The document summarizes initiatives in Illinois to coordinate education and workforce development programs. It describes the Illinois Pathways framework which defines course sequences for careers in science, technology, engineering, and math. Key aspects of support include a website with career and course information, a resource center for local programs, and STEM learning exchanges to improve partnerships and opportunities. State agencies are working together on these initiatives to strengthen the talent pipeline, improve education programs, and support economic growth in the state.
The document discusses opportunities for open educational resources (OER) in relation to several federal stimulus programs including Race to the Top, Investing in Innovation (i3), and the reauthorization of the Elementary and Secondary Education Act. It outlines priorities and criteria for funding applications to these programs that could include the development and sharing of OER. For example, applications may propose the creation of openly licensed curriculum materials or online professional development resources to support state standards implementation.
GuidanceFest 2010 : Peace and Love - CTE and AcademicsJeremy Zweiacker
This document summarizes several bills related to education that were introduced in the Oklahoma legislature. It discusses bills on accreditation, scholarships for students with disabilities, school district transparency of expenditures, criterion referenced tests, teacher compensation, online learning tests, expanded zones around schools for sex offenders, establishing a virtual school task force, online course requirements, and increasing math course requirements. It also provides information on career advising resources and programs like Reach Higher Oklahoma for degree completion.
Providing Quality Mass Higher Education: the Egyptian Experience - Mostafa Ra...EduSkills OECD
Egypt faces the challenge of expanding higher education to meet growing demand while ensuring quality. Its strategic plan includes increasing access through open/distance learning, quality assurance measures, developing technical/vocational education, and human resource training. Innovative approaches address massification at the national level through policies like qualification frameworks and geographical enrollment distribution, and at the institutional level through diversified funding, non-traditional programs, and continuing education. Egypt is at a crossroads and must evaluate policies to resolve unemployment through higher education opportunities and curb brain drain.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
This document outlines plans for a new STEM academy in Virginia's Region 2000 that will serve high school juniors and seniors. The academy will offer health science and STEM courses through partnerships between local school divisions, Central Virginia Community College, and industry partners. It will be housed at CVCC and aim to prepare students for postsecondary education and high-demand careers through hands-on learning, industry certifications, and internships. The academy plans to enroll up to 50 students initially and evaluate its success based on graduation rates, dual enrollment credits earned, certifications obtained, and employment outcomes.
Education and training in india issues and opinions IIM I Youth Symposia Top ...Abhimanyu Sukhwal
Education and training in india issues and opinions presented at IIM I National Youth Symposia 2011 adjudged amongst national Top 5 Entry presented by Mr Abhimanyu Sukhwal & Team
FA (3 Sep) - WSQ Select New Technology Platforms (Magdalene Tan)Magdalene Tan
The document outlines a business plan for Human Capital Singapore (HCS) to incorporate new technology platforms into its curriculum to meet regulatory requirements for blended learning. It analyzes HCS's current business model and situation, identifies challenges from competitors and customer demands, and reviews options for traditional and technology-based learning to develop a plan to introduce e-learning and maintain its status as a continuous education and training center.
In 2006 a five-year strategic plan RMIT 2010: Designing the Future
was put in place to give direction and form to this description. In the
third year of implementation of this plan, it is time to reflect on our
progress to date and the enclosed details this.
The document discusses opportunities for open educational resources (OER) in relation to several federal stimulus programs including Race to the Top, Investing in Innovation (i3), and the reauthorization of the Elementary and Secondary Education Act. It outlines priorities and criteria for funding applications to these programs that could include the development and sharing of OER. For example, applications may propose the creation of openly licensed curriculum materials or online professional development resources to support state standards implementation.
GuidanceFest 2010 : Peace and Love - CTE and AcademicsJeremy Zweiacker
This document summarizes several bills related to education that were introduced in the Oklahoma legislature. It discusses bills on accreditation, scholarships for students with disabilities, school district transparency of expenditures, criterion referenced tests, teacher compensation, online learning tests, expanded zones around schools for sex offenders, establishing a virtual school task force, online course requirements, and increasing math course requirements. It also provides information on career advising resources and programs like Reach Higher Oklahoma for degree completion.
Providing Quality Mass Higher Education: the Egyptian Experience - Mostafa Ra...EduSkills OECD
Egypt faces the challenge of expanding higher education to meet growing demand while ensuring quality. Its strategic plan includes increasing access through open/distance learning, quality assurance measures, developing technical/vocational education, and human resource training. Innovative approaches address massification at the national level through policies like qualification frameworks and geographical enrollment distribution, and at the institutional level through diversified funding, non-traditional programs, and continuing education. Egypt is at a crossroads and must evaluate policies to resolve unemployment through higher education opportunities and curb brain drain.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
This document outlines plans for a new STEM academy in Virginia's Region 2000 that will serve high school juniors and seniors. The academy will offer health science and STEM courses through partnerships between local school divisions, Central Virginia Community College, and industry partners. It will be housed at CVCC and aim to prepare students for postsecondary education and high-demand careers through hands-on learning, industry certifications, and internships. The academy plans to enroll up to 50 students initially and evaluate its success based on graduation rates, dual enrollment credits earned, certifications obtained, and employment outcomes.
Education and training in india issues and opinions IIM I Youth Symposia Top ...Abhimanyu Sukhwal
Education and training in india issues and opinions presented at IIM I National Youth Symposia 2011 adjudged amongst national Top 5 Entry presented by Mr Abhimanyu Sukhwal & Team
FA (3 Sep) - WSQ Select New Technology Platforms (Magdalene Tan)Magdalene Tan
The document outlines a business plan for Human Capital Singapore (HCS) to incorporate new technology platforms into its curriculum to meet regulatory requirements for blended learning. It analyzes HCS's current business model and situation, identifies challenges from competitors and customer demands, and reviews options for traditional and technology-based learning to develop a plan to introduce e-learning and maintain its status as a continuous education and training center.
In 2006 a five-year strategic plan RMIT 2010: Designing the Future
was put in place to give direction and form to this description. In the
third year of implementation of this plan, it is time to reflect on our
progress to date and the enclosed details this.
Lumerit President, Rick Beyer addresses Corporate Chief Learning Officers at the 2017 CLO Conference in NYC on March 08, 2017. The Macro trends bring some of the greatest opportunities for corporate training and tuition assistance programs to develop a world class staff.
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
The document discusses various federal funding sources that can be used to support online learning solutions like Blackboard Learn+, including Title I, Title II, Title III, IDEA, and School Improvement Grants. It provides details on how the funds can be used and aligned with Blackboard Learn+, as well as contact information and timing for each funding source.
Introducing OER Africa: Building African Higher Education capacity through op...PiLNAfrica
OER Africa is a new project established to promote the development and use of open educational resources (OER) in African higher education. It aims to build capacity in African universities by providing educators with low-cost access to educational materials and tools through collaboration. OER Africa will establish networks of African educators to collaboratively develop, share, and adapt OER. Its goals are to enhance institutional capacity, advocate for supportive policies, and establish an online platform to facilitate African collaboration on OER development and sharing.
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
This document summarizes a review of Costa Rica's postsecondary vocational education and training system conducted by the OECD. Some key points:
- Vocational education is seen as important for Costa Rica's economic development and social cohesion. Programs have work-based learning components which benefit students.
- Strengths include recognition of prior learning, adequate funding currently, and addressing equity issues. Vocational education also has relatively good status and reputation.
- Challenges include ensuring programs reflect labor market needs, developing an apprenticeship system, and strengthening teacher quality. Better coordination is also needed between different parts of the vocational system.
Van der wende, Marijke - Outcomes of PLAnewsroom-euvz
1) The document discusses developing transferable skills and social/civic competences in higher education, which are seen as important for students' futures but are not consistently taught.
2) It explores definitions of 21st century skills including soft skills, digital/data literacy, and social/civic competences. Attitudes and values are also important but harder to influence.
3) Recommendations include identifying key competences, integrating them across degree programs through teaching/learning strategies, and moving beyond skills to consider personal development.
This document outlines a proposal for a Title II Part D competitive grant from the US Department of Education to improve student academic performance through the effective use of technology. The proposal focuses on implementing a project-based learning curriculum across grades and subjects using curriculum mapping tools. It would support professional development for administrators, teachers, and leaders in curriculum design and the use of ePortfolios and online learning opportunities for students. The goals are to improve student performance on state assessments in core subjects and expand effective technology integration through sustained professional development. Evaluation of implementation and outcomes would be based on the Title II-D Evaluation Framework.
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
Session III: Lay-Cheng Tan - Promoting Youth Employment: the potential of ent...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
ELCC Five-Year Achievement Report portrays past years accomplishments since the center’s inception in 2004. The report reflects the center’s willingness to continue and progress within its mandate extending its experience, lessons learnt and implementation mechanisms for the socioeconomic development of the country.
Flexible Curricula Viewpoints cards - Drivers and needs for flexible curriculabalham
The document discusses several factors driving the need for more flexible curricula in higher education, including changing learner expectations and demographics, demands from employers, and changes in how teaching and learning occur. Learner expectations include needs for flexibility in schedules, content, delivery methods, and recognition of prior learning. Employers want curricula that better align with their needs and allow for work-based learning opportunities. How teaching and learning are conducted is influenced by new technologies and a shift toward more self-directed, autonomous learning.
The Role of Universities in the context of Smart Specialisation - OECD CFE
The document discusses the role of universities in the context of smart specialization. It explains that smart specialization strategies require regions to identify competitive advantages in specific research and innovation domains or clusters. Universities can contribute to this process by assessing their region's knowledge assets, capabilities, and competencies. They are also key players in connecting different actors in their region and partnering with regional authorities to both formulate and implement smart specialization strategies.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Maintaining The Momentum: Transition Pedagogy to sustain Widening Participati...Sally Kift
Seminar presented at NCSEHE 9 May 2018
Maintaining the Momentum:Transition Pedagogy to sustain Widening Participation and Student Success.
In 2018, we know a lot about what works for student learning, success, and retention. And, thanks to widening participation’s years of patient outreach work, which has delivered thousands more under-represented students to our virtual and physical classrooms, our higher education (HE) focus on assuring diverse cohorts’ learning success has also sharpened significantly. However, just as we should be celebrating the zenith of equity group participation in Australian HE, the government’s re-imposition of caps on student places and the enormous pressure on university budgets to do more with less, while pursuing ever more aggressive research agendas, have now seen the first cracks appearing in what had been, for the most part, unwavering commitment to the sector’s social justice and equity agenda.
As Australian HE is challenged to respond to the new normal of finite resourcing, increased competition, endemic disruption, and high turnover of equity, support, and teaching-focussed staff, it will be suggested that Transition Pedagogy, harnessed strategically and holistically across an institution, provides a longer-term and sustainable response to maintaining our transformative HE aspirations. Transition pedagogy (TP) is “a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds the first year learning experience for contemporary heterogeneous cohorts” (Kift, 2009, p. 2). Since its inception over a decade ago, it has been well received, adopted and adapted, both nationally and internationally, across many disciplines, institutions and aspects of the student lifecycle (Kift, 2015). Particularly for the widening participation context, TP focuses on what students have in common—their learning experiences mediated through curriculum—rather than problematising their diversity and difference.
This seminar will discuss TP, and its framing around six First Year Curriculum Principles, and will then facilitate consideration of examples and strategies to promote inclusion and retention of non-traditional students. Attendees will be taken through the distinctive and enabling features of TP’s integrative framework in the equity context, which are suggested to be threefold: first, an intentional and inclusive curriculum focus to mediate the coherence and quality of the student experience equitably over the student lifecycle; secondly, a whole-of-institution and whole-of-student emphasis that delivers coordinated and integrated engagement and just-in-time, just-for-me support; and, thirdly, the enabling capacity of academic and professional staff working together in cross-institutional partnerships to assure the seamlessness of student success as everybody’s business. The seminar will conclude with time for questions and discussion.
Towards a capacity building framework in the use of information and communica...Gabriel Konayuma
The aim of the study was to develop a framework for capacity building in the use of educational technologies in Open, Distance and Flexible Learning Zambian Vocational Colleges by teaching staff to guide Colleges seeking to offer effective ODFL programmes.
This document outlines HCC's plans for a $425 million bond referendum to fund facility improvements and expansions. It notes that HCC is currently at 92% capacity while serving 40% more students over the past 5 years. The funds would be used to build new facilities and upgrade existing ones across HCC's eight colleges. Specific projects proposed include a new health sciences building at Coleman College, renovations at Central College, replacing the leased Northeast campus, and developing workforce training centers. The goal is to meet growing demand for programs like healthcare, STEM, entrepreneurship, and manufacturing.
WIN Learning provides career readiness resources and tools to help ensure learners are prepared for college and careers. Their strategic compass tool analyzes education, workforce, and economic data to inform career pathways. Their career readiness system includes courseware for foundational skills, soft skills, and career exploration, as well as college readiness test preparation. WIN has served over 10 million learners across K-12, workforce, and state agencies since 1996.
Generating smart goals is very essential for the development of engineering programs, improving the attributes of the graduates and faculty development.
Lumerit President, Rick Beyer addresses Corporate Chief Learning Officers at the 2017 CLO Conference in NYC on March 08, 2017. The Macro trends bring some of the greatest opportunities for corporate training and tuition assistance programs to develop a world class staff.
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
The document discusses various federal funding sources that can be used to support online learning solutions like Blackboard Learn+, including Title I, Title II, Title III, IDEA, and School Improvement Grants. It provides details on how the funds can be used and aligned with Blackboard Learn+, as well as contact information and timing for each funding source.
Introducing OER Africa: Building African Higher Education capacity through op...PiLNAfrica
OER Africa is a new project established to promote the development and use of open educational resources (OER) in African higher education. It aims to build capacity in African universities by providing educators with low-cost access to educational materials and tools through collaboration. OER Africa will establish networks of African educators to collaboratively develop, share, and adapt OER. Its goals are to enhance institutional capacity, advocate for supportive policies, and establish an online platform to facilitate African collaboration on OER development and sharing.
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
This document summarizes a review of Costa Rica's postsecondary vocational education and training system conducted by the OECD. Some key points:
- Vocational education is seen as important for Costa Rica's economic development and social cohesion. Programs have work-based learning components which benefit students.
- Strengths include recognition of prior learning, adequate funding currently, and addressing equity issues. Vocational education also has relatively good status and reputation.
- Challenges include ensuring programs reflect labor market needs, developing an apprenticeship system, and strengthening teacher quality. Better coordination is also needed between different parts of the vocational system.
Van der wende, Marijke - Outcomes of PLAnewsroom-euvz
1) The document discusses developing transferable skills and social/civic competences in higher education, which are seen as important for students' futures but are not consistently taught.
2) It explores definitions of 21st century skills including soft skills, digital/data literacy, and social/civic competences. Attitudes and values are also important but harder to influence.
3) Recommendations include identifying key competences, integrating them across degree programs through teaching/learning strategies, and moving beyond skills to consider personal development.
This document outlines a proposal for a Title II Part D competitive grant from the US Department of Education to improve student academic performance through the effective use of technology. The proposal focuses on implementing a project-based learning curriculum across grades and subjects using curriculum mapping tools. It would support professional development for administrators, teachers, and leaders in curriculum design and the use of ePortfolios and online learning opportunities for students. The goals are to improve student performance on state assessments in core subjects and expand effective technology integration through sustained professional development. Evaluation of implementation and outcomes would be based on the Title II-D Evaluation Framework.
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
Session III: Lay-Cheng Tan - Promoting Youth Employment: the potential of ent...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
ELCC Five-Year Achievement Report portrays past years accomplishments since the center’s inception in 2004. The report reflects the center’s willingness to continue and progress within its mandate extending its experience, lessons learnt and implementation mechanisms for the socioeconomic development of the country.
Flexible Curricula Viewpoints cards - Drivers and needs for flexible curriculabalham
The document discusses several factors driving the need for more flexible curricula in higher education, including changing learner expectations and demographics, demands from employers, and changes in how teaching and learning occur. Learner expectations include needs for flexibility in schedules, content, delivery methods, and recognition of prior learning. Employers want curricula that better align with their needs and allow for work-based learning opportunities. How teaching and learning are conducted is influenced by new technologies and a shift toward more self-directed, autonomous learning.
The Role of Universities in the context of Smart Specialisation - OECD CFE
The document discusses the role of universities in the context of smart specialization. It explains that smart specialization strategies require regions to identify competitive advantages in specific research and innovation domains or clusters. Universities can contribute to this process by assessing their region's knowledge assets, capabilities, and competencies. They are also key players in connecting different actors in their region and partnering with regional authorities to both formulate and implement smart specialization strategies.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Maintaining The Momentum: Transition Pedagogy to sustain Widening Participati...Sally Kift
Seminar presented at NCSEHE 9 May 2018
Maintaining the Momentum:Transition Pedagogy to sustain Widening Participation and Student Success.
In 2018, we know a lot about what works for student learning, success, and retention. And, thanks to widening participation’s years of patient outreach work, which has delivered thousands more under-represented students to our virtual and physical classrooms, our higher education (HE) focus on assuring diverse cohorts’ learning success has also sharpened significantly. However, just as we should be celebrating the zenith of equity group participation in Australian HE, the government’s re-imposition of caps on student places and the enormous pressure on university budgets to do more with less, while pursuing ever more aggressive research agendas, have now seen the first cracks appearing in what had been, for the most part, unwavering commitment to the sector’s social justice and equity agenda.
As Australian HE is challenged to respond to the new normal of finite resourcing, increased competition, endemic disruption, and high turnover of equity, support, and teaching-focussed staff, it will be suggested that Transition Pedagogy, harnessed strategically and holistically across an institution, provides a longer-term and sustainable response to maintaining our transformative HE aspirations. Transition pedagogy (TP) is “a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds the first year learning experience for contemporary heterogeneous cohorts” (Kift, 2009, p. 2). Since its inception over a decade ago, it has been well received, adopted and adapted, both nationally and internationally, across many disciplines, institutions and aspects of the student lifecycle (Kift, 2015). Particularly for the widening participation context, TP focuses on what students have in common—their learning experiences mediated through curriculum—rather than problematising their diversity and difference.
This seminar will discuss TP, and its framing around six First Year Curriculum Principles, and will then facilitate consideration of examples and strategies to promote inclusion and retention of non-traditional students. Attendees will be taken through the distinctive and enabling features of TP’s integrative framework in the equity context, which are suggested to be threefold: first, an intentional and inclusive curriculum focus to mediate the coherence and quality of the student experience equitably over the student lifecycle; secondly, a whole-of-institution and whole-of-student emphasis that delivers coordinated and integrated engagement and just-in-time, just-for-me support; and, thirdly, the enabling capacity of academic and professional staff working together in cross-institutional partnerships to assure the seamlessness of student success as everybody’s business. The seminar will conclude with time for questions and discussion.
Towards a capacity building framework in the use of information and communica...Gabriel Konayuma
The aim of the study was to develop a framework for capacity building in the use of educational technologies in Open, Distance and Flexible Learning Zambian Vocational Colleges by teaching staff to guide Colleges seeking to offer effective ODFL programmes.
This document outlines HCC's plans for a $425 million bond referendum to fund facility improvements and expansions. It notes that HCC is currently at 92% capacity while serving 40% more students over the past 5 years. The funds would be used to build new facilities and upgrade existing ones across HCC's eight colleges. Specific projects proposed include a new health sciences building at Coleman College, renovations at Central College, replacing the leased Northeast campus, and developing workforce training centers. The goal is to meet growing demand for programs like healthcare, STEM, entrepreneurship, and manufacturing.
WIN Learning provides career readiness resources and tools to help ensure learners are prepared for college and careers. Their strategic compass tool analyzes education, workforce, and economic data to inform career pathways. Their career readiness system includes courseware for foundational skills, soft skills, and career exploration, as well as college readiness test preparation. WIN has served over 10 million learners across K-12, workforce, and state agencies since 1996.
Generating smart goals is very essential for the development of engineering programs, improving the attributes of the graduates and faculty development.
The College Links program is a 3-year pre-college program run by INROADS to prepare underserved, high-performing African American high school students for STEM and business careers. It identifies talented sophomores and provides career exposure, mentoring, workshops and camps to help them develop skills and strengthen their academic interests. The goal is to increase the number of underserved students who go on to participate in INROADS' college internship program and pursue STEM/business degrees.
This document discusses building career pathways for adult education students. It outlines the need for more opportunities for adults to gain credentials to improve their skills and access postsecondary education. It discusses key elements of successful career pathways programs, including clear program structures, integrated basic skills and career technical education, and enhanced student supports. It also provides examples of promising early outcomes from career pathways bridge programs in several states.
4 Gerard L. Hanley_ aportando al exito de las personas de la educ. superior ...INACAP
This document summarizes a presentation about e-learning and its role in contributing to the success of individuals, higher education, and industry. It discusses how e-learning can make education better and more efficient by connecting the needs of students, educational institutions, and employers. When these stakeholders collaborate through strategies like aligning curriculum with workforce needs and using technologies like virtual labs, mentoring, and internships, students are empowered for success, institutions fulfill their educational mission, and industry benefits from a well-qualified workforce. Open educational resources and skills commons provide free access to high-quality e-learning materials created through government grants in order to support online and technology-enabled learning.
Bowling Green State University developed an effective online faculty development program over many years. Key aspects included establishing an academically driven distance learning operation, identifying low hanging fruit programs, cultivating collaborative relationships, and providing incentives for faculty participation and online course development. The primary goals of BGSU's faculty development were to model the online instructor role, differentiate course goals, promote pedagogical instruction, and address strategies for online interaction and assessment. BGSU provided financial incentives for course development and teaching that helped grow their online program.
Bowling Green State University developed an effective online faculty development program over several years:
1) They established an academically-driven distance learning operation and sought low-hanging fruit programs to start.
2) Their faculty development goals included modeling the online student experience, differentiating course goals, and promoting pedagogical instruction over just technology training.
3) They offered incentives for faculty to participate, including payments for course development and teaching, and saw effects like growing partnerships with other colleges.
Ongoing challenges included maintaining current technologies, encouraging refreshed training, and addressing budget issues.
What Can Budget 2014 do for Education in Indiameetasengupta
The document outlines 15 funding proposals for the 2014 India budget related to education. The proposals include: 1) increasing spending on education to 3-6% as promised and linking it to governance processes and outcomes; 2) allocating funds to support school accountability, governance, and outcomes; 3) providing cash incentives and training for new teachers to reduce shortages. The proposals aim to improve various aspects of the education system including teacher performance, digital literacy, vocational learning, research, and financing options like student loans.
This document outlines the vision, mission, and development plan of the Government Engineering College in Dahod, India. The vision is to provide globally acceptable engineering education while nurturing research, innovation, and entrepreneurship. The mission is to provide quality engineering education through a balance of academics and extracurricular activities, an environment for innovation and entrepreneurship, and teach ethical and social values. The development plan details 12 items with specific action plans, such as improving digital infrastructure for teaching/learning, organizing awareness programs, knowledge sharing between institutions, and empowering women students and faculty.
Academic excellence through improved ecosystem and faculty engagement (3)Thanikachalam Vedhathiri
academic excellence deeply depends on the improved ecosystem. It centers around the continuous development of faculty members. ROI also improves through faculty development. The quality of the graduates is based on the planning of academic activities of the faculty members
The document outlines a conference on empowering sustainable education through outcome-driven transformation and academic agility. It discusses key topics that will be covered, including introducing outcome-based education and its framework, limitations to its implementation, and why academic agility is essential. The conference aims to address how to effectively align education with evolving needs through a student-centric and adaptable approach focused on achieving measurable learning outcomes.
This document discusses strategies for boosting revenue flows and improving accountability in Nigerian tertiary institutions. It notes that government funding is inadequate and tertiary institutions rely on it for less than 10% of their budgets. To address this, the document recommends that institutions pursue additional internally generated revenue through means like partnerships, entrepreneurship programs, expanding in-demand fields, strategic collaborations, grants, and transparency. It emphasizes matching academic programs to market needs, training students for careers, and transforming communities through learning to strengthen revenue generation.
The document discusses the inclusion of vocational education in the mainstream education system in India as outlined in the National Education Policy 2020. It advocates for developing vocational education to instill skills, values, and dispositions that support human rights and sustainable development. This will help build an equitable and vibrant knowledge society by providing high-quality education to all and reflecting a truly global citizen. The key principles of NEP 2020 are discussed such as discouraging rote learning, emphasizing conceptual understanding, recognizing each student's unique capabilities, and using technology to provide flexible learning environments. The document outlines plans to implement vocational education in all educational institutes at all levels through collaboration between secondary schools, higher education institutes, and industries.
This document provides a summary of Promod Vohra's professional experience, including his current role as Chief of Global HR and Senior VP of Talent Strategy at American Cybersystems Group, and previous roles as Dean of the College of Engineering and Engineering Technology at Northern Illinois University and Electrical Engineering Technology Coordinator at NIU. It outlines his responsibilities and accomplishments in growing enrollment and research funding, developing innovative programs, maintaining accreditation, and building corporate and community partnerships in both positions over nearly 30 years in higher education administration and leadership.
The document discusses outcome-based education (OBE) and continuous quality improvement (CQI). It defines OBE as focusing on student learning outcomes by stating expected learning outcomes, providing learning activities to achieve them, and assessing student achievement. The document also discusses issues in higher education that OBE addresses, the characteristics of OBE curricula including program objectives and outcomes, implementation of OBE programs, and assessment tools and how they feed into CQI.
Presentation about jamia millia islamia - a central universityUzmaAnsari27
The document discusses the vision, mission, core values and SWOT analysis of Jamia Millia Islamia University. The vision is to foster integrated education for sustainable development. The mission is to become a world-class institution that advances knowledge through excellence in instruction, research and community service. The core values are enhancing abilities, promoting social responsibility, respecting diversity and instilling global citizenship. Strengths include its reputation, diversity and heritage. Weaknesses are infrastructure challenges, funding constraints and bureaucratic processes. Opportunities lie in research, partnerships and online education. Threats include competition, regulatory changes and socio-political tensions.
This document discusses 5 key federal policy issues regarding online learning:
1. Accountability should be based on individual student growth models to better support competency-based learning.
2. Assessments should move to performance-based systems that provide ongoing, real-time data throughout a student's learning process.
3. More research is needed on effective practices in K-12 online and blended learning.
4. Training and support are needed to develop teachers and leaders with the skills to facilitate new competency-based learning models.
5. Reliable internet access and open educational resources are critical to ensure all students can access online courses and materials.
Laura Hickle and Sandy Birmingham presented on implementing a community STEM network using a systems approach. Their goals were to help participants understand how to infuse STEM programs into an educational system and make curricular changes. They discussed essential conditions like collaboration, assessment, and engaged communities. Potential partners were identified as schools, community colleges, employers, and organizations. Measures of success included increased funding, prepared workforce, and involvement. Resources for afterschool STEM programs and sustainability strategies were also provided.
This document discusses internationalization in Indonesian higher education and strategies to improve it by 2025. It notes that globalization and internationalization integrate worldwide academic and economic trends. Internationalization involves cross-border collaboration between higher education systems, institutions, and individuals. The Indonesian government aims to enhance human resources and innovation through internationalization strategies like student and faculty mobility programs, joint research, and establishing centers of excellence. It also outlines new approaches needed like emphasizing entrepreneurship, blended learning, and strengthening industry partnerships to respond to the demands of the digital economy.
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2. State of Illinois Initiative
Several state agencies are working together to coordinate education and workforce development initiatives.
The Illinois Pathways initiative is designed to support college and career readiness for all students.
Illinois Pathways provide a framework for recommended course sequences that require
Science, Technology, Engineering, or Math courses. The pathways lead to careers that have a
great need for qualified workers in our state.
• Illinois Pathways were announced in February 2012.
• Illinois Pathways Science, Technology, Engineering, and Math (STEM) Learning Exchanges
were announced in September 2012.
• Funding for Illinois Pathways program support is through the state’s Race to the Top (RttT)
Round 3 grant and Workforce Innovation Fund.
Illinois Department of Commerce and Economic Opportunity
Illinois State Board of Education
Illinois Community College Board
Illinois Board of Higher Education
Illinois Student Assistance Commission
Illinois Department of Employment Security
3. Why Illinois Pathways?
• Respond to changing economy.
• Strengthen talent pipeline.
• Improve education and training programs that lead to high-
growth careers in areas that require Science, Technology,
Engineering, and/or Math.
• Coordinate public and private-sector education
investments.
• Increase school completion rates.
• Grow businesses in Illinois.
• Employ more workers in high-growth
careers.
5. Grow Economy:
State initiatives
Define education Provide support to local • Start and expand business
coordinated to facilitate
framework. education programs. • Hire more qualified workers
local economic growth.
6. Background - P-20 Council’s Goal
Provides a strategy to help
achieve the P-20 Council’s
goal that by 2025, at least
60 percent of Illinois
residents attain either:
50%
60%
• high-quality academic
degree 40%
• industry recognized
certificate or credential
7. Background - Design
Designed to build off of best practices developed under
Illinois State Board of Education and Illinois Community
College Board approved career and technical education
(CTE) programs to:
• Increase student achievement.
• Improve graduations rates.
• Improve transition rates to college and
employment.
• Originally developed and implemented as part of
CTE, the nine P-20 STEM Programs of Study serve as a
model for bridging programs across education
institutions. 7
8. Background – Illinois Pathways
Governance Model Advisory Council
Illinois Pathways
Interagency Pathways Resource Center
Committee
Goal: To create a new, innovative public- AGR Learning MFG Learning TDL Learning
private education infrastructure that can Exchange Exchange Exchange
advance college and career readiness by
IT Learning R&D Learning EGY Learning
coordinating statewide networks of P-20
Exchange Exchange Exchange
education partners, business, labor, and
other organizations based on career FIN Learning A&C Learning HS Learning
clusters. Exchange Exchange Exchange
9. Background – RttT Expectation for STEM Programs of Study
STEM Programs of Study and Individual Learning Plans (D9)
“For districts serving grades 9-12, the district establishes two or
more Programs of Study promoting critical STEM application areas;
for other districts, as applicable, the district establishes an individual
learning plan program, commencing in 7th grade, that aligns to a
Programs of Study model in the predominant feeder schools for high
schools implementing STEM Programs of Study.”
• Grades 9-12: Research and select two Programs of Study
• Grades 7-8: Research and select an individual learning plan
model
• Pilot “individual learning plan” model in 2013 – 2014
• Full implementation in 2014 – 2015
NOTE: For K-8 districts, predominant feeder schools for high schools that have Programs of Study – not just
STEM Programs of Study, are required to develop an individual learning plan program.
11. Education Framework
P-20 STEM Programs of Study are organized around nine career clusters and
feature a series of orientation and advanced pathway courses across education
institutions.
• The pathways offer opportunities for students
to enrich their learning through work-based
learning experiences as well as demonstrate
their competence through assessments and
industry credentialing.
• Designed to improve access and success for
underrepresented populations in STEM fields,
such as females, minorities, low-income, and
disabled students.
Notes:
• Energy is a new cluster to be explored.
• P-20 STEM Programs of Study also fully align to the design elements for CTE Programs of Study, including Leadership, Organization & Support; Access,
Equity & Opportunity; Alignment & Transition; Enhanced Curriculum & Instruction; Professional Preparation & Development; and Program Improvement 11
& Accountability.
12. Education Framework
Public-private partnerships worked together and
developed the statewide models for each of the nine
P-20 STEM Programs of Study.
These models established shared definitions that will
support statewide networks and facilitate connections
between public-private partners in each of the nine
areas. Components of the reports include:
• Career Profiles (Demand)
• Baseline Analysis (Supply)
• P-20 Course Sequence and Definition Model
(Course Outline)
12
13. Education Framework - Attributes
Cluster Selection Identified based on economic development need and community objectives.
Personalization Education and career plan aligned to academic and career interests.
Applied Learning Access to work-based learning opportunities.
Orientation & Shared Foundational skills across clusters and reduced switching costs.
Pathway Courses
Early College Dual credit in “gateway” courses to improve transfer and reduce costs.
College & Career 1) Academic, 2) Career, and 3) Technical.
Readiness Assessments
Professional Training and work-based learning supports for educators.
Development
Diverse Delivery System Build program capacity through academic core, CTE, electives, regional centers, virtual
and Partnerships courses, and colleges as well as coordinate with local businesses and statewide STEM
Learning Exchanges.
Evaluation and Data-driven program review and talent pipeline updating.
Continuous
Improvement 13
14. Education Framework - Key Features
• Grades P-6: Build STEM skills through authentic learning experiences.
Elementary and
Middle School • Grades 7-8: Education and career plan development.
• Orientation level courses coordinated with adult bridge programs.
Secondary
Education • Common course infrastructure across multiple pathways.
9th and 10th • Work-based learning as central part of program completion.
• Assessments that measure academic, employability, and technical skills.
Secondary
Education • Students begin college-level work in pathways level courses.
11th and 12th • Adult bridge program completers enter gateway courses.
• Transitions and credit articulation as part of pathway progression.
Postsecondary
Education and • Portfolio developed through completing degree programs, attaining
Careers credentials, and building lifelong and life-wide professional networks.
15. • Illinois Pathways Website
• Pathways Resource Center
• STEM Learning Exchanges
Provide support
to local education
programs.
16. Website
• Review framework for each career
cluster.
• See recommended courses, work-
based learning examples, credentials,
and career information.
• Learn about STEM Learning
Exchanges.
• Subscribe to News.
• Find resources.
www.ilpathways.com
17. Career
Cluster
Legend
Levels
Pathways
Careers
STEM
Learning
Courses,
Exchange
Work-Based
Learning,
Credentials,
and Shared
Pathways
www.ilpathways.com
18. Pathways Resource Center
• Develop the capacity of the local school districts to
implement STEM/career clusters, pathways, and
programs of study.
• Develop a resource bank of evidence-based materials,
which can be accessed by local school districts and
Learning Exchanges, that support development and
implementation of STEM programs of study.
• Support the sustainability of the STEM programs of
study, through continuous efforts to identify external
funding opportunities for the STEM Learning
Exchanges.
http://occrl.illinois.edu/projects/pathways_resource_center/
19. STEM Learning Exchanges
STEM Learning Exchanges have been
formed for selected career clusters to
improve the coordination and delivery
of resources, work-based learning
opportunities, career guidance, and
partnerships that support local STEM
programs.
Each STEM Learning Exchange is overseen by
a lead organization responsible for
coordinating a statewide network of
businesses, employer associations, education,
and other partners. STEM Learning
Exchanges are being launched using Race to
the Top funds, but are supported by funding
commitments from public-private partners.
19
20. STEM Learning Exchanges – Selection Process
Five of the STEM Learning Exchanges will be provided with implementation
funds for three years to begin coordinating and delivering support for their
career cluster.
• Up to $500,000 for each implementation grant with three-year strategic
plans.
An additional three STEM Learning Exchanges will be provided with
planning funds for one year to build their network and further develop
capacity for implementation.
• Up to $50,000 for each planning grant with a one-year scope of work.
21. STEM Learning Exchanges – Implementation and Planning Organizations
Implementation Organizations
Illinois Foundation for Future Farmers of America
Jess Smithers / 217‐893‐0091 / jsmithers@agriculturaleducation.org
University of Illinois at Chicago
Dr. Bruce C. Neimeyer / 312-996‐8820 / neimeyer@uic.edu
CompTIA Workforce Development LLC
Gretchen Koch / 630-678-8425 / gkoch@comptia.org
Illinois Manufacturers Association Education Foundation
Jim Nelson / 217-522-1240 ext. 3023 / jnelson@ima-net.org
Illinois Science and Technology Institute
Erin Lane / 312-239-0326 / elane@istcoalition.org
Planning Organizations
Illinois State University
David Loomis / 309-438-7979 / dloomis@ilstu.edu
Chicagoland Chamber of Commerce
Peggy Luce / 312-494-6745 / pluce@chicagolandchamber.org
Illinois Chamber of Commerce Foundation
Douglas L. Whitley / 312-983-7103 / dwhitley@ilchamber.org
Note: Currently, the Architecture and Construction Career Cluster does not have an implementation or planning organization.
22. STEM Learning Exchanges are Partnerships
• Community-based organizations
• Community colleges and universities
• Economic and workforce agencies
• Employers and employer-led organizations
• Federal labs and research centers
• Labor unions
• Local workforce investment boards
• Museums and non-profit 0rganizations
• Professional associations
• Secondary and postsecondary teachers and faculty
• Students and student organizations
• School districts and regional
• STEM education experts
22
24. STEM Learning Exchange Functions
1. Provide curriculum resources.
2. Expand access to classroom and laboratory space, equipment, and
related educational resources.
3. Support student organizations and their major activities.
4. Provide internships and other work-based learning opportunities.
5. Sponsor challenges and provide project management resources.
6. Provide professional development resources for teachers and
school administrators.
7. Provide career development and outreach resources.
8. Review P-20 Program of Study model and transitions
to post-secondary academic and training programs.
9. Review talent pipeline performance.
24
25. STEM Learning Exchange - Implementation
Will Develop and Produce over the next 3 years:
• E-learning curriculum resources
• Expand access to classroom and laboratory space and
equipment
• Support student organizations and their activities
• Provide internships and other work-based learning
opportunities
• Sponsor challenges and project management resources
• Provide professional development resources for
teachers and administrators
• Provide career development and outreach resources
• Provide tool and resources to assist students and
schools with Individualized Learning Plans
• Review and report on performance of STEM Programs
of Study.
26. • Illinois Shared Learning Environment
• Manufacturing Innovation
State initiatives
coordinated to facilitate
local economic growth.
27. State Initiatives – Illinois Shared Learning Environment
The state is making sure the Illinois Pathways is part of statewide P-20 education initiatives. P-20
means education that spans early childhood through adult life-long learning. For example, Illinois
Pathways are integral to plans for the Illinois Shared Learning Environment to provide
a common platform for all Exchanges to network and host content.
The State of Illinois is developing a statewide STEM
technology infrastructure known as the Illinois Shared Learning
Learning Environment (ISLE). Its infrastructure will Exchange
Resources
provide capacity for statewide student-level data and Other
for a variety of applications (apps) to support P-20 Applications
Illinois
education, including: academic education, career and for Education
Pathways
technical education, and workforce development and Career
programs. Development
It will advance the personalization of learning and ISLE
empower P-20 and workforce users to manage their Technology
academic and career pathways. Infrastructure
28. State Initiatives - U.S. DOL Workforce Innovation Fund
• $12M award to DCEO, IDES, & ICCB to support
6-8 regional partnerships.
• Targeting the manufacturing sector and coordinated
through Illinois Pathways.
• Population served is low-skilled, low-income,
unemployed, dislocated workers, and adults in
bridge programs.
• Focus on 4 strategies:
1. Manufacturing STEM Learning Exchange to provide regional coordination;
2. Implementing State policies and braiding public-private funding;
3. Enhancing regional labor market information; and
4. Integrating performance management and evaluation systems.
28
29. State Initiatives - U.S. DOL Workforce Innovation Fund
Example of regional
coordination with
Manufacturing
STEM Learning
Exchange.
29
30. To learn more, visit: www.ilpathways.com
Contact: Jason A. Tyszko
Email: Jason.Tyszko@Illinois.gov
Editor's Notes
$42M This is new.
If you are interested in learning more, research is available on the Illinois Pathways website.
For example, the manufacturing exchange will coordinate with the Peoria area manufacturing group to trail blaze coordination of outreach, education, and career development resources.