Educational Data Mining in relation to education statistics of Nepal

NUS Institute of Applied Learning Sciences and Educational Technology

In October 2012, School Improvement Network surveyed educators from across the nation to find out the use and effects of technology in classrooms. 6,929 educators from all 50 states shared how technology is being used in their classroom and how it’s affecting students. Among the findings, 48% of educators say they allow students to bring and use technology devices in their classroom, and 80% of educators believe technology in the classroom increases student performance. One in 3 educators email students as part of their learning platform, and of those, 75% say it affects their homework return rate.

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Digit Class

The survey found that most teachers have a positive view of integrating digital tools in the classroom and believe it benefits students. Younger teachers tend to integrate digital tools more than older teachers. While many teachers feel confident in using digital tools themselves, some reported not receiving adequate training. Support from the school, such as professional development opportunities and technology support staff, influences how much teachers incorporate digital tools into their teaching.

Dragan Gašević - WESST keynote - Critical Directions for Learning Analytics...

Identifying and Tracking Trends in Instructional Design and Technology

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The document discusses trends in instructional design and technology that are being widely discussed and implemented in the field. It outlines the methods used to identify relevant sources of information on trends, which include starting with familiar sources, consulting an expert librarian, and conducting online searches. A variety of sources from higher education, K-12, and business/industry are identified. The document then describes how the sources are tracked for updates through newsletters, RSS feeds, and social media. It provides details on the types of data collected on trends, such as adoption rates, benefits, and issues. Methods for prioritizing, transforming, and synthesizing the data are also outlined. Major trends currently being tracked are then listed and some are expanded on

Teacher Evaluation and High-stakes Testing

In January 2012, School Improvement Network surveyed educators nationwide about the rising pressure of teacher evaluations and high-stakes student testing. More than 4,000 educators responded and overwhelmingly agreed that teacher evaluations help them grow as professionals (91%), but including high-stakes student test scores in evaluations is unfair (85%). 60% of educators also supported using evaluations as criteria for firing or tenure decisions. Learn more here: http://www.schoolimprovement.com/voices-of-education/teacher-evaluation/

Texas S Ta R Chart

guest2c1dfd

The document discusses the Texas STaR Chart, which measures schools' progress towards technology goals. It summarizes the STaR Chart data for McKinney Boyd High School, finding that the school ranks in the top 30% statewide. While Boyd has a strong technology foundation, the summary recommends continuing efforts to integrate technology into classroom lessons through teacher collaboration and professional development, in order to maintain improvements.

Data and Trust - Norway

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Class Size Survey

In October 2012, School Improvement Network surveyed educators nationwide about the impact of class size on educator effectiveness and student achievement. 5,115 educators responded, and 65% said their class sizes have grown over the last three years. Educators also shared their opinions on the ideal class size, and how class sizes impact students and their teachers. Read more about this survey here: http://www.schoolimprovement.com/voices-of-education/class-size-and-student-achievement-results/

Developing Data Systems- Slovenia

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The document summarizes findings from surveys and studies on trends in educational technology staffing. It discusses student to technology staff ratios, computer to staff ratios, and technology budgets across school districts with different levels of student proficiency. Districts with more than 70% of students proficient had higher staffing ratios, spent 1% of budgets on technology, and allocated more to staffing compared to outsourcing. Districts with less than 50% proficiency had lower staffing ratios, spent 3.67% of budgets on technology, and allocated more to outsourcing compared to staffing. Upcoming webinars on related topics are also listed.

Revised Woodburn District Omli Ppt Presentation

The document summarizes the 2008 summer leadership symposium of the Oregon Mathematics Leadership Institute (OMLI). It provides details about the Woodburn School District, which has 5,000 students who are largely Hispanic or Russian with high levels of poverty. The district has seen improvements in math achievement scores since implementing the OMLI model, with some schools exceeding state averages. Data from several schools is presented showing increases in the percentage of students meeting state benchmarks in math from 2003 to 2008. Projections also show continued growth in math proficiency expected from 2008 to 2014 with continued use of the OMLI model.

Ways of Seeing Learning - Learning Analytics for Learners

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Mary Loftus is a PhD student at NUI Galway supervised by Michael Madden. Her research is in machine learning and learning analytics. She is interested in reframing learning analytics to better capture the complexity of learning and support student reflection. Her goals are to develop probabilistic machine learning models to make learning more transparent for students and scaffold their use of a learning analytics system to inform metacognition. She plans to study the impact of this approach on students in a computing course. Key challenges include student engagement, model complexity, data integration, and ethical issues regarding data ownership.

Revised Woodburn District Omli Ppt Presentation

The document summarizes the 2008 summer leadership symposium of the Oregon Mathematics Leadership Institute (OMLI). It provides characteristics of the Woodburn School District, which has 5,000 students who are largely Hispanic or Russian with high rates of poverty. The district shows improvements in English language proficiency and math achievement levels exceeding state averages when fully implementing the OMLI model. Specific schools like Lincoln Elementary and Valor Middle School increased math scores after strong leadership teams and OMLI coaching. Projections also show growth in the percentage of students meeting state benchmarks in math from 2001-2014 with the OMLI program versus without it.

Developing Data Systems - Portugal

Governing Complex Education Systems: The Use of Data, Tracey Burns, OECD

Beyond Teacher Evaluation: Prioritizing Teacher Instructional Effectiveness w...

This independent study, conducted by EdNexus Advisors, LLC, was sponsored by School Improvement Network to better understand each state policy on providing and funding meaningful teacher professional development tied to teacher evaluations. Further states were surveyed on the state relationship with districts on requiring or recommending professional development and to what extent districts were providing professional development tied to state mandated evaluations.

NB Provincial Assessment Program

nbteacher

This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include: - The program uses balanced assessment including formative, benchmark, and large-scale assessments. - Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels. - Assessment results are reported using performance levels to provide information on student achievement. - The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.

Fie2014 guenaga etal

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This document discusses ensuring the integrity and interoperability of educational usage and social data through a framework to support competency assessment. It proposes SCALA, an extensible web-platform that integrates usage and social data from different learning tools using the IMS Caliper Measurement Framework to provide enriched rubrics for competency assessment. SCALA aims to make competency assessment more objective, scalable, and able to uncover latent skills by analyzing integrated educational and context data.

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NUS Institute of Applied Learning Sciences and Educational Technology

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Beyond Teacher Evaluation: Prioritizing Teacher Instructional Effectiveness w...

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Can you predict a degree from five weeks' worth of VLE data? Learning analyti...

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Revised Woodburn District Omli Ppt Presentation

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Governing Complex Education Systems: The Use of Data, Tracey Burns, OECD

Beyond Teacher Evaluation: Prioritizing Teacher Instructional Effectiveness w...

NB Provincial Assessment Program

Fie2014 guenaga etal

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Social media such as Twitter can potentially be used to monitor disease outbreaks. Natural language processing and biomedical ontologies are needed to analyze tweets and determine if they refer to diseases. The UMLS ontology integrates over 2 million biomedical concepts and can be used by the MetaMap tool to identify concepts in texts. Supervised machine learning could then help classify tweets as disease reports or not based on the identified concepts. This approach shows promise but also limitations that would need to be addressed.

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Education sector in India

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The document discusses the status and opportunities in India's education sector. It outlines that elementary education enrollment rates have increased but dropout rates remain high, and secondary education enrollment is only 48% with significant regional and gender disparities. Higher education has expanded rapidly but quality is variable and enrollment remains low. Vocational education accounts for less than 20% of students compared to over 50% in developed countries. The growing services sector has increased demand for trained workers. Opportunities exist for private education providers in areas like teacher training, schools, universities, vocational programs, and online education.

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This document summarizes a study examining teacher rationalization and placement in primary schools in Sindh, Pakistan following COVID-19 school closures. The study finds that in some districts, teacher ratios are too high, while in others teachers are clustered in urban areas, leaving rural schools understaffed. The study recommends rationalizing teacher placements to redistribute teachers more evenly according to student enrollment. This would close schools currently lacking teachers and lower teacher-student ratios across districts to improve education quality during the pandemic and beyond.

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The document discusses India's educational crisis, noting that only 58% of children complete primary education and many are below grade level, while proposing a new "C&do" model focusing on practical, application-based learning with assistance from volunteers, technology like projectors in classrooms, and an emphasis on life skills. It outlines the implementation approach, funding needs, and potential pitfalls such as lack of infrastructure, differences in language, and lack of political will in some states.

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The document discusses revenue sources and expenditure for schools in India. It outlines several key revenue sources for schools including government subsidies and schemes, government grants, school fees, foreign direct investment, and renting school facilities. It also discusses major expenditure areas for schools such as building maintenance, electricity, teacher salaries, non-teaching staff salaries, and water/sanitation costs. The document notes that government initiatives in India have increased spending on school education in recent years through schemes like Samagra Shiksha.

students007

The document discusses issues with primary education in India and proposes solutions. It notes that 10 crore children are below grade level, teacher absence is over 24%, and 95.2% of schools do not meet infrastructure standards. It proposes establishing an autonomous education board, decentralized governance, performance-linked salaries for teachers, installing Lokpal oversight committees, and utilizing IT to monitor performance. Community participation in funding infrastructure and providing nutritious midday meals is also suggested. The goal is to improve quality, accessibility, and governance to achieve universal primary education.

IIFTians

The document discusses issues with the quality of primary education in India and proposes a public-private partnership model to address it. It notes that while government expenditure on education has increased, student enrollment, retention and quality have not improved. It then outlines the current poor state of reading, arithmetic and infrastructure. To remedy this, the document proposes a model where private schools would mentor government schools to improve accountability, quality and outcomes. It believes this could be done at a lower cost than the current government spending and could boost primary education quality in India.

fightingfive

The document proposes a solution to improve the quality of primary education in India. It suggests having secondary, higher secondary and graduate students devote 1-2 hours daily to teach primary school children. This would improve interest in learning, reduce gaps between privileged and underprivileged children, and increase the ratio of students pursuing higher education, all at half the current primary education budget. Key steps include students from older grades teaching at primary schools using interactive tools and taking younger children for exposure visits to their colleges.

Manthan

Primary education in India faces several challenges, including low enrollment and attendance rates, high dropout rates before 5th grade, and poor quality of education especially in rural areas and for girls. The government has implemented various programs to address these issues, such as the District Primary Education Program, Sarva Shiksha Abhiyan, and Operation Blackboard. New initiatives like the Right to Education Act aim to increase access to private schools for underprivileged children. However, improving teacher training and classroom practices will be needed to truly enhance educational quality and outcomes for Indian children.

2020 Facts & Figures: Education in North Carolina

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BEST NC is a nonprofit organization created by business leaders who believe that North Carolina's economic future is tied to the quality of its education system. It supports improving education from early learning through post-graduate programs by investing in students, teachers, innovation, and high standards. RTI International is a nonprofit research organization that conducts studies to assess and improve early education, K-12, and job training programs in North Carolina and around the world. This guide provides data on demographics, educators, schools, funding, and achievement in North Carolina's education system from pre-K through postsecondary levels.

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Primary education in India faces many challenges, with 58% of children not completing primary school and only 30% of third graders able to read at a first grade level. While investments have increased under programs like Sarva Shiksha Abhiyan, there remains a shortage of trained teachers, poor teacher attendance, and inadequate school infrastructure. To improve primary education outcomes, India must address socio-cultural barriers to access, restructure its curriculum and teaching methods, provide better teacher training, strengthen monitoring of learning and drop-outs, and eradicate issues like discrimination, management problems, and high private school costs.

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The document discusses improving primary education in India. It notes that while 4% of GDP is spent on education, statistics on primary education, especially in government schools, are unimpressive. Major problems identified include a lack of skilled and dedicated teachers, insufficient pressure or monitoring of teachers, and mismanagement of resources. Suggested solutions include increasing teacher pay and status, more rigorous teacher training, stronger school monitoring systems, and greater parental awareness and involvement.

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India Brand Equity Foundation

- Primary education is a fundamental right in India and achieving universal primary education is a national priority and Millennium Development Goal. - Both the national and state governments recognize education as critical for development and are investing major financial resources, but demand for education exceeds supply in terms of both access and quality at all levels. - The World Bank aims to improve its impact on access, learning outcomes, and reducing skills shortages in India through various education projects and analytical work at all levels from basic to higher education.

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Education and training State Report September 2018

The document provides an overview of the education and training sector in India. Some key points include: - The education sector in India is estimated at US$ 91.7 billion in FY18 and is expected to reach US$ 101.1 billion in FY19. - As of 2016-17, India had 1,467,680 elementary schools and 260,155 secondary schools. Gross enrolment ratios at the elementary and secondary levels were 93.5% and 79.3% respectively. - The number of colleges in India reached 39,050 in 2017-18, while the number of universities increased to 903. Gross enrolment ratio in higher education was 25.8% in 2017-

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FUTURE

Improving primary education addresses long-term poverty and food insecurity by targeting illiteracy and lack of numeracy skills. Improved literacy and numeracy will allow people to better care for their health and families, use new technologies to increase agricultural yields, and obtain higher-paying jobs. Suggested changes include adding astronomy to the curriculum, having only government-run schools with government-appointed teachers to improve quality, keeping the 10th board exams but raising criteria, and very low fees for primary schools. Quality assurance mechanisms are needed to continuously evaluate and improve teaching, learning, and overall education system performance. The World Bank has committed over $1 billion to India's primary education sector since 2000 through various projects focused on

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Sustainable Development Policy Institute

This document proposes a new system to enhance the quality of primary education in India. It discusses issues with the current system like low reading levels and performance differences between private and public schools. The new system establishes Regional Awareness Committees and Checking Committees at the village, block and district levels. Volunteers will collect data which is analyzed in reports to the higher committees to identify issues and solutions to improve education quality, access, and learning outcomes in primary schools. The system aims to increase awareness, accountability and reduce teacher workload through community involvement.

Integrating Gender into Educational Planning and Budgeting

This study provides a gender analysis of public sector budgets in education sector of Pakistan. An indepth analysis of pre-primary to secondary level education budgetary allocations and spending at federal and provincial (Punjab and Sindh) levels for the period of 2016-18 has been conducted through a gender lens. The research methodology is based on four key instruments, which help in systematically approaching our research questions. These instruments include review of existing secondary information and data, key informant interviews, stakeholder consultations, and a detailed review of budgetary processes. The study reveals gender disparity in out-of-school children at primary level. According to the study, 47 per cent boys as opposed to 58 per cent girls in Sindh whereas 39 per cent boys as opposed to 41 per cent girls were out-of-school in the Punjab. The study also finds noticeable gender disparities in budgetary allocations. The study concludes that in order to ensure sufficient allocations to promote girls’ education, the budget making process needs to be reconfigured. The gender lens should be introduced at a very early stage where budget call circulars are being sent to the departments concerned.

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