The document discusses proposals to advance school autonomy in Spain. It argues that school autonomy is essential for achieving quality education with equity. It makes several proposals including: giving schools more control over their pedagogical programs and organization; promoting participation of families and school councils; and allowing schools flexibility in paperwork and resource allocation. The goal of the proposals is to balance school autonomy with coordination from the government to improve student outcomes.
This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The
fi ndings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors
of The World Bank or the governments they represent.
The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,
and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning
the legal status of any territory or the endorsement or acceptance of such boundaries.
The study provides information of the current status of Quality Education. This will discuss about the Introduction, Overview of current goal in Bangladesh, Government initiative to achieve the goal’s target and key challenges of Quality Education.
This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The
fi ndings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors
of The World Bank or the governments they represent.
The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,
and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning
the legal status of any territory or the endorsement or acceptance of such boundaries.
The study provides information of the current status of Quality Education. This will discuss about the Introduction, Overview of current goal in Bangladesh, Government initiative to achieve the goal’s target and key challenges of Quality Education.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
This PPT aims to provide Knowledge and understanding to Learner about the concept of Educational Administration, Important of Educational Administration, Challenges of Educational Administration, Model of Educational Administration, Functions of Educational Administration, Levels of Educational Administration, Principle of Educational Administration, Nature of Educational Administration, Best Practices for Educational Administration and so on.
Introducing New Government Regulation on Toll Road.pdfAHRP Law Firm
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How to Obtain Permanent Residency in the NetherlandsBridgeWest.eu
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These slides helps the student of international law to understand what is the nature of international law? and how international law was originated and developed?.
The slides was well structured along with the highlighted points for better understanding .
ALL EYES ON RAFAH BUT WHY Explain more.pdf46adnanshahzad
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INTRODUCTION
What makes Rafah so significant that it captures global attention? The phrase ‘All eyes are on Rafah’ resonates not just with those in the region but with people worldwide who recognize its strategic, humanitarian, and political importance. In this guide, we will delve into the factors that make Rafah a focal point for international interest, examining its historical context, humanitarian challenges, and political dimensions.
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RIGHTS OF VICTIM EDITED PRESENTATION(SAIF JAVED).pptxOmGod1
Victims of crime have a range of rights designed to ensure their protection, support, and participation in the justice system. These rights include the right to be treated with dignity and respect, the right to be informed about the progress of their case, and the right to be heard during legal proceedings. Victims are entitled to protection from intimidation and harm, access to support services such as counseling and medical care, and the right to restitution from the offender. Additionally, many jurisdictions provide victims with the right to participate in parole hearings and the right to privacy to protect their personal information from public disclosure. These rights aim to acknowledge the impact of crime on victims and to provide them with the necessary resources and involvement in the judicial process.
A "File Trademark" is a legal term referring to the registration of a unique symbol, logo, or name used to identify and distinguish products or services. This process provides legal protection, granting exclusive rights to the trademark owner, and helps prevent unauthorized use by competitors.
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2. INTRODUCTION
2
The document “twenty meet of school boards autonomous and the State” is
differentiated into two groups:
The first: conditions of school
autonomy which are essential for
it to be directed effectively
toward the objective of achieving
quality of education with equity.
The second:proposals for the
development of the autonomy
of schools, regarding the
pedagogic, organizational and
management areas.
CONSENSUS
PARTICIPATION
3. 1. The inevitable goal of school autonomy: quality with equity.
◦
3
The OECD and the European Commission are focusing strongly on the development of the
autonomy of the educational centres to improving the quality of education.
Whatever their socioeconomic or cultural
background.
School autonomy is recommended to advance towards that
inevitable goal of education systems, that consist in achieve
quality with equity.
4. 2. Proposals to advance in the necessary conditions for an effective autonomy.
4
The delegation of responsibilities in schools is related to
a set of political, that influence the degree of efficiency
of autonomy and influence their effective orientation
toward improving educational quality.
CONDITIONS
Who are in head:
responsibility
initiative
projects
assignments
experience
5. In relation with the leadership
The Educational Administrations
Promote different formulas
of school leadership
orientated to the
improvement of the
learning outcomes
Support the educational
projects of the centres and the
formation of its teaching staff
and support the leadership of
managers in these tasks
6. In relation with the leadership
Procedures for
the selection of
Directors should
focus on search
of the best leader
Educational
authorities should
adopt initiatives
that make the
school address an
attractive feature
Enhance
management
teams, both in
their initial
training and
along
throughout
the term
7. In relation to evaluation and accountability
Promote the
evaluation
with the
advances
that occur
in each
student
Educational
administrations
report centres on
the indicators that
will be used in the
evaluation process
The results of
external
evaluations are
transferred to
their school
boards for their
knowledge and
analysis
For centres to
establish their
corresponding
improvement
plans
8. In relation to participation
Promote the
participation
of families
From educational
institutions will
boost and orient
the formation of
families
School councils make
annually the internal
evaluation of the actions
as a base to set
commitments for the next
course
The educational
administrations seek
formulas which facilitate
the participation of all
sectors of the educational
community in the centres
9. 3.Proposals for autonomous’
development of educational centres.
BALANCE BETWEEN:
- CENTRE’S : -GOVERNMENT:
◦ Regulate its pedagogical activity -Coordinationand control that
guarantees Ed.System accoplish their
goals.
◦ Regulate its organization
10. 3.1 Pedagogical Autonomy
◦ Essential tool to achieve quality and equity in education.
STUDENTS
FAVOUR CENTRE’s ADAPTATION
ENVIROMENT
11. It is proposed to:
TUTORIAL PLAN
ACTION
MUST BE OF STAGE TO :
WORK VALUES,HABITS AND RULES
1
2 INCLUDE THE DEVELOPMENT OF BASIC COMPETENCES IN ALL
DIDACTICAL PROGRAMS
13. b. Creation of centre networks
to cooperate together
◦ - according with their
◦ Centre’s Educative
◦ Projects
◦
14. 3.2. Organizational Autonomy
It is necessary a constant adaptation of centre’s organization
and resources due to :
*This adaptation can’t be fixed to rigid rules and equals for all of them.
Diversity in
social context
in which
schools are.
Different circumstances
that affect them.
Society’s
evolution.
Student’s necessities.
16. 2 That Educational Administrations :
◦ Allow principals,in agreement with teachers and School Council,
to organice the groups of students for enhance their performance
and goal’s achievement .
◦ Delagate in principals the permission of the timetables to reach
the goals reflected in the Educative Project of the centre.
17. 3.3 Paperwork´s Autonomy.
◦ In Spain, the education rules reforced the principle of
the autonomy in the schools, in the economy
paperworks and in the organization.
18. To improve the school´s autonomy, we suggest:.
◦ The Public Administration have to include the conditions in which the
public centres can formulate the titulation and the specific
cualification neccesary to achieve the educational projects.
◦ The Public Administration have to contribute the economic, material
and human resources.
◦ The Private and Public Schools have to count with special attention
necessary to children who have problems (mental and physical).
19. 4. CONCLUTIONS.◦ The National and International Estudies say that the Autonomy is
essential in order to get educational sistems with quality.
◦ The increase of the autonomy have to do in a gradual form,
considering that it implicate a deep change about the
tradicional educational practices.
20. Our suggestions have some objectives like cuality and equity:
The autonomy is joined at the evaluation and the counts.
The Educational Administration have to inform to the centres, about the dials that
will use in the educational process.
The Educational Adminitration has to take on initiatives in order to do the School´s
Direction something that can be effective and atractive.
The cooperation between the family and the School in order to imprive the
activities that can forme reciprocal agreements
The Educational Administration have to develop the educational, organizational
and paperwork autonomy in the educational centres.
21. ◦ Finally we have to improve the development of the
children in order to resolve their problems. For all of that
the teacher have to be a role model for their children, in
this way the the work, effort and the ambient will be
succesfull and wonderfull.
22. TRUE/FALSE
1.The leader must ensure good communication from the Centre
with families,with students and between teachers.
2.The goal of schools consist in achieve quality with equity.
3. In Pegagogical Autonomy it is proposed to include Basic
Competences but resting mathematic and linguistic.
4.Organizationa Autonomy must be fixed to a rules to guarantee
the centre’s adaptation
5. The autonomy is joined at the evaluation and the counts.
23. OPTIONS:
1.Participation is the basis of our democratic State and law. For his reason, we propose the following
actions:
a) To promote the participation of the families.
b) School councils make annually th internal evaluation of the actions as a base to set commitments for
the next course.
c) Both are correct.
2.Leadership in school:
a) Musn’t be shared, is for one person.
b) Must be shared.
c) It depends on the centre.
24. 3.Educational administration must enhance:
a) Creation of centre networks
b) Experiences and pracitices of pedagogical innovation
c) Both are correct
4. In Spain, the education rules reforced:
a) The Educaional Administratio.
a) The Pulic Adminstration.
b) The principle of the atonomy in the schools, in the economy paperworks and in the organitaion.
5. The National an International Esudies say that:
a) The centres´ autonmy is essential in order to get educational sistems with quality.
b) The educational administration has to inform to the centres.
c) The cooperation between the family and he schools in order to impruve the acivities.