apprenticeship takes two years in all. General studies lead to general university admissions certificate
OT = Follow-up service
Større klasseforskjeller i Norge enn mange tror. Systematisk sammenheng – foreldres utdanning – ungenes skoleprestasjoner. Trumfer alt: kjønn, minoritet, sentralt/lokalt. Altfor mange opplever ikke at skolen er en arena hvor de får vokse og mestre. Det er sløsing med menneskelige ressurser. De som ikke får utløst sitt potensial i skolen, er mer sårbare for arbeidsledighet, uførhet og lavinntekt senere. Det er urettferdig! Noen får mindre tilgang på utdanningsgodet enn andre! Mange møte for lave forventninger, når ikke sitt potensial. Alle foreldres interesse for skolen teller – også når foreldrene er analfabeter. Mange foreldre har opplevd skolen som et sammenhengende nederlag – uten mestring.
” Standard” indikatorene som utarbeides av SSB og som er mye brukt i sektoren og offentligheten,
Overgang til OT/NAV prosjektet (begrunnelse for prosjektet) Figuren viser personer mellom 20-24 år som er utenfor jobb og utdanning. Svært mange av disse har ikke påbegynt eller gjennomført vgo. Med andre ord: manglende gjennomføring medfører høyere sannsynlighet for marginalisering i arbeidslivet For mange unge står helt utenfor skole og arbeid! Dette er unge mennesker vi ikke vet noe særlig om- et stort problem for den enkelte og for samfunnet Prosjektet handler om å nå frem til denne gruppen med praksisnære tiltak Vi må komme i gang med oppfølgingstiltakene tidligere enn i dag og vi må følge tettere opp Vi må bli bedre til å se tiltakene for denne gruppen i sammenheng og utnytte handlingsrommet. Risikoen for å bli stående varig utenfor opplæring og arbeid øker med tiden ungdom er utenfor Fylkeskommune og NAV har en felles målgruppe – den yngste som er særlig sårbar og som står utenfor. .
Vi har noe å strekke oss etter – jfr. NIFUSTEP-rapport v/Eiferd Markussen – 61,1 % oppnådde studie- og yrkeskompetanse etter 5 år. Dårlig leseferdigheter i 5.klasse – risikosignal! (Nasjonale prøver) Fra samme rapport (NIFUSTEP-rapport) Foreldrenes utdanningsnivå og foreldrenes levekår har en stor betydning for om en ungdom fullfører videregående eller ikke.
Vi har mye kunnskap om hvem som ikke fullfører videregående skole og ungdommene som ikke kvalifiserer seg til arbeidslivet. Metodikk og arbeidsmetoder er utprøvd. Nå er det handling som skal til og at den enkelt kommune/fylkeskommune og statlige etater forankrer arbeidet i handlingsprogrammet i egen virksomhet og jobber systematisk med barn og unges oppvekstvilkår over tid. I handlingsprogrammet ha vi skissert noen hovedprinsipper som skal legges til grunn i arbeidet: …
Tiltak 1: Opplæringstilbud for elever som er praktisk orienter: - søkbart opplæringstilbud for alle, ikke som ”tilpasset” opplæring Tiltak 2: Påpek at det finnes mange avtaler i dag mellom ulike forvaltningsnivå, men det er ulikt hvordan disse er implementert i den enkelte virksomhet
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