This document summarizes a study on the jobs that are in demand for ASEAN graduates in light of economic integration. It begins by outlining the challenges Philippines faces in labor and being academically behind previously. The K-12 program aims to address this by adopting international standards.
The study aims to identify in-demand jobs in Southeast Asian nations from 2017 data to help Filipino job seekers. A quantitative approach analyzed employment, enrollment and survival rates across 10 ASEAN members. Findings showed Philippines has the 2nd highest youth unemployment and 4th highest employment rate. The most in-demand jobs overall were engineering, accounting, teaching, nursing and IT.
Teacher Compensation and Advanced Teaching Roles RFP Grantees and FundingAnalisa Sorrells
The document outlines North Carolina's Request for Proposal for a pilot program to develop advanced teaching roles with increased compensation. It provides information on the timeline for submitting proposals, purpose of the pilot program, available funding of $1 million, proposal reviewers, and evaluation rubric. The goal is to allow highly effective teachers to take on additional roles and students to improve performance and provide salary supplements, while enabling innovative compensation models.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
The document discusses various public-private partnership models for school education in India. It outlines five types of partnerships including running schools with government infrastructure, fully private schools with subsidies, enhancing existing partnerships, private management of government schools, and holistic system-level partnerships. Key success factors discussed include adequate and sustainable funding, rigorous selection processes, autonomy for private players, and outcome-based evaluations. International examples from countries like the US, UK, and Pakistan are also provided. The Mumbai School Excellence Program is highlighted as a unique partnership model that has been cited in India's national development plans.
This document discusses educational reform recommendations for Jamaica based on case studies of Ireland, Finland, and Singapore. It recommends that Jamaica expand vocational training at all levels, increase resources for primary education, improve teaching quality, expand access to high-quality education, increase choice and flexibility in curriculum, cap direct funding of tertiary education, integrate families in children's education, emphasize foreign language training, and conduct consultations as part of reform.
India has a large youth population entering the workforce but lacks employable skills due to shortcomings in the education system. While employers expect graduates to have skills like communication, teamwork and computer skills, these are often absent. There is a mismatch between the demand and supply of skilled labor at different levels. Barriers to improving this situation include inadequate industry linkages from colleges, a lack of aptitude testing, shortage of quality faculty, inflexible curricula, and unclear communication of industry skill requirements. However, initiatives like work-integrated learning programs, increasing industry involvement in curriculum, and training faculty can help bridge the gap between academia and industry.
1) Teaching at the right level, computer-assisted learning at the right level, performance pay for teachers, in-service teacher training, and further reducing pupil-teacher ratios were analyzed as potential interventions to improve education outcomes in Andhra Pradesh.
2) Analyses of teaching at the right level and computer-assisted learning found benefit-cost ratios above 10, indicating they could improve outcomes cost-effectively. Performance pay for teachers had a benefit-cost ratio around 7.
3) In-service teacher training in its current form only provides limited benefits equal to its costs. Reducing pupil-teacher ratios further may provide greater benefits but was not analyzed quantitatively.
This document summarizes a study on the jobs that are in demand for ASEAN graduates in light of economic integration. It begins by outlining the challenges Philippines faces in labor and being academically behind previously. The K-12 program aims to address this by adopting international standards.
The study aims to identify in-demand jobs in Southeast Asian nations from 2017 data to help Filipino job seekers. A quantitative approach analyzed employment, enrollment and survival rates across 10 ASEAN members. Findings showed Philippines has the 2nd highest youth unemployment and 4th highest employment rate. The most in-demand jobs overall were engineering, accounting, teaching, nursing and IT.
Teacher Compensation and Advanced Teaching Roles RFP Grantees and FundingAnalisa Sorrells
The document outlines North Carolina's Request for Proposal for a pilot program to develop advanced teaching roles with increased compensation. It provides information on the timeline for submitting proposals, purpose of the pilot program, available funding of $1 million, proposal reviewers, and evaluation rubric. The goal is to allow highly effective teachers to take on additional roles and students to improve performance and provide salary supplements, while enabling innovative compensation models.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
The document discusses various public-private partnership models for school education in India. It outlines five types of partnerships including running schools with government infrastructure, fully private schools with subsidies, enhancing existing partnerships, private management of government schools, and holistic system-level partnerships. Key success factors discussed include adequate and sustainable funding, rigorous selection processes, autonomy for private players, and outcome-based evaluations. International examples from countries like the US, UK, and Pakistan are also provided. The Mumbai School Excellence Program is highlighted as a unique partnership model that has been cited in India's national development plans.
This document discusses educational reform recommendations for Jamaica based on case studies of Ireland, Finland, and Singapore. It recommends that Jamaica expand vocational training at all levels, increase resources for primary education, improve teaching quality, expand access to high-quality education, increase choice and flexibility in curriculum, cap direct funding of tertiary education, integrate families in children's education, emphasize foreign language training, and conduct consultations as part of reform.
India has a large youth population entering the workforce but lacks employable skills due to shortcomings in the education system. While employers expect graduates to have skills like communication, teamwork and computer skills, these are often absent. There is a mismatch between the demand and supply of skilled labor at different levels. Barriers to improving this situation include inadequate industry linkages from colleges, a lack of aptitude testing, shortage of quality faculty, inflexible curricula, and unclear communication of industry skill requirements. However, initiatives like work-integrated learning programs, increasing industry involvement in curriculum, and training faculty can help bridge the gap between academia and industry.
1) Teaching at the right level, computer-assisted learning at the right level, performance pay for teachers, in-service teacher training, and further reducing pupil-teacher ratios were analyzed as potential interventions to improve education outcomes in Andhra Pradesh.
2) Analyses of teaching at the right level and computer-assisted learning found benefit-cost ratios above 10, indicating they could improve outcomes cost-effectively. Performance pay for teachers had a benefit-cost ratio around 7.
3) In-service teacher training in its current form only provides limited benefits equal to its costs. Reducing pupil-teacher ratios further may provide greater benefits but was not analyzed quantitatively.
Approach in Government Technical Colleges in Fako Division and its Effects on...ijtsrd
The purpose of this paper was to investigate constraints to the implementation of the competence based approach CBA , and effects on vision 2035, as well as what teachers, principals and chiefs of work proposed as solutions to implementation problems. The major issue in this study was to find out whether the characteristics of the CBA constraints the implementation. The survey design was used The simple random sampling and clustered random sampling techniques were employed to obtain a sample of 10 principals, 19 chiefs of work and 129 teachers giving a total of 158 from a population of 509 government technical teachers, chiefs of work and principals in the five technical colleges that were used as sample in Fako division. Data was collected through the use of questionnaire comprising 46 items all closed ended and 2 open ended. Data from closed ended and open ended items were analyzed using the statistical package for the social sciences SPSS and the technique of content analysis respectively. Findings from the data analysis were presented using frequencies, percentages and means. The findings revealed that the CBA was preferred to other teaching methods in spite of its numerous constraints. As such, Cameroon can achieve vision 2035 if CBA is properly implemented. Some recommendations were made to improve on the practice for example, teachers need to be continuously trained through seminars workshops and regular follow up by principals and pedagogic inspectors to ensure the CBA is properly implemented. Ngwa Marcus Suh "Approach in Government Technical Colleges in Fako Division and its Effects on the Attainment of Vision 2035 of an Emerging Economy for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28044.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/28044/approach-in-government-technical-colleges-in-fako-division-and-its-effects-on-the-attainment-of-vision-2035-of-an-emerging-economy-for-cameroon/ngwa-marcus-suh
التعليم الدولي في مرحلة انتقاليةإعداد متعلمي القرن الحادي والعشرين منظور من س...IEFE
This document summarizes Singapore's education system and reforms over recent decades as it transitioned from a developing to developed economy. It outlines the key challenges Singapore faced in preparing students for the 21st century knowledge economy. Major reforms included decentralizing governance, enhancing teacher capacity, emphasizing science and technology, and diversifying the secondary school structure. Singapore achieved high performance on international assessments like PISA and TIMSS through reforms that maintained academic rigor while increasing flexibility. Critical success factors included strong government direction, identifying national priorities, and careful workforce planning across certificate, diploma and degree programs.
Presentation for the Graduate School of Development Policy & Practice at Erinvale Hotel & Spa, Somerset, Cape Town, South Africa. Presented at the 2016 D-G's Conference in the wake of students agitations in South Africa tertiary institutions that fees must fall.
Educ. 307 (Demands and Supply of Education-Phil.)Divine Dizon
The document discusses the demand drivers of the education sector in the Philippines and strategies to address skills gaps, noting that while the country has a long history of basic education, the quality of university graduates and links between education and industry need improvement. It recommends maintaining education coverage and quality, increasing relevant research, and focusing higher education on skills for innovation to better meet labor market needs.
Oecd reviews of vocational education and training, johannesburg south africa,...EduSkills OECD
More than 30 country studies published since 2007. More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed. OECD reviews have become a global benchmarking standard for vocational education and training systems.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
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 summarizes a book that analyzes the costs and expenditures of education. It discusses key concepts in analyzing educational costs, including the different components of costs to the community and different methods for conducting cost analysis. The book addresses both overall cost analysis of an entire education system as well as detailed cost analysis at more granular levels. It aims to help educational planners and administrators understand the complexities involved in analyzing and interpreting educational costs.
The conference focused on topics like regional participation in education strategies, coordination of actors in vocational education and training, the role of training providers, and partnership conditions. It featured opening remarks, workshops on these themes, and a concluding panel to discuss lessons learned around multi-level governance and its role in effective education policymaking.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The document summarizes an OECD review of the vocational education and training (VET) system in Estonia. It finds that while Estonia's VET system has strengths like employer involvement and well-prepared teachers, it faces challenges like high dropout rates and limited progression to further education. It provides recommendations to address these challenges, such as improving financial incentives to reduce dropout, developing apprenticeships for young people, and establishing hybrid programs within upper secondary VET to facilitate progression to higher education.
The document summarizes the findings of an OECD review of postsecondary vocational education and training in Korea. It outlines several strengths of Korea's system, including high educational achievement, strong research, and responsive policymaking. However, it also notes challenges such as weak industry links, variable program quality, and mismatches between skills training and labor market needs. The review concludes with recommendations on how Korea can improve industry involvement, quality assurance, skills transparency, and responsiveness to the changing economy.
The document discusses various topics related to educational productivity and strategies for expanding primary education in India. It defines educational productivity as the relationship between educational outputs and inputs. It discusses how educational outcomes are commonly measured and the role of residual factors like quality of labor in economic growth. It also outlines India's strategies for primary education expansion like Sarva Shiksha Abhiyan, mid-day meal schemes, the Right to Education Act, Beti Bachao Beti Padhao and other schemes aimed at promoting girls' education and improving infrastructure in minority schools.
A Skills Beyond School Review of KazakhstanEduSkills OECD
A Skills beyond School Review of Kazakhstan examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
This document provides a summary of the report from the Governor's STEM Education Advisory Committee in Maryland. The report makes recommendations to strengthen STEM education in the state. It recommends three major initiatives: 1) Raising academic standards in math, science, and requiring 4 years each of math and science for graduation. 2) Improving teacher training and support. 3) A public awareness campaign about STEM education. It also recommends creating a new Maryland Institute of STEM Education to coordinate these efforts and conduct research to inform policy. A key recommendation is a large-scale pilot project to raise math achievement to world-class levels using an imported curriculum.
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
NTLT 2013 - Paul Maramos - How we are measured impacts upon how we teachNTLT Conference
The document discusses how tertiary education in New Zealand is measured using Education Performance Indicators (EPIs), and whether these EPIs effectively contribute to the key objectives of the tertiary sector. It analyzes guidelines from management accounting and education research on developing effective performance measures and links them to the EPIs. While the EPIs may drive completion rates, the document recommends refining them to better reflect strategic objectives, ensure stakeholder input, and reduce potential gaming behavior among tertiary institutions. Measuring programs individually rather than institutions could provide more meaningful benchmarking.
Design of Technical and Vocational Education in ZambiaGabriel Konayuma
The document summarizes the current design of technical and vocational education in Zambia. It discusses the TEVET system structure, the national qualifications framework, learning pathways, policy frameworks, training of TVET teachers, challenges, and the future outlook. The key points are:
- TEVET is overseen by the Ministry of Higher Education and regulated by TEVETA, with training provided by both public and private institutions.
- Zambia's qualifications framework has 10 levels ranging from primary education to doctorate degrees, with TVET qualifications at levels 3-6.
- There are six modes of TVET delivery including institutional training, secondary school programs, learnerships, recognition of prior learning
Ss submission presentation final draftDon Gilhooly
The ACTT submission makes recommendations to the Board of Vocational Education and Training regarding the NSW Smart & Skilled policy. It addresses increasing VET participation, targeting VET to business and industry needs, and the role of TAFE NSW. Key recommendations include maintaining or increasing funding for TAFE to ensure quality training, balancing contestable and public funding, keeping course fees accessible, and improving pathways, support services and completion rates for disadvantaged learners.
Approach in Government Technical Colleges in Fako Division and its Effects on...ijtsrd
The purpose of this paper was to investigate constraints to the implementation of the competence based approach CBA , and effects on vision 2035, as well as what teachers, principals and chiefs of work proposed as solutions to implementation problems. The major issue in this study was to find out whether the characteristics of the CBA constraints the implementation. The survey design was used The simple random sampling and clustered random sampling techniques were employed to obtain a sample of 10 principals, 19 chiefs of work and 129 teachers giving a total of 158 from a population of 509 government technical teachers, chiefs of work and principals in the five technical colleges that were used as sample in Fako division. Data was collected through the use of questionnaire comprising 46 items all closed ended and 2 open ended. Data from closed ended and open ended items were analyzed using the statistical package for the social sciences SPSS and the technique of content analysis respectively. Findings from the data analysis were presented using frequencies, percentages and means. The findings revealed that the CBA was preferred to other teaching methods in spite of its numerous constraints. As such, Cameroon can achieve vision 2035 if CBA is properly implemented. Some recommendations were made to improve on the practice for example, teachers need to be continuously trained through seminars workshops and regular follow up by principals and pedagogic inspectors to ensure the CBA is properly implemented. Ngwa Marcus Suh "Approach in Government Technical Colleges in Fako Division and its Effects on the Attainment of Vision 2035 of an Emerging Economy for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28044.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/28044/approach-in-government-technical-colleges-in-fako-division-and-its-effects-on-the-attainment-of-vision-2035-of-an-emerging-economy-for-cameroon/ngwa-marcus-suh
التعليم الدولي في مرحلة انتقاليةإعداد متعلمي القرن الحادي والعشرين منظور من س...IEFE
This document summarizes Singapore's education system and reforms over recent decades as it transitioned from a developing to developed economy. It outlines the key challenges Singapore faced in preparing students for the 21st century knowledge economy. Major reforms included decentralizing governance, enhancing teacher capacity, emphasizing science and technology, and diversifying the secondary school structure. Singapore achieved high performance on international assessments like PISA and TIMSS through reforms that maintained academic rigor while increasing flexibility. Critical success factors included strong government direction, identifying national priorities, and careful workforce planning across certificate, diploma and degree programs.
Presentation for the Graduate School of Development Policy & Practice at Erinvale Hotel & Spa, Somerset, Cape Town, South Africa. Presented at the 2016 D-G's Conference in the wake of students agitations in South Africa tertiary institutions that fees must fall.
Educ. 307 (Demands and Supply of Education-Phil.)Divine Dizon
The document discusses the demand drivers of the education sector in the Philippines and strategies to address skills gaps, noting that while the country has a long history of basic education, the quality of university graduates and links between education and industry need improvement. It recommends maintaining education coverage and quality, increasing relevant research, and focusing higher education on skills for innovation to better meet labor market needs.
Oecd reviews of vocational education and training, johannesburg south africa,...EduSkills OECD
More than 30 country studies published since 2007. More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed. OECD reviews have become a global benchmarking standard for vocational education and training systems.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
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 summarizes a book that analyzes the costs and expenditures of education. It discusses key concepts in analyzing educational costs, including the different components of costs to the community and different methods for conducting cost analysis. The book addresses both overall cost analysis of an entire education system as well as detailed cost analysis at more granular levels. It aims to help educational planners and administrators understand the complexities involved in analyzing and interpreting educational costs.
The conference focused on topics like regional participation in education strategies, coordination of actors in vocational education and training, the role of training providers, and partnership conditions. It featured opening remarks, workshops on these themes, and a concluding panel to discuss lessons learned around multi-level governance and its role in effective education policymaking.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The document summarizes an OECD review of the vocational education and training (VET) system in Estonia. It finds that while Estonia's VET system has strengths like employer involvement and well-prepared teachers, it faces challenges like high dropout rates and limited progression to further education. It provides recommendations to address these challenges, such as improving financial incentives to reduce dropout, developing apprenticeships for young people, and establishing hybrid programs within upper secondary VET to facilitate progression to higher education.
The document summarizes the findings of an OECD review of postsecondary vocational education and training in Korea. It outlines several strengths of Korea's system, including high educational achievement, strong research, and responsive policymaking. However, it also notes challenges such as weak industry links, variable program quality, and mismatches between skills training and labor market needs. The review concludes with recommendations on how Korea can improve industry involvement, quality assurance, skills transparency, and responsiveness to the changing economy.
The document discusses various topics related to educational productivity and strategies for expanding primary education in India. It defines educational productivity as the relationship between educational outputs and inputs. It discusses how educational outcomes are commonly measured and the role of residual factors like quality of labor in economic growth. It also outlines India's strategies for primary education expansion like Sarva Shiksha Abhiyan, mid-day meal schemes, the Right to Education Act, Beti Bachao Beti Padhao and other schemes aimed at promoting girls' education and improving infrastructure in minority schools.
A Skills Beyond School Review of KazakhstanEduSkills OECD
A Skills beyond School Review of Kazakhstan examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
This document provides a summary of the report from the Governor's STEM Education Advisory Committee in Maryland. The report makes recommendations to strengthen STEM education in the state. It recommends three major initiatives: 1) Raising academic standards in math, science, and requiring 4 years each of math and science for graduation. 2) Improving teacher training and support. 3) A public awareness campaign about STEM education. It also recommends creating a new Maryland Institute of STEM Education to coordinate these efforts and conduct research to inform policy. A key recommendation is a large-scale pilot project to raise math achievement to world-class levels using an imported curriculum.
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
NTLT 2013 - Paul Maramos - How we are measured impacts upon how we teachNTLT Conference
The document discusses how tertiary education in New Zealand is measured using Education Performance Indicators (EPIs), and whether these EPIs effectively contribute to the key objectives of the tertiary sector. It analyzes guidelines from management accounting and education research on developing effective performance measures and links them to the EPIs. While the EPIs may drive completion rates, the document recommends refining them to better reflect strategic objectives, ensure stakeholder input, and reduce potential gaming behavior among tertiary institutions. Measuring programs individually rather than institutions could provide more meaningful benchmarking.
Design of Technical and Vocational Education in ZambiaGabriel Konayuma
The document summarizes the current design of technical and vocational education in Zambia. It discusses the TEVET system structure, the national qualifications framework, learning pathways, policy frameworks, training of TVET teachers, challenges, and the future outlook. The key points are:
- TEVET is overseen by the Ministry of Higher Education and regulated by TEVETA, with training provided by both public and private institutions.
- Zambia's qualifications framework has 10 levels ranging from primary education to doctorate degrees, with TVET qualifications at levels 3-6.
- There are six modes of TVET delivery including institutional training, secondary school programs, learnerships, recognition of prior learning
Ss submission presentation final draftDon Gilhooly
The ACTT submission makes recommendations to the Board of Vocational Education and Training regarding the NSW Smart & Skilled policy. It addresses increasing VET participation, targeting VET to business and industry needs, and the role of TAFE NSW. Key recommendations include maintaining or increasing funding for TAFE to ensure quality training, balancing contestable and public funding, keeping course fees accessible, and improving pathways, support services and completion rates for disadvantaged learners.
This document provides definitions for common computer hardware components including the hard drive, RAM, ROM, CMOS, video card, network card, processor, CD-ROM, cache, and motherboard. It explains that the hard drive permanently stores data on platters, RAM temporarily stores information for active programs and the operating system, and the motherboard allows communication between the CPU and other hardware components.
Neil Leifer is a renowned sports photojournalist with over 50 years of experience. He is best known for his iconic photograph of Muhammad Ali standing over Sonny Liston after knocking him out in 1965. Leifer began his career in 1960 freelancing for major magazines before being hired by Sports Illustrated, then later working for Time magazine. Throughout his career, Leifer covered many major sporting events and athletes, especially boxing matches. He experienced major changes in photographic technology from film cameras to digital but still believes the new technologies help photographers capture better images. Leifer's photograph of Ali vs. Liston came to be considered one of the greatest sports photos ever taken and demonstrates the impact a single photo can have.
El documento describe varios dispositivos de entrada comúnmente usados con computadoras, incluyendo teclados, mouse, pantallas táctiles, lápices ópticos, lectores de código de barras, lectores de banda magnética y tarjetas inteligentes. También menciona dispositivos como reconocedores de voz, scanners y cámaras web.
El documento describe la estructura arquitectónica de un edificio con simetría total en su forma y disposición, incluyendo una fachada principal hacia el este, una fachada posterior hacia el oeste y una fachada lateral hacia el sur.
hola maestra tenga buenos dias o buenas noches según vea el archivo. los integrantes somos Omar gonzales, Emmanuel Hernandez Sanchez, Ignaciano muños Vargas y yo Axel sebastián robles sandoval
Este documento trata sobre el derecho positivo internacional en materia de comercio exterior y aduanas aplicable a México. Explica brevemente los tratados internacionales como acuerdos entre estados regidos por el derecho internacional. Luego resume algunos aspectos jurídicos clave del Tratado de Libre Comercio de América del Norte (TLCAN), incluido el establecimiento de una zona de libre comercio y la eliminación de obstáculos al comercio entre los países miembros. También resume objetivos similares del Trat
This document outlines how to demonstrate and explain the functions and working principles of an alarm and anti-theft system, including defining the labels of its components. It provides three exercises to help learners understand alarm and anti-theft systems.
Este documento proporciona información sobre PowerPoint, incluyendo su historia, definición, características, funciones y cómo crear y modificar presentaciones. PowerPoint comenzó como una herramienta para hacer presentaciones aprovechando las nuevas tecnologías gráficas. Es una de las mejores herramientas de Office que permite crear presentaciones con texto, imágenes, sonido y video. El documento explica cómo insertar diapositivas y texto, mover diapositivas entre otras funciones.
This document discusses teacher motivation and demand projections related to achieving SDG targets. It notes that sub-Saharan Africa and Southern Asia will need most new teachers by 2030. It outlines SDG indicators on trained teachers, qualified teachers, teacher motivation, and teacher support. It notes challenges in measuring these indicators consistently across countries. Next steps discussed include aligning UIS data collection with SDG monitoring, developing measurement methodologies, assessing capacity needs, and advocating for improved national teacher data.
Los tulipanes son una flor muy popular que viene en muchos colores vibrantes. Melannie Scarlet Rodríguez García y Marisabel Giovana Romero Reyes presentarán información sobre los tulipanes, incluido su origen, características y cuidado.
Este documento describe las funciones de edición de celdas en Excel. Explica cómo seleccionar rangos de celdas adyacentes y no adyacentes, sumar celdas específicas, usar nombres de celdas para referencias automáticas, y editar fórmulas. También cubre la diferencia entre números y valores alfanuméricos, el uso automático de fechas, y cómo formatar valores como moneda o porcentajes usando símbolos.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document is the table of contents and introductory pages for Volume 11 of The White Squirrel, the literary and arts magazine of the University of Louisville. It lists the board of editors and contents, which include various poems, short stories, and visual art pieces contributed by students. The letter from the editors expresses their goal of improving the magazine's quality and expanding its submissions.
El documento describe varias obras arquitectónicas y artísticas del Renacimiento italiano. Se mencionan el Templete de San Pietro en Montorio de Bramante, el Nacimiento de Venus de Botticelli, la Piedad del Vaticano de Miguel Ángel, y el Alcázar de Toledo diseñado por Antonio de Covarrubias. También se describen obras como la Melancolía I de Durero y retratos como el de Isabel de Francia por Jean Clouet.
Promoting quality apprenticeships in Europe How Cedefop does it? How can FITT...Veneto Lavoro
FITT! final conference, 16th March Bruxelles
Workshop 2: Institution promoting quality apprenticeship in Europe: how can FITT! be transferred and mainstreamed? Inputs from stakeholders and institutions from Italy and Europe
This document provides a situational analysis of teacher utilization and allocation in upper secondary schools in Cambodia. It finds that the current classification and use of teachers is inefficient, as there is a lack of teachers with Bachelor + 1 qualifications. It also notes that student-class ratios and teaching hours do not comply with Ministry of Education standards. Teacher specializations are also sometimes mismatched with their teaching assignments, compromising education quality. The analysis aims to identify challenges and enhance effectiveness of teacher management to improve secondary education in Cambodia.
The document discusses approaches to monitoring and evaluating teacher development at three levels: global, regional, and national. [1] At the global level, it identifies challenges with proposed SDG indicators on teachers and proposes a broader framework. [2] At the regional level, it notes a need for indicators that better capture teacher competencies and motivation. [3] At the national level, most discussion focused on different instruments and approaches for directly monitoring and evaluating teachers with an emphasis on formative development.
The document discusses approaches to monitoring and evaluating teacher development at three levels: global, regional, and national. [1] At the global level, it identifies challenges with proposed SDG indicators on teachers and proposes a broader framework. [2] At the regional level, it notes a need for indicators that better capture teacher competencies and motivation. [3] At the national level, most discussion focused on different instruments that can be used to directly monitor and evaluate teachers to inform policy.
The document outlines the Teacher Induction Program (TIP) Core Course 6 on teachers' professional and personal development. It details the course objectives, modules, and estimated time required. The course emphasizes the importance of continuing professional development and maintaining well-being through participating in professional networks and developing a personal professional improvement plan.
Change Management class assignment: Kenya is in the process of rolling out a new curriculum. Discuss the triggers that are resulting in the new curriculum, what is being changed, how is the change process being handled, what are the anticipated challenges of the change process, how are they and how can they be mitigated?
How To Get Started Improving Your Efforts To Support And Assess Novice Teachersnoblex1
Many professions offer orientation and support experiences for professionals starting out in a field. Medical residents and law associates—even rookie baseball players—receive extended training, development, and mentoring (working alongside a seasoned expert) before taking on the responsibilities of a full professional. In contrast, novice teachers often are left to fend for themselves, with little or inadequate initiation into the profession.
However, an increasing number of school districts offer teacher induction programs to orient, support, assist, train, and assess teachers within their first three years of employment in public schools. Teacher induction is the process of socialization to the teaching profession, adjustment to the procedures and mores of a school site and school system, and development of effective instructional and classroom management skills. Participants in these programs are called inductees, a term which refers simultaneously to teachers who are new to the profession, and teachers with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and does) take many forms. Induction activities can range from a short orientation session, to mentoring programs, to staff development courses and workshops, to multiyear programs that continue to meet the changing needs of teachers as they develop. Many districts combine several activities to support new teachers.
Why are induction programs needed?
Influx of new hires
Due to escalating teacher retirements and rising student enrollments, the nation currently faces a shortage of qualified teachers. America will need to hire some two million K-12 teachers over the next decade. Although high-wealth suburban districts will always have a glut of applicants, low-wealth urban districts face a hiring demand of 900,000 teachers or more over the next decade.
High attrition rates
Just this year, America's urban school districts will need new teachers to fill some of the nation's most challenging classroom assignments. All too many of these new recruits face battlefield odds as to whether they will still be teaching five years from now. No matter how well they did in college, teacher preparation, or another career, teachers can be overwhelmed by their first years in the classroom. It has been estimated that 30% to 50% of beginning teachers leave in the first five years of teaching.
Reality shock
Central-city public schools are more likely to fill positions with “less than qualified” new teachers than are large or small towns. Even experienced teachers embarking on assignments in new cities or academic disciplines can be sorely tested, especially if they are unfamiliar with the urban environment.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
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UNESCO's Teacher Training Initiative in Sub-Saharan Africa (TTISSA) aims to address the acute shortage of qualified teachers in the region, which has been identified as one of the biggest challenges to achieving Education for All goals by 2015. TTISSA works with countries to improve teacher education policies and quality, increase teacher recruitment and retention, and integrate issues like HIV/AIDS prevention into teacher curricula. The initiative is implemented in partnership with countries and other organizations over 10 years, starting with an initial group of 17 countries from 2006-2009.
This document discusses standards for teacher preparation programs in the Houston area. It establishes expectations for educator preparation providers (EPPs) in areas like screening candidates, required training, technology training, classroom observations, and student teaching experiences. EPPs are expected to provide evidence that candidates meet standards in these areas. The document also outlines quality standards for teachers, including teamwork, critical thinking, and communication. School districts will use these standards to improve the quality of new teachers in the workforce.
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The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA is a package of policy reforms aimed at improving how basic education is delivered. A key component of BESRA is Strengthened School-Based Management (SBM), which aims to empower local schools and communities to improve education quality. Under SBM, school heads, teachers, parents and communities are responsible for developing school improvement plans and budgets. The goal of BESRA and SBM is to ensure all Filipinos receive a quality basic education by localizing decision-making and increasing accountability.
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THE USE OF CONTRACT TEACHERS IN SUB-SAHARAN AFRICA: A review of the situation in 24 countries
1. THE USE OF CONTRACTTEACHERSTHE USE OF CONTRACTTEACHERS
IN SUB-SAHARAN AFRICA:IN SUB-SAHARAN AFRICA:
A review of the situation in 24
countries
By
Martial Dembélé
Amita Chudgar
Isatou Ndow
9th
International Policy Dialogue Forum December 3-7, 2016,
Siem Reap
2. OutlineOutline
Context + methodology
Brief history and main reasons
Types of contract teachers + size overs the years
Main differences between fixed-term contract
teachers and open-ended appointment/
permanent teachers
Pathways out of fixed-term contract status
Overarching observations
Notheworthy trends and innovations/measures
Concluding notes
3. ContextContext
International commitments to EFA ===> increased
teacher demand + shortages in LICs, SSA in particular
Economic context marked by reduction of public
finances ===> challenge: ensure adequate teacher supply to
respond to system needs, at reasonable costs, while
ensuring teacher quality (UIS, 2006)
Available policy options: modify structural elements
of the teaching profession (World Bank, 2010; Santiago,
2002), including:
• ITE entry or exit requirements;
• length of ITE;
• remuneration + social benefits
• statuses + career structure
• workload
4. ContextContext (2)(2)
Trends in policy over the past two decades: modification of
most elements above, in particular lowering of ITE entry
requirements and length + massive recruitment of non
permanent teachers under various contractual arrangements
Recruitment of contract teachers = a worldwide practice,
even in HICs, but unusually high proportions in SSA since the
mid-1990s, with likelihood of continuation in context of
Education 2030 F4A and SDGs
Characteristics of contract teachers compared to civil
service colleagues: lower academic credentials, little or no
professional preparation, uncertain career prospects and lower
salaries ===> concerns among various actors re: motivation,
occupational commitment, retention, performance, and
especially quality of education
Stocktaking review by ITTF = a contribution to
responding to question
5. ContextContext (3)(3)
Stocktaking review of the situation by ITFT = a
contribution to responding to the question:
How can SSA countries and their partners address
persisting teacher challenges and create opportunities for
achieving the global goal of ensuring that all learners are
“taught by qualified, professionally-trained, motivated and
well-supported teachers”?
More specifically:
1) What is the current state of the practice of hiring
teachers on contract basis in various Sub-Saharan
countries?
2) What are the issues raised by the use of contract teachers
in different countries?
3) What solutions have countries put forward or envisaged?
4) What does this review suggest to improve the situation?
6. MethodologyMethodology
24 participating countries: 9 English-speaking; 12 French-
speaking; 3 Portugese-speaking
24 national experts tasked with:
1) producing a synthesis of relevant publications and reports
on teacher issues in the country;
2) completing a questionnaire on various teacher issues + a
set of statistical data gathering tables on teachers;
3) conducting semi-structured interviews with various
stakeholders, including teachers themselves; and
4) analyzing the data thus gathered and producing a national
report.
3-member team of international experts tasked with
providing input at design phase and feedback on the national
reports, in addition to preparing a comparative regional
synthesis.
8. When did the participating countries beginWhen did the participating countries begin
hiring teachers on contract basis and why?hiring teachers on contract basis and why?
A practice that is not new (e.g. case of Ethiopia) e, especially
in private schools
Landmarks and critical factors in recent history:
• Attainment of independence
• Major post-independence political changes (e.g. revolutions [case
of Ethiopia in 1974])
• Armed conflicts (e.g. Mozambique)
• Major changes in the education sector (e.g. system restructuring
[case of Kenya in 1985], decentralization, etc.)
• Rapid growth of eligible population and high PTRs
• Teacher wage bill, economic hardships and subsequent SAPs
and their consequences (employment freezes, closure of pre-service
teacher education institutions in some countries, etc.)
• Low output of pre-serviceTE institutions
• Teacher attrition and internal teacher migration
• Commitment to EFA goals
Result: chronic teacher shortages
9. When did the participating countries beginWhen did the participating countries begin
hiring teachers on contract basis and why?hiring teachers on contract basis and why? (2)(2)
Private schools: long history of hiring
teachers on contract basis
What is new:
• Massive recruitment of teachers on contract basis
in the public sector (especially at primary level) since
the 1990s
• Emergence of community-funded public schools in
several countries (also recruting teachers on contract
basis)
• Increasing share of private sector in education
provision in several countries (a sector where hiring
contract teachers has been the norm and where there may
be no sense of loyalty on either side)
10. Types of contract teachersTypes of contract teachers
A term used to convey a greal deal of variation
in hiring, retention, training and salary conditions
Generally two main contract types:
fixed-term
open-ended
Range: from experienced retired teachers (e.g. in
Eritrea, Ethiopia, Kenya, Uganda,The Gambia,) all the
way to untrained local youth (e.g. in community
schools)
11. Types of contract teachersTypes of contract teachers (2)(2)
Tableau 1
Vue d’ensemble des appellations dans des pays francophones
Pays
Vacataire Volontaire
Agent contrac-
tuel de l'État
Enseignant
communau-
taire
Service
national
Contractuel
du privé
Bénin ?
B. Faso ?
Cameroun
Gabon ?
Mali
Niger ?
Sénégal ? ?
Togo
12. Numbers and proportions of teachersNumbers and proportions of teachers
by status over the yearsby status over the years
Data available for few countries, especially
trends over the years = evidence that many
countries do not maintain or make available
systematic data on their contract teachers = a
result of deregulation? variation in what the term
‘contract teacher’ refers to?
Data provided suggest rising numbers of
fixed-term contract teachers
13. Numbers and proportions of teachersNumbers and proportions of teachers
by status over the yearsby status over the years (2)(2)
Figure 1. Évolution du nombre d'enseignants au primaire selon le statut au
Burkina Faso (2005-2015)
14. Numbers and proportions of teachersNumbers and proportions of teachers
by status over the yearsby status over the years (3)(3)
Figure 2. Évolution du nombre d'enseignants au primaire selon le statut au Mali
(2009-2014)
15. Numbers and proportions of teachersNumbers and proportions of teachers
by status over the yearsby status over the years (4)(4)
Figure 3. Evolution of numbers of public primary schools by status in Uganda
(2002-2013)
16. Main differencesMain differences
Qualifications: principled expectation in majority of
countries that same basic requirements apply to all
regardless of status, but differences in practice,
especially with respect to professional qualifications
Salaries and social benefits: fixed-term contract
teachers at a disadvantage in majority of countries
Area of posting: deployment of contract teachers
to hard-to-staff areas in several countries (Burkina Faso,
Eritrea, Kenya,The Gambia, Senegal), meaning rural areas in
most cases
Age and experience: CTs generally younger ===>
bias towards less experience on average
17. Diversity of pathways out of fixed-termDiversity of pathways out of fixed-term
contract statuscontract status
Competitive recruitment exams (Bénin, BF,
Kenya, Mali,Togo)
Degree granting courses (Eritrea, Niger, The
Gambia, Togo)
Legally set period of service (Eritrea [90
consecutive days], Ethiopia [6 months], Mozambique
[3 years?], Sénégal)
18. Overarching obervationsOverarching obervations
Consensus regarding the positive contribution
of contract teachers to widening access to
education, especially at primary level
But several concerns and issues raised by
contractualization:
Declining social image and status of the teaching
profession + differential treatment in terms of
remuneration + unattractive working conditions (including
lack of career prospects, high PTRs, etc.) ===>
Weak attraction capacity of the profession + low
morale & motivation ===>
High turnover and worrisome levels of attrition ===>
Potential negative impact on quality of teaching and, by
extension, of student learning (see Eritrea, Ethiopia, Uganda,
The Gambia, etc., for discussion of this concern/issue)
19. Noteworthy trends andNoteworthy trends and
innovations/policy measuresinnovations/policy measures
Reversement d’une grande partie des enseignants
contractuels dans la fonction publique (Burkina Faso,
Gabon, Mali): refonctionnarisation?
Career development scheme (Ethiopia)
Financial incentives to retain serving teachers and
attract capable candidates (Ethiopia, Kenya,The Gambia)
Systematizing and supporting continuing professional
development for teachers (Eritrea,The Gambia, etc.)
20. Noteworthy trends andNoteworthy trends and
innovations/policy measuresinnovations/policy measures (2)(2)
“One of the innovations is the autonomy given to
teachers to have their own Credit Union, where
they can save their money and have access to credit
without being looked low upon.Traditionally
teachers were always seen in banks taking bank
drafts in the form of advance salary payments and
these incurred high interest leaving such teachers
with almost nothing at the end of the month. Now
with the GTU Credit Union, they can save and take
from their savings or take a loan without feeling
embarrassment.” (The Gambia report)
21. Concluding notesConcluding notes
“If the authorities are willing to accept the miserable
standards of the lower levels of stage II, they may get
quick results of a kind by putting primary school
graduates back into the schools as teachers without
any training. […] If teaching at the upper levels of stage
II is aimed at, it may perhaps be achieved by giving
these same recruits a couple of years of teacher
training.” (C. E. Beeby, 1966, The Quality of Education in
Developing Countries, p. 123-124)
“It is hardly necessary to add—though it is sometimes
forgotten—that the reformer’s effort will be largely
wasted if the salaries and conditions of service of the
primary teachers are not such as to retain good people
in the profession.” (Beeby, 1966, p. 129-130)
22. Concluding notesConcluding notes (2)(2)
Need to keep a careful eye on retention and attrition,
given apparent association between age and status, and
between status and number of years of teaching experience
High attrition may lead to a situation where youth and
relative inexperience are constant characteristics of the
teaching force, with a lack of cumulative experience which, in
turn, limits the development of collective expertise
Relevance of the work of Huberman on teachers’
career cycle
23. Concluding notesConcluding notes (3)(3)
Source: Huberman (1989)
Years of
experience
Career phases/themes
1-3 (career
entry)
Survival &
discovery (feeling
one’s way)
4-6 Stabilization
(consolidation of a
pedagogical repertoire)
7-25 (mid-
career)
Diversification/
experimentation/
activism
Taking
stock/reassess-
ment (self-doubts)
26-33 Serenity/
affective distance
Conservatism
34-40 Disengagement
(serene or bitter)
24. Concluding notesConcluding notes (4)(4)
“As the figure shows, there is a single stream at career
entry, through the stabilization phase.There are then
multiple streams at mid-career, converging again into a
single path at the end. Depending on the previous
trajectory, this final phase can be either serene or
acrimonious.The most harmonious trajectory would
be this one:
Experimentation Serenity (serene) Disengagement
The most problematic trajectories would be these two:
Reassessment (bitter) Disengagement
Reassessment Conservatism (bitter) Disengagement.”
(Huberman, 1989, p. 37-38)
Beeby’s stages of educational development
(I) Dame School Stage : Ill-educated, untrained teachers, with a vague syllabus, narrow subject content, rote drilling for the 3 R’s, low standards, confusedly and inefficiently formal teaching (“formalistic in spirit without having form” – Beeby, p. 59), no connection between symbols and meaning
(II) Stage of Formalism : Ill-educated but trained teachers, with a detailed and rigid syllabus and textbooks, a narrow meaning of symbols, rigorous inspection, tight discipline, external examinations, a highly organized routine
(III) Transition : Better educated and trained teachers, with more emotional security and latitude for student questioning, supplementary readers and a basic library, efficient but formal subject teaching, less rigid external controls
(IV) Stage of Meaning : Well-educated and well-trained teachers, with:
a deeper understanding of symbols
a new philosophy and goals
a wider curriculum and more varied methods
more individualized teaching
more relaxed external controls
close relations with the community
Beeby’s stages of educational development
(I) Dame School Stage : Ill-educated, untrained teachers, with a vague syllabus, narrow subject content, rote drilling for the 3 R’s, low standards, confusedly and inefficiently formal teaching (“formalistic in spirit without having form” – Beeby, p. 59), no connection between symbols and meaning
(II) Stage of Formalism : Ill-educated but trained teachers, with a detailed and rigid syllabus and textbooks, a narrow meaning of symbols, rigorous inspection, tight discipline, external examinations, a highly organized routine
(III) Transition : Better educated and trained teachers, with more emotional security and latitude for student questioning, supplementary readers and a basic library, efficient but formal subject teaching, less rigid external controls
(IV) Stage of Meaning : Well-educated and well-trained teachers, with:
a deeper understanding of symbols
a new philosophy and goals
a wider curriculum and more varied methods
more individualized teaching
more relaxed external controls
close relations with the community
Beeby’s stages of educational development
(I) Dame School Stage : Ill-educated, untrained teachers, with a vague syllabus, narrow subject content, rote drilling for the 3 R’s, low standards, confusedly and inefficiently formal teaching (“formalistic in spirit without having form” – Beeby, p. 59), no connection between symbols and meaning
(II) Stage of Formalism : Ill-educated but trained teachers, with a detailed and rigid syllabus and textbooks, a narrow meaning of symbols, rigorous inspection, tight discipline, external examinations, a highly organized routine
(III) Transition : Better educated and trained teachers, with more emotional security and latitude for student questioning, supplementary readers and a basic library, efficient but formal subject teaching, less rigid external controls
(IV) Stage of Meaning : Well-educated and well-trained teachers, with:
a deeper understanding of symbols
a new philosophy and goals
a wider curriculum and more varied methods
more individualized teaching
more relaxed external controls
close relations with the community
Beeby’s stages of educational development
(I) Dame School Stage : Ill-educated, untrained teachers, with a vague syllabus, narrow subject content, rote drilling for the 3 R’s, low standards, confusedly and inefficiently formal teaching (“formalistic in spirit without having form” – Beeby, p. 59), no connection between symbols and meaning
(II) Stage of Formalism : Ill-educated but trained teachers, with a detailed and rigid syllabus and textbooks, a narrow meaning of symbols, rigorous inspection, tight discipline, external examinations, a highly organized routine
(III) Transition : Better educated and trained teachers, with more emotional security and latitude for student questioning, supplementary readers and a basic library, efficient but formal subject teaching, less rigid external controls
(IV) Stage of Meaning : Well-educated and well-trained teachers, with:
a deeper understanding of symbols
a new philosophy and goals
a wider curriculum and more varied methods
more individualized teaching
more relaxed external controls
close relations with the community