This document discusses the effects of privatizing education policy and school boards. It addresses three layers of privatization:
1) Organizational recalibration where private companies market policy solutions and school improvement services to schools.
2) Colonization of the infrastructure of policy where private sector representatives help create policy then export and disseminate those policies through various roles.
3) Global reach of education business where companies seek to expand into new international markets. Overall, the document argues that privatization has changed the nature of education policymaking and its implementation in schools.
Making reform happen and evaluating reform in educationdvndamme
The document discusses leveraging the OECD's knowledge on education to guide policymaking through a "GPS approach". This approach would provide member countries real-time access to extracted evidence and analyses from OECD education documents and data. The goals are to help countries assess the impact of reforms and make informed policy decisions by navigating focused, actionable evidence on issues. It aims to shift from providing full documents to targeted evidence and maintaining links to source materials. Most teachers participate in professional development but many desire more, according to OECD surveys.
Introduction to RECOUP research: objectives, themes, methods, preliminary fin...RECOUP
The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
RECOUP Ghana:Work in Progress and Policy implicationsRECOUP
The document summarizes the work of RECOUP Ghana, a research project studying the impact of education on poverty. It discusses RECOUP's goals of understanding how education affects social, economic, and health outcomes, and informing policies to benefit disadvantaged groups. It then overviews RECOUP's research strands on youth, gender, disability, skills training, and partnerships. It concludes by discussing RECOUP's capacity building activities and dissemination of findings to influence education policymaking.
This document discusses different modes of operating internationally beyond exporting, including foreign direct investment and collaborative strategies. It defines foreign direct investment and explains why companies pursue it. It then outlines various types of collaborative arrangements companies use internationally such as licensing, franchising, management contracts, and joint ventures. For each, it describes how they work and what factors influence the choice of arrangement. The document also addresses challenges companies may face with collaborative arrangements and how to manage diverse collaborations effectively.
The document provides an overview of international business and globalization. It defines international business and globalization, discusses why companies engage in international business and factors that have accelerated its growth. It also outlines criticisms of globalization and different modes of conducting international business operations, including exports/imports and foreign direct investment. The document emphasizes that international business operations may require adjustments compared to domestic operations due to foreign conditions.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
Presentation by RECOUP Director on current research agenda and research projects conducted in the four partner countries. The presentation also elaborates on the implications of RECOUP research on educational as well as international aid policy.
Making reform happen and evaluating reform in educationdvndamme
The document discusses leveraging the OECD's knowledge on education to guide policymaking through a "GPS approach". This approach would provide member countries real-time access to extracted evidence and analyses from OECD education documents and data. The goals are to help countries assess the impact of reforms and make informed policy decisions by navigating focused, actionable evidence on issues. It aims to shift from providing full documents to targeted evidence and maintaining links to source materials. Most teachers participate in professional development but many desire more, according to OECD surveys.
Introduction to RECOUP research: objectives, themes, methods, preliminary fin...RECOUP
The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
RECOUP Ghana:Work in Progress and Policy implicationsRECOUP
The document summarizes the work of RECOUP Ghana, a research project studying the impact of education on poverty. It discusses RECOUP's goals of understanding how education affects social, economic, and health outcomes, and informing policies to benefit disadvantaged groups. It then overviews RECOUP's research strands on youth, gender, disability, skills training, and partnerships. It concludes by discussing RECOUP's capacity building activities and dissemination of findings to influence education policymaking.
This document discusses different modes of operating internationally beyond exporting, including foreign direct investment and collaborative strategies. It defines foreign direct investment and explains why companies pursue it. It then outlines various types of collaborative arrangements companies use internationally such as licensing, franchising, management contracts, and joint ventures. For each, it describes how they work and what factors influence the choice of arrangement. The document also addresses challenges companies may face with collaborative arrangements and how to manage diverse collaborations effectively.
The document provides an overview of international business and globalization. It defines international business and globalization, discusses why companies engage in international business and factors that have accelerated its growth. It also outlines criticisms of globalization and different modes of conducting international business operations, including exports/imports and foreign direct investment. The document emphasizes that international business operations may require adjustments compared to domestic operations due to foreign conditions.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
Presentation by RECOUP Director on current research agenda and research projects conducted in the four partner countries. The presentation also elaborates on the implications of RECOUP research on educational as well as international aid policy.
A Knowledge Alliance is a structured cooperation project between higher education institutions and businesses. It aims to strengthen Europe's innovation capacity by fostering innovation in higher education through knowledge exchange with enterprises. Key features include innovation in higher education through cooperation with businesses, sustainability of the university-business partnership, and impact beyond the lifetime and organizations involved. Eligible activities support boosting innovation, developing new learning methods, and stimulating student entrepreneurship skills. Successful proposals demonstrate strong commitments from both academic and business partners to achieve impact through knowledge sharing.
The document summarizes a study that evaluated Ontario's Equity and Inclusive Education (EIE) strategy. The strategy aimed to address equity issues in schools by requiring school boards to develop their own equity policies. However, the study found several issues with this approach. School boards' policies often failed to adequately address important equity issues like anti-racism. Additionally, having individual boards develop, implement, and review their own policies reduced consistency and allowed some issues to slip through the cracks. While Ontario and Canada have made progress toward more equitable education, further improvements are still needed, such as increased teacher training, stronger guidelines from the Ministry of Education, and better monitoring of equity issues.
The Changing Face of Development Partnerships and Aid to Ghana: the case of E...RECOUP
This document discusses changes in development partnerships and aid delivery to Ghana's education sector. It analyzes how the shift towards aid harmonization has impacted education and different partners' responses. Key topics covered include current aid modalities like budget support; factors influencing changes in architecture like donor policies; and implications for Ghana's Ministry of Education and partners regarding the new aid landscape.
The document discusses the various forces that influence school governance and finance in the United States. It outlines the key stakeholders in education, including political interest groups, businesses, teachers' organizations, and parents/students. It also describes the roles of federal, state, and local governments in establishing policies and providing funding for K-12 education. Specifically, it discusses how schools are governed at the state level by boards of education and departments of education, and at the local level by school districts, local boards, superintendents, and principals. The document also examines the sources of funding for public schools, including support from federal, state, and local governments as well as private organizations.
The document discusses education, training, and employment programs in several countries and proposes new orientations. It summarizes the current portfolio, which focuses on general education, technical and vocational education and training, strengthening individual competences, and entrepreneurship. Going forward, it recommends focusing more on employability, private sector involvement, competency-based and practical learning, and measurable results. New Belgian development priorities include inclusive economic growth, human rights, digital development, and climate change. Programs will increasingly engage the private sector, Belgian expertise, and focus on opportunities, simple goals, and beneficiary impact.
The document discusses the Parent Know How Innovation Fund Round 2. It provides an overview of the goals of expanding support services for parents, describes the target parent groups and segmentation study, and invites third sector organizations and private companies to submit partnership proposals for innovative parenting support services and assets. Key information includes the focus on reaching underserved groups like "Struggling Through" and "Separate Lives", encouragement of consortia from multiple sectors, and examples of potential mobile/online services or assets.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
LAS 3 ‘C’ DE LAS ALIANZAS ESTRATÉGICAS. Complementariedad, corresponsabilidad...Fundación CODESPA
Cuando se trata de hacer accesible un producto a comunidades de bajos recursos, se han de combinar muchas áreas de conocimiento para superar con éxito las distintas fases y condiciones; desde la adaptación de la idea original de un producto, la necesidad de crear un modelo de aprovisionamiento y de generar una demanda, hasta la necesidad de conocer el contexto local y sus costumbres, políticas locales que le puedan afectar, etc.
Surge de ahí la importancia de los partenariados y alianzas para el desarrollo a lo largo de todos los procesos involucrados en el diseño y desarrollo de mercados de tecnologías y servicios adaptados a la Base de la Pirámide.
¿Qué actores participan en el desarrollo de mercados de tecnologías y servicios para la Base de la Pirámide? ¿Cómo se generan alianzas entre estos actores? A nivel internacional, parece ya superado el debate de si el sector privado es o no es un actor necesario para la consecución de objetivos de lucha contra la pobreza, y las discusiones comienzan ya a centrarse en como maximizar las alianzas estratégicas como herramienta de innovación social. En esta presentación, analizaremos estos elementos de la mano de la Agencia de Cooperación Alemana (GIZ), que cuenta con una extensa experiencia en este ámbito.
The document proposes a National Network for Manufacturing Innovation (NNMI) to address America's declining manufacturing sector. The NNMI would consist of independent manufacturing institutes focused on significant innovation challenges. It would support the full innovation process from research to commercialization. Institutes would be industry-led and selected competitively. Funding would come from industry, government, and states to boost manufacturing innovation beyond what market forces alone can achieve. The NNMI could help solve structural problems facing US manufacturing and keep it globally competitive.
The document discusses the implications of trade liberalization and the General Agreement on Trade in Services (GATS) on higher education. It notes that GATS aims to progressively promote freer trade in services, including education, by removing barriers. However, there is debate around whether GATS threatens public funding and provision of higher education. The document also examines issues around which education services are covered by GATS and implications for developing countries. It concludes that more clarification is needed on the agreement's impact on higher education policy and funding.
The document discusses the various political forces that influence school governance and finance in the United States. It outlines the key stakeholders in education including political interest groups, businesses, teachers' organizations, and parents/students. It then describes the roles of federal, state, and local governments in education policy and funding. Specifically, it discusses how education is governed at the state level through boards of education and departments of education, and at the local level through school districts, boards, superintendents, and principals. The document also examines issues around school accountability, administration, and the sources of funding for public education including federal, state, local property taxes, and private donations.
This project aimed to address equity in vocational education and training (VET) policies and provision in Western Balkans, Turkey, and Israel. It promoted the concept of multifunctional VET schools to better serve local communities. Barriers to VET selection fell and part-time options increased participation. Best social inclusion practices were shared between pilot schools. Coordination of public agencies and institutionalized social partner involvement in new school governing boards were implemented. The greatest remaining challenge is developing a common VET system to optimize social inclusion strategies through transforming school-based systems to dual models integrating students into the labor market, and supplementing social maps with additional inclusion indicators and data management systems.
This document discusses globalization and corporate social responsibility. It covers several topics:
1) The foundations of ethical behavior including teleological, utilitarian, and deontological approaches.
2) Issues companies face in satisfying stakeholders like shareholders, employees, customers, and society.
3) Ethical challenges such as bribery, environmental impacts, labor conditions, and setting codes of conduct.
4) Initiatives to address these challenges, including laws/agreements on anti-bribery and climate change.
This document is a chapter from a textbook about governmental influence on trade. It discusses how governments intervene in trade to achieve economic and political goals, but must consider conflicting objectives and interest groups. It describes various rationales governments use to restrict or enhance trade, such as protecting domestic industries, managing unemployment, and furthering geopolitical influence. The chapter also outlines the major tools governments use to control trade, such as tariffs, quotas, subsidies, and standards. It notes both the uncertainties and opportunities these policies can create for businesses.
Absorb user forum bvs in bifurcation dr vspvishwanath69
A 55-year-old male with diabetes and previous coronary artery disease underwent coronary angiography (CAG) which showed 50% lesion in the left anterior descending artery and a tight stenosis with calcium in the D1 branch. Percutaneous coronary intervention (PCI) was performed on the D1 branch with balloon angioplasty followed by deployment of an Absorb bioresorbable vascular scaffold (BVS). Optical coherence tomography (OCT) showed under expansion of the distal part of the scaffold. High pressure balloon dilatation was then performed to achieve complete apposition, which OCT confirmed along with decreased subintimal staining. The message conveyed is that BVS require proper preparation for calcific lesions, high pressure ballooning
MyVideoTalk is a powerful opportunity to start your own global internet business right from the comfort of your home or office, marketing the latest internet communication technologies.
Our compensation plan is designed so that you can earn career level income, our products are state-of-the-art - we're the first to market with the technology everybody needs.
That translates to huge opportunity for you.
Ada dua perspektif utama mengenai falsafah kebahagiaan yang dibincangkan dalam dokumen ini, iaitu perspektif Islam dan Barat. Menurut perspektif Islam, kebahagiaan dicapai melalui iman yang kuat, taat kepada Allah, dan qanaah (puas hati) dengan apa yang dimiliki. Manakala menurut golongan Barat dahulu, kebahagiaan adalah melalui kekayaan, kesihatan, dan pencapaian cita
Absorb user forum bvs in bifurcation dr vspvishwanath69
A 55-year-old male with diabetes and previous coronary artery disease underwent a coronary angiogram that showed a 50% lesion in the LAD and a tight stenosis with calcium in the D1 branch. Percutaneous coronary intervention was performed on the D1 branch using a drug-eluting bioresorbable vascular scaffold. Optical coherence tomography showed incomplete expansion of the scaffold, so high-pressure balloon dilatation was performed, which improved apposition but also caused some subintimal staining. The case highlights the importance of proper preparation and high-pressure post-dilatation when using bioresorbable scaffolds in calcified lesions, as well as the value of OCT guidance.
A Knowledge Alliance is a structured cooperation project between higher education institutions and businesses. It aims to strengthen Europe's innovation capacity by fostering innovation in higher education through knowledge exchange with enterprises. Key features include innovation in higher education through cooperation with businesses, sustainability of the university-business partnership, and impact beyond the lifetime and organizations involved. Eligible activities support boosting innovation, developing new learning methods, and stimulating student entrepreneurship skills. Successful proposals demonstrate strong commitments from both academic and business partners to achieve impact through knowledge sharing.
The document summarizes a study that evaluated Ontario's Equity and Inclusive Education (EIE) strategy. The strategy aimed to address equity issues in schools by requiring school boards to develop their own equity policies. However, the study found several issues with this approach. School boards' policies often failed to adequately address important equity issues like anti-racism. Additionally, having individual boards develop, implement, and review their own policies reduced consistency and allowed some issues to slip through the cracks. While Ontario and Canada have made progress toward more equitable education, further improvements are still needed, such as increased teacher training, stronger guidelines from the Ministry of Education, and better monitoring of equity issues.
The Changing Face of Development Partnerships and Aid to Ghana: the case of E...RECOUP
This document discusses changes in development partnerships and aid delivery to Ghana's education sector. It analyzes how the shift towards aid harmonization has impacted education and different partners' responses. Key topics covered include current aid modalities like budget support; factors influencing changes in architecture like donor policies; and implications for Ghana's Ministry of Education and partners regarding the new aid landscape.
The document discusses the various forces that influence school governance and finance in the United States. It outlines the key stakeholders in education, including political interest groups, businesses, teachers' organizations, and parents/students. It also describes the roles of federal, state, and local governments in establishing policies and providing funding for K-12 education. Specifically, it discusses how schools are governed at the state level by boards of education and departments of education, and at the local level by school districts, local boards, superintendents, and principals. The document also examines the sources of funding for public schools, including support from federal, state, and local governments as well as private organizations.
The document discusses education, training, and employment programs in several countries and proposes new orientations. It summarizes the current portfolio, which focuses on general education, technical and vocational education and training, strengthening individual competences, and entrepreneurship. Going forward, it recommends focusing more on employability, private sector involvement, competency-based and practical learning, and measurable results. New Belgian development priorities include inclusive economic growth, human rights, digital development, and climate change. Programs will increasingly engage the private sector, Belgian expertise, and focus on opportunities, simple goals, and beneficiary impact.
The document discusses the Parent Know How Innovation Fund Round 2. It provides an overview of the goals of expanding support services for parents, describes the target parent groups and segmentation study, and invites third sector organizations and private companies to submit partnership proposals for innovative parenting support services and assets. Key information includes the focus on reaching underserved groups like "Struggling Through" and "Separate Lives", encouragement of consortia from multiple sectors, and examples of potential mobile/online services or assets.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
LAS 3 ‘C’ DE LAS ALIANZAS ESTRATÉGICAS. Complementariedad, corresponsabilidad...Fundación CODESPA
Cuando se trata de hacer accesible un producto a comunidades de bajos recursos, se han de combinar muchas áreas de conocimiento para superar con éxito las distintas fases y condiciones; desde la adaptación de la idea original de un producto, la necesidad de crear un modelo de aprovisionamiento y de generar una demanda, hasta la necesidad de conocer el contexto local y sus costumbres, políticas locales que le puedan afectar, etc.
Surge de ahí la importancia de los partenariados y alianzas para el desarrollo a lo largo de todos los procesos involucrados en el diseño y desarrollo de mercados de tecnologías y servicios adaptados a la Base de la Pirámide.
¿Qué actores participan en el desarrollo de mercados de tecnologías y servicios para la Base de la Pirámide? ¿Cómo se generan alianzas entre estos actores? A nivel internacional, parece ya superado el debate de si el sector privado es o no es un actor necesario para la consecución de objetivos de lucha contra la pobreza, y las discusiones comienzan ya a centrarse en como maximizar las alianzas estratégicas como herramienta de innovación social. En esta presentación, analizaremos estos elementos de la mano de la Agencia de Cooperación Alemana (GIZ), que cuenta con una extensa experiencia en este ámbito.
The document proposes a National Network for Manufacturing Innovation (NNMI) to address America's declining manufacturing sector. The NNMI would consist of independent manufacturing institutes focused on significant innovation challenges. It would support the full innovation process from research to commercialization. Institutes would be industry-led and selected competitively. Funding would come from industry, government, and states to boost manufacturing innovation beyond what market forces alone can achieve. The NNMI could help solve structural problems facing US manufacturing and keep it globally competitive.
The document discusses the implications of trade liberalization and the General Agreement on Trade in Services (GATS) on higher education. It notes that GATS aims to progressively promote freer trade in services, including education, by removing barriers. However, there is debate around whether GATS threatens public funding and provision of higher education. The document also examines issues around which education services are covered by GATS and implications for developing countries. It concludes that more clarification is needed on the agreement's impact on higher education policy and funding.
The document discusses the various political forces that influence school governance and finance in the United States. It outlines the key stakeholders in education including political interest groups, businesses, teachers' organizations, and parents/students. It then describes the roles of federal, state, and local governments in education policy and funding. Specifically, it discusses how education is governed at the state level through boards of education and departments of education, and at the local level through school districts, boards, superintendents, and principals. The document also examines issues around school accountability, administration, and the sources of funding for public education including federal, state, local property taxes, and private donations.
This project aimed to address equity in vocational education and training (VET) policies and provision in Western Balkans, Turkey, and Israel. It promoted the concept of multifunctional VET schools to better serve local communities. Barriers to VET selection fell and part-time options increased participation. Best social inclusion practices were shared between pilot schools. Coordination of public agencies and institutionalized social partner involvement in new school governing boards were implemented. The greatest remaining challenge is developing a common VET system to optimize social inclusion strategies through transforming school-based systems to dual models integrating students into the labor market, and supplementing social maps with additional inclusion indicators and data management systems.
This document discusses globalization and corporate social responsibility. It covers several topics:
1) The foundations of ethical behavior including teleological, utilitarian, and deontological approaches.
2) Issues companies face in satisfying stakeholders like shareholders, employees, customers, and society.
3) Ethical challenges such as bribery, environmental impacts, labor conditions, and setting codes of conduct.
4) Initiatives to address these challenges, including laws/agreements on anti-bribery and climate change.
This document is a chapter from a textbook about governmental influence on trade. It discusses how governments intervene in trade to achieve economic and political goals, but must consider conflicting objectives and interest groups. It describes various rationales governments use to restrict or enhance trade, such as protecting domestic industries, managing unemployment, and furthering geopolitical influence. The chapter also outlines the major tools governments use to control trade, such as tariffs, quotas, subsidies, and standards. It notes both the uncertainties and opportunities these policies can create for businesses.
Absorb user forum bvs in bifurcation dr vspvishwanath69
A 55-year-old male with diabetes and previous coronary artery disease underwent coronary angiography (CAG) which showed 50% lesion in the left anterior descending artery and a tight stenosis with calcium in the D1 branch. Percutaneous coronary intervention (PCI) was performed on the D1 branch with balloon angioplasty followed by deployment of an Absorb bioresorbable vascular scaffold (BVS). Optical coherence tomography (OCT) showed under expansion of the distal part of the scaffold. High pressure balloon dilatation was then performed to achieve complete apposition, which OCT confirmed along with decreased subintimal staining. The message conveyed is that BVS require proper preparation for calcific lesions, high pressure ballooning
MyVideoTalk is a powerful opportunity to start your own global internet business right from the comfort of your home or office, marketing the latest internet communication technologies.
Our compensation plan is designed so that you can earn career level income, our products are state-of-the-art - we're the first to market with the technology everybody needs.
That translates to huge opportunity for you.
Ada dua perspektif utama mengenai falsafah kebahagiaan yang dibincangkan dalam dokumen ini, iaitu perspektif Islam dan Barat. Menurut perspektif Islam, kebahagiaan dicapai melalui iman yang kuat, taat kepada Allah, dan qanaah (puas hati) dengan apa yang dimiliki. Manakala menurut golongan Barat dahulu, kebahagiaan adalah melalui kekayaan, kesihatan, dan pencapaian cita
Absorb user forum bvs in bifurcation dr vspvishwanath69
A 55-year-old male with diabetes and previous coronary artery disease underwent a coronary angiogram that showed a 50% lesion in the LAD and a tight stenosis with calcium in the D1 branch. Percutaneous coronary intervention was performed on the D1 branch using a drug-eluting bioresorbable vascular scaffold. Optical coherence tomography showed incomplete expansion of the scaffold, so high-pressure balloon dilatation was performed, which improved apposition but also caused some subintimal staining. The case highlights the importance of proper preparation and high-pressure post-dilatation when using bioresorbable scaffolds in calcified lesions, as well as the value of OCT guidance.
This document discusses three ratios that measure efficiency:
1) Asset turnover ratio compares sales to assets to assess how efficiently assets generate revenue.
2) Stock turnover rate calculates the average days to convert stock to sales, ideally as low as possible.
3) Debtor turnover rate measures average days to collect cash from debtors, ideally as low as possible. It is important to manage stock, debtors, and convert stock to cash efficiently.
The University of New England utilizes human patient simulation to provide realistic training for medical students. Through high-tech mannequins that can mimic human functions and responses, students are able to assess patients, make diagnoses, and treat in a safe environment before interacting with real people. This hands-on experience allows students to learn from mistakes in a low-stakes setting before entering clinical rotations.
Theresa Ahles is an experienced ESL instructor seeking a position at an international school with her husband. She has over 14 years of ESL teaching experience in the US, Japan, Micronesia, and China. She is skilled in curriculum development, differentiated instruction, technology integration, and assessment. Her career highlights include developing a successful sheltered immersion program that improved student grades by over 20% and designing seminars on best practices in teaching communicative English.
Dokumen tersebut menjelaskan perincian pelaksanaan pengajaran dan pembelajaran sains dan matematik di sekolah rendah, menengah, dan ujian awam mengikut Dasar Bahasa Pengajaran dan Pembelajaran Sains dan Matematik (MBMMBI) secara berperingkat mulai tahun 2012 hingga 2021 di mana bahasa Melayu akan digunakan secara menyeluruh pada tahun 2021.
My name is NAZIM. I am currently in 11th class and passed 10th class from the CBSE board. My hobbies include cricket, football, badminton, and learning about people, knowledge, and the world. My ultimate aim is to become a soldier or pilot to help poor children like myself.
This document provides information about a Global Citizen project organized by AIESEC in Neiva, Colombia. The project involves trainees teaching language and culture to children aged 5-12 at foundations and communities for 3 hours each morning. In the afternoon, trainees will teach their native language and culture to AIESEC members and college students for 2-3 hours. The project aims to promote youth leadership and address social issues in Neiva. Trainees are expected to start on June 23rd and will receive housing, at least one meal per day, and a local buddy to help them experience Colombian culture.
The document contains a short message of support and solidarity. It states "We are with you !!!" to express being together with or supportive of the reader.
Samsung Unveiled Galaxy Grand with Android 4.1.2 Jelly BeanAtanu Das
Today, on 22nd January 2013 Samsung has launched their new Budget Android Phone - "Galaxy Grand". This document is about some specifications and price of Galaxy Grand - Go and grab your handset from nearest dealer.
This document discusses four workshops related to vocational education and training (VET) governance and partnerships. The workshops will focus on engaging diverse actors in VET, the roles of VET providers, and conditions for partnerships in VET. Key topics that will be addressed include multi-level governance approaches, capturing skills needs at the local level, examples of education-business cooperation, and leadership capacities needed for effective coordination of stakeholders in VET systems.
The document discusses the political, economic, social, and technological environments that can influence educational organizations. It defines political environment as factors related to the government and public issues that can shape educational outcomes. The economic environment includes macroeconomic factors that influence the whole economy, like interest rates and inflation, and microeconomic factors specific to educational organizations, like market size and demand. The social environment refers to the physical surroundings, community resources, and social relationships that can impact an individual's development. Corporate social responsibility is also discussed as a way for educational organizations to consider societal and environmental impacts.
This document discusses an alternate model of entrepreneurship education in higher education and some key policy questions around implementing such a model. It notes pressures from stakeholders for universities to better prepare graduates for the job market and connect with employers. An entrepreneurship model could help universities cope with these pressures by emphasizing developing skills for uncertainty and complexity, engaging all stakeholders, and creating an entrepreneurial institutional environment. However, this model may disagree with universities' traditional academic values by focusing on commercial relevance over discovery. Sustainable implementation would require pedagogical changes like more experiential and interdisciplinary learning, as well as organizational changes like rewarding community engagement and flexible staffing. Overall, an entrepreneurship concept must be agreed upon that enhances universities' roles
Creating markets for social enterprises: the potential of Corporate Social ...OECD CFE
The capacity building seminar will gather the main stakeholders who are concerned with building conducive ecosystems for social enterprises: policy makers and administrators, networks of social enterprises and social economy actors, social finance players.
This document discusses the role of affordable private schools for educating poor students in India. It notes that private schools play a large role in increasing enrollment beyond what governments achieve alone. Parents choose private schools due to perceived better quality and opportunities compared to government schools. Challenges include teacher absenteeism, lack of infrastructure in government schools, and lack of English instruction. Innovative solutions proposed include increasing the number of English-medium affordable private schools, reducing teacher absenteeism, improving basic infrastructure, ensuring schools are run as community services not businesses, developing relevant curriculum and technologies, and generating information to support the sector through studies, workshops and symposiums.
The document discusses innovation in the public sector based on findings from the PUBLIN project. It defines innovation as new practices, processes, products, or organizational relationships introduced with a specific objective in mind. The document outlines types and drivers of innovation, as well as common barriers such as risk aversion, professional resistance, and lack of resources. It provides recommendations to promote innovation through learning and networking, entrepreneurship, combating institutional barriers, stakeholder engagement, and developing a holistic innovation policy.
Developing strategic planning in a special education serviceLira Lei Ann Bondoc
Strategic planning is necessary for organizations to thrive, but conventional strategic planning does not account for change. For a special education service, the environment faces great uncertainty from changing regulations. Their internal situation includes geographical dispersion of staff and conflicting demands between the service and host schools. Externally, the Education Reform Act introduced local school management and funding changes. Given this turbulent environment, incremental planning is better than synoptic planning, which relies on comprehensive analysis that cannot be achieved. Flexibility is needed to adapt to changes.
Networking between schools is an important strategy to help schools improve performance as autonomy increases. Research shows some benefits of networking, such as improved student performance when schools collaborate on staffing and hiring. Effective networks share knowledge, resources, and address common problems. They involve partnerships across education and other sectors. Further research is still needed to better understand how networking contributes to school improvement.
The document provides an overview of corporate social responsibility (CSR) practices globally and in Pakistan. It discusses the evolution of CSR from private corporate philanthropy to expectations of corporations addressing social and environmental challenges. Current best practices include the UN Global Compact principles and sustainability reporting. In Pakistan, CSR engagement commonly focuses on community investment, governance, and product responsibility. The document proposes a new CSR model for Pakistan leveraging corporate assets, relationships, and existing education initiatives to improve access to quality education for disadvantaged students. Examples are discussed of how telecom companies could partner with educational programs to maximize social impact.
Presentation by ESRC at Interface workshop, 23rd June 2011, about ESRC's strategic priorities, maximising impact and knowledge exchange funding and support available from ESRC
Business models for OER and MOOCs beyond monetary incentivesEADTU
Andy Lane from The Open University UK gave a presentation about the Business models for OER and MOOCs beyond monetary incentives as part of the online events by expert pool OERs & MOOCs within EMPOWER.
Best Practices on Corporate Governance of Higher Education InstitutionsPp2Mwiza Helen
Universities face many challenges as complex institutions operating in an increasingly global environment. They must balance demands from stakeholders while having limited funding. University governance is debated, as the roles of governing bodies, administrators, faculty, students and external regulators are negotiated. Effective governance requires addressing issues of accountability, participation, transparency and other principles while protecting academic independence. Ongoing discussion is needed on the structures, values and qualities required for university leaders to navigate these challenges.
The document provides guiding principles for business and school partnerships. It discusses findings from interviews with educators and business leaders about current partnerships. The key findings are that 70% of school districts now have business partnerships, contributing an estimated $2.4 billion and 109 million volunteer hours to schools. Partnerships are growing in both number and scope, with the number of districts with partnerships increasing 35% since 1990.
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Lite version of presentation by Iain willox of action planning approach that will be adopted in COPIE 2 presented at Cologne meeting on 5 and 6 march 09
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3. Overview
Paper addresses aspects of the privatisation
of public sector education
Examines the forms of privatisation taking
place of, in, and through education policy
both nationally and internationally
Gives context to rhetoric such as
“partnership” with respect to corporate
logistics of expansion, diversification,
integration and profit, and relates these
commercial developments to changes in the
state itself
4. Three Layers of Policy and
Privatisation
Organisational recalibration
Colonisation of the infrastructures of
policy
Global reach of education business
6. Retailing of Policy Solutions and
Improvement to Schools
Policy is sold as a retail commodity
through:
◦ Continuing professional development
◦ Consultancy
◦ Training
◦ Support and programme services
7. Examples in the UK
New Labor education policies offered
business opportunities – “selling school
improvement”
Government policy of zero tolerance for
underperformance so “failing schools” must be
remediated
“Turnaround services” marketed to school to meet
targets
Provided at a price to make policy manageable to
schools and teachers
Companies sell practical approaches to new policy
ideas (i.e. personalised learning)
8. Examples in the United States
Policies such as No Child Left Behind
(NCLB) pressures public sector to use
private services
Four main functions to educational
privatisation:
◦ Test development and preparation
◦ Data analysis and management
◦ Remedial services
◦ Content area specific programming
9. The „Sales Pitch‟
Offer „ready made‟ solutions
Selling the „necessities of change‟
Use words such as „coaching‟, „collaborative‟,
„transformative‟, “innovative”
Provide “consultants” or “advisors”
“Savior Discourse”: Companies present
themselves as working for the public good
and saving the public sector from itself
(making education better)
Private providers present a sense of urgency
to change and to change quickly
(scaremongering)
Presented as a necessity to accommodate to
the requirements of policy
10. The Result
Districts feel pressure to use these services to meet
targets
Outside vendors become able to exert political influence
over local accountability reforms
These products change relationships within the
workplace and make them more like those in other
public and private sector organisations (more like „the
firm‟)
Politics and business become embedded in the
institutional culture
Failure becomes a business opportunity
12. A Hidden Layer of
Privatisation
Representatives of the private sector
work within the government to create
policy texts and ideas as part of the
„policy creation community‟
These policy products („statework‟) are
then exported to private providers and
agencies who disseminate new policy
discourses in report writing, evaluation,
advice, consultancy and
recommendations
14. Scope (UK)
Office of Government Commerce (2005): consultant
spending rose 42% in the past year to a total of 1.76
billion
Some private consultancies now focus entirely on public
sector contracts due to the huge fees
Department of Education and Skills (DfES) increased
spending on private consultants from £5 million to £22
million in three years without considering using its own
staff
DfES was told by a committee to reduce spending on
consultants but so far has not
15. PricewaterhouseCoopers (PWC)
Largest firm of accountants and
management consultants in the UK with
over 16 000 partners and staff in 37
offices worldwide
Embedded and intertwined in the
education state with multiple roles,
relationships and responsibilities
Act as suppliers of services,
commissioners, brokers
16. PWC‟s “Grid of Power/Influence”
Involvement in 44 different aspects of
work in relation to education policy
Specific examples include:
◦ DfES teachers workload study
◦ School workforce remodelling toolkit
◦ Building better performance
◦ Part of Education Funding Strategy Group
18. The Result
Private sector is part of, and doing the work of, the state
Profit and Product - many of the reports and
recommendations create new opportunities for more
business
Relationships become „totally inscribed in general and
essential transformations‟
Stream of solutions, best practice, evidence, etc., are
developed which tend to privilege further privatisation
and business models.
Continuing to expand and provide opportunities for
influence and profit for educational businesses
Foucault (1979), “apparently innocent, but profoundly
suspicious”
20. Globalisation
Education businesses seek to expand
into new market opportunities
internationally especially when local
market growth is modest
Increasing international opportunities
for educational businesses (especially
US and UK)
21. UK International Activity
New York School District applies English
Inspection Model
◦ Cambridge Education provides services to lead
school review programme
◦ Worth over $6 million per year
◦ Learned about CE from Michael Barber
(consultant)
Cambridge Education also working with:
National Government of Thailand, Provincial
governments in China, Education Ministry in Hong
Kong, California, New Orleans, Papua New
Guinea, Eritrea, Bangladesh, Cambodia
22. US International Activity
Salisbury School in north London
hired Edison Schools to increase
GCSEs grades and scores in national
tests for 14 yr olds
◦ Edison Schools is the largest private
operator of state schools in the US
◦ 3 year contract worth over £1 million
◦ Took over management of the school
◦ Called it a „radical step‟ to outsource the
management of a community school to a
private business
23. The Result
“Policy Entrepreneurship”
Policy Transfer: Western ideas of
organisation, education, leadership
become embedded in local policy
systems
Regulatory Re-territoralisation:
◦ increases political power and control as well
as creates infrastructure that is friendly to
future business opportunities.
“Re-colonialisation” – private sector is
built into the system from the start in
many developing countries.
25. Selling Improvement
Do you have any personal
experiences with private sector
involvement? (i.e. What products or
services have been marketed to you?)
What benefits or problems could you
foresee with private involvement in
your district or school?
26. Colonisation of Infrastructure of
Policy
How do you determine if an
organisation’s purpose is to benefit
education as opposed to being profit
oriented?
To what extent should private sector be
part of making policy decisions at a state
level?
Can a private enterprise be trusted to
advocate for policies that are in the best
interests of students?
27. Globalisation
Is it ethical for private sector to be
involved in policy decisions that
impact the creation of educational
systems in developing countries?
28. Three Decades of Choice in
Edmonton Schools
Alison Taylor
Jessie Mackay
29. Overview
Article considers the role of a school
board in structuring provision and its
relationship with „consumer groups‟
Examines two overall questions:
◦ How does a school board that is well known
for its alternative programs and high levels of
student mobility manage choice processes?
◦ How does it engage with different
„consumers‟ in establishing alternative
programs?
30. In Support of Choice:
Introduction of market mechanisms will make
schools more responsive to parental demand
and will raise standards.
Prevents system from being dominated by
unions, professional organizations and other
interests
Challenges bureaucracy and makes the
system responsive to parents
“Markets” transfer power from producers (the
system) to consumers (the parents)
31. Does this increase
responsiveness?
Government and school systems generally
control the entry of new providers (choice
schools), resources, curriculum,
transportation, policies regarding access
Schools often end up choosing the students
(permanent „seller‟s market‟).
Social class advantages are reproduced. Not
all schools and parents have equal access to
choice. The elite segments of population get
more choice, while the bottom segment of the
market doesn‟t have the same opportunity.
32. Racialized choices may be encouraged.
School differences may have more to do
with attempts to change the
socioeconomic and ethnic student mix
than with innovation
In the UK, schools who are „losing
market share‟ are encouraged to provide
choice programs, but lack the resources.
They must increase diversity without
adding costs
33. Context: Edmonton Public Board
Opened school boundaries in 1973
which allowed student mobility
Outlined provisions for alternative
options in 1974 with a belief that
providing choice meets the needs of a
pluralistic society
School Act was changed in 1988 to
allow alternative programs that
emphasized a particular language,
culture, religion or subject matter
34. Timeline of Alternative
Programs
1980: 11 alternative programs
1980-1995: four more programs
added
1995 – 2005: twenty-two more
programs added (150% increase!)
35. Requesting an Alternative
Program
According to the district:
◦ Presented by parents, staff or community
◦ District ensures that the program complies with
criteria
◦ Department makes a recommendation
According to some within the district:
◦ “We don‟t have a clear definition in policy”
regarding establishment.
◦ Seems to be a policy to have no policy
District staff initiated over 1/3 of schools:
Perhaps alternatives create demand rather than
vice versa
Tensions are often created regarding staffing
etc.
36. Three Programs as Case
Study
Awasis
◦ Created to meet the needs of Edmonton‟s
Aboriginal children and families
Victoria School
◦ K to 12 arts focus
◦ Was formerly Victoria Composite High School
prior to declining enrolment
Logos Christian Program
◦ Alternative program with a Chrisitan
emphasis
37. Awasis
Idea born from a school trustee who
approached their domestic employee
(who was First Nations) about the idea
Wrote the proposal along with a
university professor so it would sound
well educated
At various stages, trustees questioned
whether it would be against policy,
segregate native students, wondered if
the students were „at a comparable level‟
to the system
38. Awasis
Only once (1999) wanted to influence
staffing when there was a tension
between the Cree people and the
Awasis administrators
Support was not always strong.
District questioned spending large
amounts of money on a small
population
This type of school does not attract
greater numbers, as does an arts-
based school
39. Inclusion/exclusion was an issue –
Awasis students were seen as outside of
the local community because they were
bussed. Local councilors felt that there
was more vandalism, assault, robbery for
this reason
The expanded junior high site was
closed due to finances, poor
achievement and community relations.
Executive director of Edmonton Metis
and Family Services questioned whether
the expanded program was set up for
failure from the start
40. Victoria
Principal with ties to the arts community
developed the vision
No evidence of parent representatives in
the proposal
Proposal included a summary of
enrolments by program and suggested
that they should move away from a
trades focus in order to attract „more
capable‟ students in the area
Became part of a plan to revitalize the
area
41. Board report noted that reduction in
vocational students would have a
positive impact and assist in the task
of improving school effectiveness
Transformation was essentially
uncontested/ little debate
42. Logos
Trustee approached a former principal to
work on a proposal for Christian program
Wrote proposal with two university
professors, one experienced in Christian
alternative programs
A lawyer and a parent joined with them to
form the board of the Logos alternative
program
Used a fiscal argument to show the board
was losing money to home, private, separate
schools
Used a legal discourse based upon minority
rights, suggestion that Christians were
43. Pointed to other religious schools
(Talmud Torah)
Wanted significant input into selecting
the principal and staff
Admittance requires signing a contract
– does this eliminate „problem
children‟?
Non-Christian parents worried about it
affecting the „regular‟ program
44. Synthesis
Discourses about policy evolve over time
Awasis and Logos show the shift from
creating schools that meet the needs of
marginalized youth towards those that appeal
to consumer preferences and attract high
performers
Most advocates are not „ordinary parents‟ but
have personal knowledge or access within
the system
District control over the establishment of
alternative programs can mitigate the risk of
shifting demographics. (i.e. EPSB
superintendant commented that many
schools were placed downtown where the
population has diminished)
45. The district established a programs
department to deal with the demands
of parent groups
The level of support from the district
was much different in the case of
Awasis as compared to Victoria and
Logos
46. Advantages of Public Markets
Responsive to diversity
Gain market share through
appearance of innovation and
responsiveness
Encourage parent involvement
Shift responsibility and accountability
for student outcomes to the family
Increase the district‟s ability to
respond to demographic changes
47. Tensions
What degree and kind of diversity is desirable
in a public system?
On one hand, districts promote themselves
as innovative and responsive, but on the
other, they attempt to allocate resources
across schools efficiently
Some bureaucratic rules must exist to ensure
equal access to opportunity and quality
standards; this constrains the market
Schools may seek programs that attract the
top students
Schools are supposed to differentiate for
individual students, so how does that fit in?
49. Choice and Public Schooling
Within a public school board, how
much choice is appropriate?
Why do most people choose a regular
program instead of a school of
choice?
Do these alternative programs conflict
with the idea of personalised learning
and differention?
50. Purpose and Equity
What is the real purpose of alternative
programs? Do they meet a need or
create a need?
Do alternative programs provide choice
or are they intended to increase
enrollment and create a particular
demographic ‘mix’?
As they are now, is the process for
creating and enrolling in an alternative
fair and equitable? Why or why not?
What might improve this?
52. Overview
Authors examine the outcomes of
various approaches to the standards-
based reform movement as well as
the unintended consequences of high-
stakes testing
Examines the issue of accountability
in terms of improving teaching and
learning
53. Alternate Views on High-Stakes
Testing
Let‟s Do It!! Maybe Not…
High stakes testing
should be used to make
decisions that have
consequences for
teachers and students
(i.e. merit pay,
recognition, extra funds)
Promotes accountability
Will mobilize resources
for student learning
High stakes tests simply
certify student failure more
visibly
High stakes tests are often
imposed without
addressing inequalities in
access to qualified
teachers
Narrows curriculum
Pushes low achievers into
special Ed (for funding
reason)
Selective admission
55. Accountability Attempts
Ending social promotion through testing
(Retention):
◦ More misbehaviour
◦ More dropouts
◦ Misreporting of test scores (higher and lower)
◦ Retained students did not do better the next year
◦ Lower self-concept
◦ Does not address issues of teaching and
learning (i.e. Repeating the same steps again still
won‟t improve learning)
Substantial research says this does not work
56. Inequalities
Two thirds of minority students attend
predominately minority schools
Urban districts tend to get less
resources
Teachers with high income tend to be
in low-minority, high achieving areas
57. Institutional Responses to
Testing
Most schools rely on year-to year
comparisons rather than longitudinal
studies of the same population
Attempts to skew data (i.e. exclude
certain individuals, etc.)
Student selection – get rid of low
achievers, attract high achievers
Capable staff don‟t want to take risks
58. More Effective Strategies
Enhance preparation and PD for
teachers
Redesign school structures for
intensive learning (i.e. team teaching,
smaller numbers of students)
School-wide and classroom
performance assessments
Targeted supports and services when
needed
59. Connecticut - Improvement
By:
Standards-based PD, and high standards
(performance assessments) for teachers
Assessment of students‟ higher-order thinking
and performance skills
Student assessments can NOT be used to
determine promotion/graduation
Pressure for schools to improve but not
rewards/punishments for results
Investments: improved teacher salaries and
equalized funding so all districts could attract
quality staff
Scholarships and forgivable loans for teacher
candidates
High standards for teaching licenses; required
Master‟s degree for continuing license
60. New York School District #2
Focus on ongoing, intensive PD
Focus intensely on a few curricular
strands that are expected to have a long-
term impact
Teams of principals and teachers work
together on district wide curriculum and
staff development issues – Shared
Expertise
Accountability in terms of meeting
objectives for instructional improvement
Management defined as helping
teachers to do their work
61. Professional Accountability
(NY)
High stakes in terms of hiring and
retaining teachers/principals, NOT
punishing students who don‟t succeed
Uncomfortable for some, but created a
positive professional culture
62. New Haven, CA
Tightened teacher evaluation
Held administrators accountable for
assessing teachers AND providing supports
for teachers to meet expectations
Redesigned hiring process (not so last-
minute)
Focus on retention: LOTS of support for new
teachers, mentors, support teams, PD
opportunities, 90 minutes/ week to plan
collaboratively
Decided to create highly qualified teachers
instead of spending on an array of special
programs
63. New Haven Standards &
As‟mts
Clearly articulated performance
standards with clear descriptions of
seven different performance levels
Criterion-based parent reporting
system, including Special Ed and ELL
Three strands of assessments
Database system to pull together info
about students to use in program
planning
64. Accountability & Success
Accountability is about IMPROVING student
learning (not just measuring)
◦ Ensure teachers have knowledge and skill
◦ Provide structures that support high quality
teaching and learning
◦ Create processes for assessment that are
formative
Accountability only occurs when a useful set
of processes exists for interpreting and acting
on the information in educationally productive
ways
Policy decisions should rest on whether or
not they improve teaching and learning
66. Do you agree or disagree with the idea
that accountability should be based
upon the teacher/school’s ability to meet
instructional goals (assuming the
instructional goals are appropriate and
effective)?