Building a High-Quality Teaching Profession
|
|
- Branden Waters
- 6 years ago
- Views:
Transcription
1 1 Building a High-Quality Teaching Profession Lessons from around the world Andreas Schleicher Special advisor to the Secretary-General on Education Policy Head of the Indicators and Analysis Division, EDU
2 2 High average performance High student performance (PISA average reading, mathematics and science) Shangai-China High average performance Large socio-economic disparities High social equity Low equity Low average performance Large socio-economic disparities Japan Canada New Zealand Netherlands Australia Chinese Taipei Liechtenstein Switzerland Estonia Belgium Germany France United Kingdom Poland Slovenia Norway Denmark Iceland Sweden Ireland Hungary United States Czech Republic Portugal Austria Slovak Republic Italy Spain Latvia Luxembourg Lithuania Greece Croatia Russian Federation Low student performance Korea Finland Dubai (UAE) Israel Turkey Bulgaria Singapore Kazakhstan Montenegro Argentina Chile Uruguay Romania Trinidad and Tobago Albania Serbia High equity Low average performance High social equity Mexico Thailand Brazil Jordan Colombia Tunisia Azerbaijan Indonesia Hong Kong-China Macao-China
3 3 Tools Standards Processes Curricula Selection People Teachers Technology Preparation Practices Principals Assessments Instruction Student Intervention learning Support Families systems Recruitment/induction Policies Support and personnel alignment Work Data organisation systems Development Supervision Retention
4 4 Teacher policies The past Some students learn at high levels Student inclusion The most effective systems All students learn at high levels Curriculum, instruction and assessment Routine cognitive skills for lifetime jobs Learning to learn, complex ways of thinking, ways of working Teacher quality Taught to teach established content Tayloristic, hierarchical Primarily to authorities Work organisation Teacher evaluation and accountability High-level professional knowledge workers Flat, collegial, differentiated and diverse careers Also to peers and stakeholders
5 5 How teachers are recruited into the profession and educated Great systems attract great teachers Last year Finland had over 6000 applicants for 600 jobs. Great systems prioritize the quality of teachers over the size of classes. Salaries matter but career prospects, career diversity and giving teachers responsibility as professionals and leaders of reform are equally important.
6 Spain New Zealand Germany Australia Finland Sweden Belgium (Fl.) Scotland Belgium (Fr.) Denmark France England Korea Netherlands Austria Greece Portugal Estonia Poland Norway United States Italy Israel Slovenia Hungary Iceland Czech Republic New York, March Teacher salaries relative to workers with college degrees Ratio of salary after 15 years of experience/minimum training to earnings for full-time full-year workers with tertiary education aged 25 to Source: OECD, Education at a Glance 2010, Table 3.1 (Fig 1.1 )
7 Portugal Spain Switzerland Belgium Korea Luxembourg Germany Greece Japan Australia United Kingdom New Zealand France Netherlands Denmark Italy Austria Czech Republic Hungary Norway Iceland Ireland Mexico Finland Sweden United States Poland Slovak Republic New York, March High performing systems often prioritize the quality of teachers over the size of classes Contribution of various factors to upper secondary teacher compensation costs per student as a percentage of GDP per capita (2004) Salary as % of GDP/capita Instruction time 1/teaching time 1/class size Percentage points Difference with OECD average
8 12 Percentage of OECD countries in which the following factors shape teacher pay Years of experience as a teacher Additional management responsibilities 84% 10 Teaching in a disadvantaged, remote or high cost area Special tasks (career guidance, counselling) 66% 72% Teaching courses in a particular field A higher initial educational qualification A higher certification or training obtained during professional life Outstanding performance in teaching 31% 44% 66% 69% Source: OECD, Education at a Glance (Fig 3.6 )
9 13 How teachers are recruited into the profession and educated The status of teaching is not a static attribute of culture but has, in some countries, changed significantly. Top-down initiatives alone were often insufficient to achieve deep and lasting changes (You can mandate compliance but you need to unleash excellence).
10 New York, March 2011 System s accountability arrangements 16 School autonomy, accountability and student performance Impact of school autonomy on performance in systems with and without PISA score in reading 500 accountability arrangements Systems with more accountability Systems with less accountability School autonomy in resource allocation Schools with more autonomy Schools with less autonomy
11 17 Interesting practices to bring in a wider background of teachers Opening the teaching profession to individuals with relevant experience outside education not just in vocational programs. Recognizing the skills and experience gained outside education and reflecting those in starting salaries. Enabling appropriately qualified entrants, including mature student teacher trainees to start working and earning a salary before acquiring teacher education qualifications. Offering more flexible approaches to teacher education that provide opportunities for part-time study and distance learning, and that give credits for relevant qualifications and experience.
12 18 New York, March 2011
13 19 How teachers are developed in service and supported No matter how good the pre-service education for teachers is it cannot prepare teachers for rapidly changing challenges throughout their careers High-performing systems rely on ongoing professional to update individuals knowledge of a subject in light of recent advances update skills and approaches in light of new teaching techniques, new circumstances, and new research enable teachers to apply changes made to curricula or teaching practice enable schools to develop and apply new strategies concerning the curriculum and teaching practice exchange information and expertise among teachers and others help weaker teachers become more effective. Effective professional development is on-going includes training, practice and feedback, and adequate time and follow-up support
14 New York, March 2011 Brazil Lithuania Spain Malta Mexico Source: OECD, TALIS Table 3.6 (Fig 2.1 Building a High-Quality Teaching Profession) Norway Austria Turkey TALIS Average Italy Denmark Portugal Summit 11 average Hungary Estonia Korea Malaysia Bulgaria Iceland Ireland Slovenia Poland Slovak Republic Belgium (Fl.) Australia 20 % Percentage of teachers without mentoring and induction No formal induction process No formal mentoring process
15 Creating Effective Teaching and Learning Environments Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation OECD Teaching and Learning International Study (TALIS) 21 % Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity TALIS Average Individual Qualification and programmes collaborative research Informal dialogue to improve teaching Reading professional literature Courses and workshops Professional development network Mentoring and peer observation Observation visits to other schools Education conferences and seminars Figure 3.15
16 Creating Effective Teaching and Learning Environments Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation Impact Participation OECD Teaching and Learning International Study (TALIS) 22 % Relatively few teachers participate in the kinds of professional development which they find has the largest impact on their work Comparison of teachers participating in professional development activities and teachers reporting moderate or high level impact by types of activity TALIS Average Individual Qualification and programmes collaborative research Informal dialogue to improve teaching Reading professional literature Courses and workshops Professional development network Mentoring and peer observation Observation visits to other schools Education conferences and seminars
17 Conflict with work schedule No suitable professional development Family responsibilities Too expensive Lack of employer support Did not have the prerequisites 23 Teacher demand for professional development is often not met, sometimes for lack of time, sometimes for lack of opportunity % 50 Among those teachers who wanted more development than they received (TALIS averages) Source: OECD, TALIS Table 3.7 (Fig 2.3 )
18 24 70 % It s not just about more of the same For what type of professional development do teachers report a high level of need? TALIS Average Teaching special learning needs students ICT teaching skills Student discipline and behaviour problems Instructional practices Subject field Student counselling Content and performance standards Student assessment practices Teaching in a multicultural setting Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. Table 3.2 Classroom management School management and administration
19 28 Employment conditions The predominant employment model remains career-based but some countries have introduced position-based systems many countries have probationary periods and an increasing number require periodic renewal of licenses. Limited but increasing career diversity both horizontally and vertically. Some efforts to improve mobility between schools and with other occupations. Countries struggle with transparency in teacher labour market but some have all vacancies posted, and provide websites where the information is centralized or establish a network of agencies to co-ordinate and foster recruitment activities. Schools have become more involved in personnel management.
20 29 Percentage of public and private schools that have considerable autonomy over Selecting teachers for hire Dismissing teachers Source: OECD, PISA 2009 Database, T able I V.3.5 (Fig 2.7 ) New Zealand Netherlands Czech Republic Hungary Slovak Republic Shanghai-China Denmark Sweden Slovenia Russian Federation United Kingdom United States Poland Hong Kong-China Switzerland Belgium Norway Chile Israel OECD average Ireland Australia Canada Qatar Argentina Mexico Finland Korea Spain Germany Indonesia Japan Colombia Brazil Singapore Portugal Austria Italy Greece
21 30 New York, March 2011
22 Italy Spain Portugal Ireland Brazil Iceland Norway Austria Australia Belgium (Fl.) Malta Turkey Mexico Denmark Poland Korea Slovenia Hungary Estonia Slovak Republic Lithuania Malaysia Bulgaria 31 Some teachers are left alone Teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years % No appraisal or feedback No school evaluation Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback. Source: OECD. Table 5.1 and 5.3
23 32 How teachers are evaluated and compensated Criteria used to evaluate teachers include teacher qualifications, including teacher credentials, years of service, degrees, certifications and relevant professional development how teachers operate in the classroom setting, including attitudes, expectations and personal characteristics, as well as strategies, methods and actions employed in their interaction with students; and measures of teacher effectiveness, based on assessment of how teachers contribute to students learning outcomes as well as their knowledge of their field and pedagogical practice In most countries, teachers value appraisal and feedback highly and report that it improves their job satisfaction and personal development, widens their repertoire of pedagogical practices and improves their effectiveness. In many countries, appraisal and feedback have limited impact on public recognition, professional development, careers and pay.
24 Malaysia Lithuania Bulgaria Poland Slovenia Estonia Slovak Republic Brazil Mexico Denmark TALIS Average Hungary Norway Iceland Italy Korea Australia Ireland Spain Turkey Portugal Austria Malta Belgium (Fl.) New York, March % Does appraisal and feedback make a difference for the job? Opportunities for professional development activities A change in the likelihood of career advancement Public recognition from the principal and/or colleagues Changes in work responsibilites that make the job more attractive Countries are ranked in descending order of changes in teachers' opportunities for professional development activities. Source: OECD. Table 5.5.
25 % 80 Teachers report on impact of appraisal and feedback in their school Increased monetary or non-monetary rewards for improving quality of teaching Increased monetary or non-monetary rewards for more innovative teaching School principal alters monetary rewards of persistently underperforming teacher Teachers will be dismissed because of sustained poor performance Source: OECD. Table 5.9.
26 37 How much autonomy public and private schools have over salaries Establishing teachers starting salaries Determining teachers salaries increases Source: OECD, PISA 2009 Database, T able I V.3.5 (Fig 2.7 ) Czech Republic Netherlands Sweden United Kingdom Hungary Slovak Republic Chile Shanghai-China Russian Federation Indonesia Denmark Hong Kong-China United States OECD average Colombia Japan Australia Poland New Zealand Israel Finland Brazil Switzerland Norway Mexico Korea Estonia Slovenia Iceland Luxembourg Portugal Singapore Canada Italy Spain Germany Argentina Turkey Austria Ireland Greece Belgium
27 38 Coherence of policy and practice Alignment of policies across all aspects of the system Coherence of policies over sustained periods of time Consistency of implementation Fidelity of implementation
28 39 Find out more about our work at U.S. White House Thank you! and remember: Without data, you are just another person with an opinion
29 40 New York, March 2011 Backup slides
30 Portugal Turkey Serbia Albania Panama Kazakhstan Dubai (UAE) Indonesia Colombia Brazil Shanghai-China United States Peru Singapore Jordan Canada Trinidad and Tobago Denmark United Kingdom Australia Azerbaijan Mexico Qatar New Zealand Thailand Estonia Russian Federation Ireland Sweden Argentina Chile Iceland Chinese Taipei Italy Slovak Republic Uruguay Hong Kong-China Spain Montenegro Switzerland Kyrgyzstan Hungary Czech Republic OECD average Liechtenstein Greece Croatia Latvia Macao-China Belgium Romania Israel Netherlands Korea Austria Luxembourg Germany Norway Lithuania France Bulgaria Tunisia Finland Poland Slovenia Japan New York, March Students views of teacher-student relations % Most of my teachers are interested in my well-being Source: OECD, PISA 2009 Database, T able I V.4.1 (Fig 2.6 )
31 Kazakhstan Albania Azerbaijan Shanghai-China Portugal Canada Kyrgyzstan Hong Kong-China Chinese Taipei United Kingdom United States Singapore New Zealand Turkey Dubai (UAE) Latvia Netherlands Indonesia Peru Estonia Australia Finland Belgium Korea Thailand Switzerland Russian Federation Iceland Sweden Trinidad and Tobago Qatar Jordan France Bulgaria Slovak Republic Colombia Denmark Panama OECD average Mexico Czech Republic Lithuania Macao-China Brazil Liechtenstein Chile Ireland Hungary Italy Tunisia Montenegro Norway Slovenia Romania Poland Luxembourg Serbia Germany Israel Croatia Spain Argentina Austria Uruguay Japan Greece New York, March Students views of teacher-student relations % If I need extra help, I will receive it from my teachers Source: OECD, PISA 2009 Database, T able I V.4.1 (Fig 2.6 )
32 43 How much autonomy individual schools have over resource allocation Only principals and/or teachers have considerable responsibility to: Determining course content Deciding which courses are offered Source: OECD, PISA 2009 Database, T able I V.3.5 (Fig 2.7 ) Macao-China Poland Japan Korea Thailand Netherlands Czech Republic Hong Kong-China Chinese Taipei New Zealand United Kingdom Indonesia Colombia Estonia Sweden Dubai (UAE) Iceland Kyrgyzstan Italy Denmark Peru Israel Lithuania Hungary Slovak Republic Romania Australia OECD average Shanghai-China Singapore Chile Liechtenstein Panama Austria United States Albania Brazil Slovenia Finland Belgium Spain Qatar Norway Ireland Argentina Azerbaijan Germany Switzerland Trinidad and Tobago Russian Federation Latvia Mexico Canada Croatia Kazakhstan Bulgaria Turkey Luxembourg Jordan Montenegro Portugal Tunisia Uruguay Serbia Greece
33 Lithuania Germany Denmark Croatia Hong Kong-China Korea Macao-China Portugal Hungary New Zealand Chile Italy Panama Qatar Score point difference Parental support at the beginning of primary school Score point difference between students whose parents often do (weekly or daily) and those who do not: "talk about what they had done"
34 Israel Singapore Belgium Qatar Macao-China Italy France Hong Kong-China Switzerland Denmark United Kingdom Liechtenstein Dubai (UAE) Greece Kyrgyzstan Uruguay Argentina Shanghai-China Germany Spain New Zealand Australia Slovak Republic Sweden Brazil Hungary Luxembourg Mexico Thailand Trinidad and Tobago Canada OECD average Chinese Taipei Indonesia Poland Iceland Kazakhstan Panama Romania Czech Republic Japan Tunisia Peru Austria Jordan Bulgaria Norway Albania Azerbaijan Russian Federation Colombia Portugal Chile United States Lithuania Turkey Serbia Montenegro Netherlands Ireland Slovenia Croatia Finland Korea Latvia Estonia Score point difference New York, March Beyond schooling Performance difference between students who had attended preprimary school for more than one year and those who did not Observed performance advantage Performance advantage after accounting for socio-economic factors
35 United States Czech Republic Estonia Germany Switzerland Denmark Canada Norway Sweden Russian Federation4 Austria3 Slovenia Israel Slovak Republic New Zealand Hungary Finland United Kingdom3 Netherlands Luxembourg EU19 average OECD average France Australia Iceland Belgium Poland Ireland Korea Chile2 Greece Italy Spain Turkey Portugal Mexico Brazil2 New York, March A world of change in baseline qualifications Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, und years 1990s 1980s 1970s 1960s % Excluding ISCED 3C short programmes 2. Year of reference Including some ISCED 3C short programmes 3. Year of reference 2003.
36 Percent addition to GDP 47 Relationship between test performance and economic outcomes Annual improved GDP from raising performance by 25 PISA points 40% 35% 30% 25% 20% 15% 10% 5% 0%
37 United States Japan Germany United Kingdom France Italy Mexico Spain Korea Canada Turkey Australia Poland Netherlands Belgium Sweden Greece Czech Republic Austria Norway Switzerland Portugal Hungary Denmark Finland Ireland New Zealand Slovak Republic Luxembourg Iceland New York, March Increase average performance by 25 PISA points (Total 115 trillion $) bn$ Potential increase in economic output (bn $)
38 49 High science performance Chinese Taipei Estonia Liechtenstein United Kingdom Czech Republic Macao-China Ireland France Iceland United States Norway Portugal Finland 560 Hong Kong-China Canada Japan Australia New Zealand Netherlands Slovenia Korea Switzerland Germany 510 Austria Belgium Hungary Sweden Croatia Poland Denmark Slovak Republic, Spain, Latvia Lithuania Russian Luxembourg Federation Italy Greece Average performance of 15-year-olds in science extrapolate and apply 460 Israel Thailand Montenegro Brazil Turkey Jordan Romania 410 Mexico Indonesia Argentina Colombia Tunisia Azerbaijan 360 Qatar Kyrgyzstan Low science performance
39 United States Mexico Turkey Germany Italy Japan France Spain United Kingdom Poland Canada Greece Korea Australia Portugal Belgium Netherlands Norway Sweden Austria Czech Republic Switzerland Hungary Denmark Ireland Slovak Republic New Zealand Luxembourg Finland Iceland New York, March Raise everyone to minimum of 400 PISA points bn$ Potential increase in economic output (bn $)
40 Mexico Turkey Greece Portugal Italy Luxembourg United States Spain Poland Germany Norway Hungary Slovak Republic Belgium France Denmark Austria Sweden Iceland Switzerland Czech Republic Ireland United Kingdom New Zealand Australia Netherlands Japan Canada Korea Finland 51 Raise everyone to minimum of 400 PISA points % currrent GDP 1200% 1000% 800% 600% 400% 200% 0%
Department of Education and Skills. Memorandum
Department of Education and Skills Memorandum Irish Students Performance in PISA 2012 1. Background 1.1. What is PISA? The Programme for International Student Assessment (PISA) is a project of the Organisation
More informationNational Academies STEM Workforce Summit
National Academies STEM Workforce Summit September 21-22, 2015 Irwin Kirsch Director, Center for Global Assessment PIAAC and Policy Research ETS Policy Research using PIAAC data America s Skills Challenge:
More informationTwenty years of TIMSS in England. NFER Education Briefings. What is TIMSS?
NFER Education Briefings Twenty years of TIMSS in England What is TIMSS? The Trends in International Mathematics and Science Study (TIMSS) is a worldwide research project run by the IEA 1. It takes place
More informationOverall student visa trends June 2017
Overall student visa trends June 2017 Acronyms Acronyms FSV First-time student visas The number of visas issued to students for the first time. Visas for dependants and Section 61 applicants are excluded
More informationIntroduction Research Teaching Cooperation Faculties. University of Oulu
University of Oulu Founded in 1958 faculties 1 000 students 2900 employees Total funding EUR 22 million Among the largest universities in Finland with an exceptionally wide scientific base Three universities
More informationImpact of Educational Reforms to International Cooperation CASE: Finland
Impact of Educational Reforms to International Cooperation CASE: Finland February 11, 2016 10 th Seminar on Cooperation between Russian and Finnish Institutions of Higher Education Tiina Vihma-Purovaara
More informationSummary and policy recommendations
Skills Beyond School Synthesis Report OECD 2014 Summary and policy recommendations The hidden world of professional education and training Post-secondary vocational education and training plays an under-recognised
More informationPROGRESS TOWARDS THE LISBON OBJECTIVES IN EDUCATION AND TRAINING
COMMISSION OF THE EUROPEAN COMMUNITIES Commission staff working document PROGRESS TOWARDS THE LISBON OBJECTIVES IN EDUCATION AND TRAINING Indicators and benchmarks 2008 This publication is based on document
More informationThe Survey of Adult Skills (PIAAC) provides a picture of adults proficiency in three key information-processing skills:
SPAIN Key issues The gap between the skills proficiency of the youngest and oldest adults in Spain is the second largest in the survey. About one in four adults in Spain scores at the lowest levels in
More informationSOCRATES PROGRAMME GUIDELINES FOR APPLICANTS
SOCRATES PROGRAMME GUIDELINES FOR APPLICANTS The present document contains a description of the financial support available under all parts of the Community action programme in the field of education,
More informationImproving education in the Gulf
Improving education in the Gulf 39 Improving education in the Gulf Educational reform should focus on outcomes, not inputs. Michael Barber, Mona Mourshed, and Fenton Whelan Having largely achieved the
More informationThe Rise of Populism. December 8-10, 2017
The Rise of Populism December 8-10, 2017 The Rise of Populism LIST OF PARTICIPATING SCHOOL Byron College B Arsakeio Tositseio Lykeio Ekalis A Tositseio Arsakeio Lykeio Ekalis QSI Tbilisi Ionios School
More informationTIMSS Highlights from the Primary Grades
TIMSS International Study Center June 1997 BOSTON COLLEGE TIMSS Highlights from the Primary Grades THIRD INTERNATIONAL MATHEMATICS AND SCIENCE STUDY Most Recent Publications International comparative results
More informationThe European Higher Education Area in 2012:
PRESS BRIEFING The European Higher Education Area in 2012: Bologna Process Implementation Report EURYDI CE CONTEXT The Bologna Process Implementation Report is the result of a joint effort by Eurostat,
More informationUniversities as Laboratories for Societal Multilingualism: Insights from Implementation
Universities as Laboratories for Societal Multilingualism: Insights from Implementation Dr. Thomas Vogel Europa-Universität Viadrina vogel@europa-uni.de The Agenda 1. Language policy issues 2. The global
More informationWelcome to. ECML/PKDD 2004 Community meeting
Welcome to ECML/PKDD 2004 Community meeting A brief report from the program chairs Jean-Francois Boulicaut, INSA-Lyon, France Floriana Esposito, University of Bari, Italy Fosca Giannotti, ISTI-CNR, Pisa,
More informationEXECUTIVE SUMMARY. TIMSS 1999 International Mathematics Report
EXECUTIVE SUMMARY TIMSS 1999 International Mathematics Report S S Executive Summary In 1999, the Third International Mathematics and Science Study (timss) was replicated at the eighth grade. Involving
More informationPIRLS. International Achievement in the Processes of Reading Comprehension Results from PIRLS 2001 in 35 Countries
Ina V.S. Mullis Michael O. Martin Eugenio J. Gonzalez PIRLS International Achievement in the Processes of Reading Comprehension Results from PIRLS 2001 in 35 Countries International Study Center International
More informationStudents with Disabilities, Learning Difficulties and Disadvantages STATISTICS AND INDICATORS
Students with Disabilities, Learning Difficulties and Disadvantages STATISTICS AND INDICATORS CENTRE FOR EDUCATIONAL RESEARCH AND INNOVATION Students with Disabilities, Learning Difficulties and Disadvantages
More informationHIGHLIGHTS OF FINDINGS FROM MAJOR INTERNATIONAL STUDY ON PEDAGOGY AND ICT USE IN SCHOOLS
HIGHLIGHTS OF FINDINGS FROM MAJOR INTERNATIONAL STUDY ON PEDAGOGY AND ICT USE IN SCHOOLS Hans Wagemaker Executive Director, IEA Nancy Law Director, CITE, University of Hong Kong SITES 2006 International
More information15-year-olds enrolled full-time in educational institutions;
CHAPTER 4 SAMPLE DESIGN TARGET POPULATION AND OVERVIEW OF THE SAMPLING DESIGN The desired base PISA target population in each country consisted of 15-year-old students attending educational institutions
More informationDEVELOPMENT AID AT A GLANCE
DEVELOPMENT AID AT A GLANCE STATISTICS BY REGION 2. AFRICA 217 edition 2.1. ODA TO AFRICA - SUMMARY 2.1.1. Top 1 ODA receipts by recipient USD million, net disbursements in 21 2.1.3. Trends in ODA 1 Ethiopia
More informationMeasuring up: Canadian Results of the OECD PISA Study
Measuring up: Canadian Results of the OECD PISA Study The Performance of Canada s Youth in Science, Reading and Mathematics 2015 First Results for Canadians Aged 15 Measuring up: Canadian Results of the
More informationThe development of national qualifications frameworks in Europe
European Centre for the Development of Vocational Training WORKING PAPER No 8 The development of national qualifications frameworks in Europe Luxembourg: Publications Office of the European Union, 2010
More informationCHAPTER 3 CURRENT PERFORMANCE
CHAPTER 3 current 3-1 3. Current Performance The examination of the performance of the n education system begins with an analysis of how students have fared over time, and in comparison with other countries,
More informationInternational House VANCOUVER / WHISTLER WORK EXPERIENCE
International House VANCOUVER / WHISTLER WORK EXPERIENCE 2 3 work experience At IH Vancouver, we understand that language acquisition is only the first step in achieving your career goals. With this in
More informationChallenges for Higher Education in Europe: Socio-economic and Political Transformations
Challenges for Higher Education in Europe: Socio-economic and Political Transformations Steinhardt Institute NYU 15 June, 2017 Peter Maassen US governance of higher education EU governance of higher
More informationScience and Technology Indicators. R&D statistics
2014 Science and Technology Indicators R&D statistics Science and Technology Indicators R&D statistics 2014 Published by NIFU Nordic Institute for Studies in Innovation, Research and Education Address
More informationThe development of ECVET in Europe
European Centre for the Development of Vocational Training WORKING PAPER No 14 The development of ECVET in Europe (2011) Luxembourg: Publications Office of the European Union, 2012 The development of
More informationAdvances in Aviation Management Education
Advances in Aviation Management Education by Dr. Dale Doreen, Director International Aviation MBA Program John Molson School of Business Concordia University 15 th Annual Canadian Aviation Safety Seminar
More informationEXECUTIVE SUMMARY. TIMSS 1999 International Science Report
EXECUTIVE SUMMARY TIMSS 1999 International Science Report S S Executive Summary In 1999, the Third International Mathematics and Science Study (timss) was replicated at the eighth grade. Involving 41 countries
More informationTeaching Practices and Social Capital
D I S C U S S I O N P A P E R S E R I E S IZA DP No. 6052 Teaching Practices and Social Capital Yann Algan Pierre Cahuc Andrei Shleifer October 2011 Forschungsinstitut zur Zukunft der Arbeit Institute
More informationMay To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationThe recognition, evaluation and accreditation of European Postgraduate Programmes.
1 The recognition, evaluation and accreditation of European Postgraduate Programmes. Sue Lawrence and Nol Reverda Introduction The validation of awards and courses within higher education has traditionally,
More informationinternational PROJECTS MOSCOW
international PROJECTS MOSCOW Lomonosov Moscow State University, Faculty of Journalism INTERNATIONAL EXCHANGES Journalism & Communication Partners IHECS Lomonosov Moscow State University, Faculty of Journalism
More informationREFLECTIONS ON THE PERFORMANCE OF THE MEXICAN EDUCATION SYSTEM
DIRECTORATE FOR EDUCATION REFLECTIONS ON THE PERFORMANCE OF THE MEXICAN EDUCATION SYSTEM DAVID HOPKINS 1, ELPIDA AHTARIDOU, PETER MATTHEWS, CHARLES POSNER AND DIANA TOLEDO FIGUEROA 2 LONDON CENTRE FOR
More informationEQE Candidate Support Project (CSP) Frequently Asked Questions - National Offices
EQE Candidate Support Project (CSP) Frequently Asked Questions - National Offices What is the EQE Candidate Support Project (CSP)? What is the distribution of Professional Representatives within EPC member
More informationThe International Coach Federation (ICF) Global Consumer Awareness Study
www.pwc.com The International Coach Federation (ICF) Global Consumer Awareness Study Summary of the Main Regional Results and Variations Fort Worth, Texas Presentation Structure 2 Research Overview 3 Research
More informationHAAGA-HELIA University of Applied Sciences. Education, Research, Business Development
HAAGA-HELIA University of Applied Sciences Education, Research, Business Development Finnish Education System 24 Universities of Applied Sciences 15 Universities Professional Master Degrees 1 1,5 5 4 3
More informationGHSA Global Activities Update. Presentation by Indonesia
GHSA Global Activities Update Presentation by Indonesia as the GHSA chair in 2016 2016 Global Activities JEE Process Action Packages Coordination Jakarta Call for Action A Systemic Network Model : Coordination
More informationProfessional Development and Training for Young Teachers in Russia
Professional Development and Training for Young Teachers in Russia Marina Pinskaya, Alena Ponomareva, Sergey Kosaretsky Received in February 2016 Marina Pinskaya Candidate of Sciences in Pedagogy, Lead
More informationAcademic profession in Europe
Current changes in Finnish academic profession Timo Aarrevaara Professor, HEGOM University of Helsinki Academic profession in Europe The academic profession is a critical part of the future of knowledge-based
More informationDISCUSSION PAPER. In 2006 the population of Iceland was 308 thousand people and 62% live in the capital area.
Increasing Employment of Older Workers through Lifelong Learning Discussion Paper Jón Torfi Jónasson Institute of Social Science Research, University of Iceland Introduction This Peer Review is concerned
More informationSECTION 2 APPENDICES 2A, 2B & 2C. Bachelor of Dental Surgery
Cardiff University College of Biomedical and Life Sciences School of Dentistry Entry 2017 SECTION 2 APPENDICES 2A, 2B & 2C Bachelor of Dental Surgery Admissions Policy for Undergraduate Courses Entry 2017
More informationRethinking Library and Information Studies in Spain: Crossing the boundaries
Rethinking Library and Information Studies in Spain: Crossing the boundaries V IRGINIA O RTIZ- R EPISO U NIVERSIDAD C ARLOS III DE M ADRID D EPARTAMENTO DE B IBLIOTECONOMIA Y D OCUMENTACIÓN Barcelona,
More informationRELATIONS. I. Facts and Trends INTERNATIONAL. II. Profile of Graduates. Placement Report. IV. Recruiting Companies
I. Facts and Trends II. Profile of Graduates III. International Placement Statistics IV. Recruiting Companies mir.ie.edu After the graduation of our 4th intake of the Master in International Relations
More informationSupplementary Report to the HEFCE Higher Education Workforce Framework
Supplementary Report to the HEFCE Higher Education Workforce Framework based on the international Changing Academic Profession (CAP) Study William Locke and Alice Bennion Centre for Higher Education Research
More informationEye Level Education. Program Orientation
Eye Level Education Program Orientation Copyright 2010 Daekyo America, Inc. All Rights Reserved. Eye Level is the key to self-directed learning. We nurture: problem solvers critical thinkers life-long
More informationOCW Global Conference 2009 MONTERREY, MEXICO BY GARY W. MATKIN DEAN, CONTINUING EDUCATION LARRY COOPERMAN DIRECTOR, UC IRVINE OCW
OCW Global Conference 2009 MONTERREY, MEXICO BY GARY W. MATKIN DEAN, CONTINUING EDUCATION LARRY COOPERMAN DIRECTOR, UC IRVINE OCW 200 institutional members in the OCWC Over 8,200 courses posted Over 130
More informationHow to Search for BSU Study Abroad Programs
How to Search for BSU Study Abroad Programs Ways to Research Your BSU Options: Visit our website at http://studyabroad.bsu.edu Browse the print brochures outside of our office Speak to students who have
More informationEducational system gaps in Romania. Roberta Mihaela Stanef *, Alina Magdalena Manole
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scien ce s 93 ( 2013 ) 794 798 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012)
More informationNational Pre Analysis Report. Republic of MACEDONIA. Goce Delcev University Stip
National Pre Analysis Report Republic of MACEDONIA Goce Delcev University Stip The European Commission support for the production of this publication does not constitute an endorsement of the contents
More informationBusiness Students. AACSB Accredited Business Programs
AACSB Accredited Business Programs Business Students Study Abroad Office: 32 Sayre Drive, Coxe Hall, 1 st Floor Phone: 610-758-4877 Fax: 610-758-5156 Website: www.lehigh.edu/studyabroad Email: incis@lehigh.edu
More informationUNIVERSITY AUTONOMY IN EUROPE II
UNIVERSITY AUTONOMY IN EUROPE II THE SCORECARD By Thomas Estermann, Terhi Nokkala & Monika Steinel Copyright 2011 European University Association All rights reserved. This information may be freely used
More informationOECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW
OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW JUNE 2004 CONTENTS I BACKGROUND... 1 1. The thematic review... 1 1.1 The objectives of the OECD thematic review
More informationIAB INTERNATIONAL AUTHORISATION BOARD Doc. IAB-WGA
GROUP A EDUCATION, TRAINING AND QUALIFICATION MINUTES OF THE MEETING HELD ON 28 AUGUST 2006 IN QUÉBEC CANADA 1. Welcome and Apologies Christian AHRENS opened the meeting welcoming everyone. Apologies had
More informationBerkeley International Office Survey
Berkeley International Office Survey 1. What is your gender? Male 64.8% 308 Female 35.2% 167 2. What is your age? 17-20 0.0% 0 21-24 17.9% 85 25-30 56.6% 269 31-35 19.2% 91 36+ 6.3% 30 1 of 40 3. What
More informationCALL FOR PARTICIPANTS
CALL FOR PARTICIPANTS TRAINING OF TRAINERS FOR EUROPEAN ERASMUS+: YOUTH IN ACTION PROJECTS 2017/18 CALL FOR PARTICIPANTS YOU HAVE...already gained experience as a trainer within the field of Non-Formal
More informationInformation needed to facilitate the clarity, transparency and understanding of mitigation contributions
Climate Change Expert Group Paper No.2017(1) Information needed to facilitate the clarity, transparency and understanding of mitigation contributions Sara Moarif (IEA) May 2017 Unclassified COM/ENV/EPOC/IEA/SLT(2017)1
More informationState of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center
State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center XXV meeting of the EQF Advisory Group 4-6 June 2014, Brussels MONTENEGRIN QUALIFICATIONS
More informationNA/2006/17 Annexe-1 Lifelong Learning Programme for Community Action in the Field of Lifelong Learning (Lifelong Learning Programme LLP)
Lifelong Learning Programme for Community Action in the Field of Lifelong Learning (Lifelong Learning Programme LLP) Guide for Applicants 2007-2013 1 First level (page 1) NA/2006/17 A What the LLP offers
More informationFinanciación de las instituciones europeas de educación superior. Funding of European higher education institutions. Resumen
Financiación de las instituciones europeas de educación superior Funding of European higher education institutions 1 Thomas Estermann Head of Unit Governance, Autonomy and Funding European University Association
More informationTarget 2: Connect universities, colleges, secondary schools and primary schools
Target 2: Connect universities, colleges, secondary schools and primary schools with ICTs Target 2: Connect universities, colleges, secondary schools and primary schools with ICTs 1 Introduction Governments
More informationThe Achievement Gap in California: Context, Status, and Approaches for Improvement
The Achievement Gap in California: Context, Status, and Approaches for Improvement Eva L. Baker, EdD - University of California, Los Angeles, Center for Research on Evaluation, Standards, and Student Testing
More informationThe development of ECVET in Europe
European Centre for the Development of Vocational Training WORKING PAPER No 10 The development of ECVET in Europe Luxembourg: Publications Office of the European Union, 2010 The development of ECVET in
More informationPapua New Guinea TEACHERS. Status. Policy Goals. SABER Country Report Setting Clear Expectations for Teachers
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Papua New Guinea TEACHERS Policy Goals 1. Setting Clear Expectations for Teachers While
More informationJames H. Williams, Ed.D. CICE, Hiroshima University George Washington University August 2, 2012
James H. Williams, Ed.D. jhw@gwu.edu CICE, Hiroshima University George Washington University August 2, 2012 Very poor country, but rapidly growing economy Access has improved, especially at primary Lower
More informationOHRA Annual Report FY15
Contents Director s Statement... 3 Our Organization... 4 Institutional Review Board Operations... 5 Quality Improvement Program... 6 Program Metrics... 7 Highlights... 14 2 P a g e Director s Statement
More informationGREAT Britain: Film Brief
GREAT Britain: Film Brief Prepared by Rachel Newton, British Council, 26th April 2012. Overview and aims As part of the UK government s GREAT campaign, Education UK has received funding to promote the
More informationSOCIO-ECONOMIC FACTORS FOR READING PERFORMANCE IN PIRLS: INCOME INEQUALITY AND SEGREGATION BY ACHIEVEMENTS
Tamara I. Petrova, Daniel A. Alexandrov SOCIO-ECONOMIC FACTORS FOR READING PERFORMANCE IN PIRLS: INCOME INEQUALITY AND SEGREGATION BY ACHIEVEMENTS BASIC RESEARCH PROGRAM WORKING PAPERS SERIES: EDUCATION
More informationNorth American Studies (MA)
North American Studies (MA) Master Discover the world at Leiden University Type Language City Master English Leiden Taking an integrated approach to the study of the United States, the MA North American
More informationHARVARD GLOBAL UPDATE. October 1-2, 2014
HARVARD GLOBAL UPDATE October 1-2, 2014 All photos are part of the Office of International Education s annual photography contest and were taken by Harvard undergraduates engaged in study, work, internship,
More informationAmerican University, Washington, DC Webinar for U.S. High School Counselors with Students on F, J, & Diplomatic Visas
American University, Washington, DC Webinar for U.S. High School Counselors with Students on F, J, & Diplomatic Visas Presenter: Evelyn Levinson, Director of International Admissions 2015 NAFSA Award Recipient
More informationJAMK UNIVERSITY OF APPLIED SCIENCES
WELCOME ON EXCHANGE TO JAMK UNIVERSITY OF APPLIED SCIENCES SCHOOL OF TECHNOLOGY WWW.JAMK.FI 1 JYVÄSKYLÄ WHERE? Central Finland in the lake district of Finland 270 kilometres north of Helsinki (capital
More informationCONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS
CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS Introduction Background 1. The Immigration Advisers Licensing Act 2007 (the Act) requires anyone giving advice
More informationTailoring i EW-MFA (Economy-Wide Material Flow Accounting/Analysis) information and indicators
Tailoring i EW-MFA (Economy-Wide Material Flow Accounting/Analysis) information and indicators to developing Asia: increasing research capacity and stimulating policy demand for resource productivity Chika
More informationPEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding
More informationEducational Indicators
Educational Indicators International and national assessments and evaluations in Spain OECD Indicators. Education at a Glance European Objectives 2020. Spanish System of Educational Indicators UNESCO.
More informationInternational Branches
Indian Branches Chandigarh Punjab Haryana Odisha Kolkata Bihar International Branches Bhutan Nepal Philippines Russia South Korea Australia Kyrgyzstan Singapore US Ireland Kazakastan Georgia Czech Republic
More informationSetting the Scene and Getting Inspired
Setting the Scene and Getting Inspired Inclusive Education and Schools Sheldon Shaeffer Save the Children Learning Event Inclusive Education: From Theoretical Concept to Effective Practice Bangkok, Thailand
More informationGrindelwald Tasmania 7277 Australia Tel: ++ (613)
CURRICULUM VITAE Barbara Baird Nationality: First language Home Address: Australian - also EC Passport (Ireland) English 8 Alpine Crescent Grindelwald Tasmania 7277 Australia Tel: ++ (613) 6330 1709 Email
More informationehealth Governance Initiative: Joint Action JA-EHGov & Thematic Network SEHGovIA DELIVERABLE Version: 2.4 Date:
ehealth Governance Initiative: Joint Action JA-EHGov & Thematic Network SEHGovIA DELIVERABLE JA D4.1.1 Strategy & Policy Alignment Documents I WP4 (JA) - Policy Development and Strategy Alignment Version:
More informationMODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF BOLOGNA: ECTS AND THE TUNING APPROACH
EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS): Priorities and challenges for Lithuanian Higher Education Vilnius 27 April 2011 MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF
More information06-07 th September 2012, Constanta Romania th Sept 2012
Cerintele actuale pentru pregatirea specialistilor din industria alimentara din Europa si strategii pentru viitorul acestei cariere - rezultate ale proiectului european fp7 Track Fast Training Requirements
More informationAn Example of an E-learning Solution for an International Curriculum in Manufacturing Strategy
An Example of an E-learning Solution for an International Curriculum in Manufacturing Strategy Asbjørn ROLSTADÅS Norwegian University of Science and Technology, NO-7491 Trondheim, Norway Tel: +47-73593785;
More informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationThe Junior Community in ALICE. Hans Beck for the ALICE collaboration 07/07/2017
The Junior Community in ALICE Hans Beck for the ALICE collaboration 07/07/2017 2 Contents 1. Structure of ALICE & its junior community 2. Juniors activities within their group 3. Impact of juniors beyond
More informationMath Pathways Task Force Recommendations February Background
Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.
More informationTERTIARY EDUCATION BOOM IN EU COUNTRIES: KEY TO ENHANCING COMPETITIVENESS OR A WASTE OF RESOURCES?
Studia Ekonomiczne. Zeszyty Naukowe Uniwersytetu Ekonomicznego w Katowicach ISSN 2083-8611 Nr 271 2016 Uniwersytet Warszawski Wydział Nauk Ekonomicznych Katedra Makroekonomii i Teorii Handlu Zagranicznego
More informationThe University of North Carolina Strategic Plan Online Survey and Public Forums Executive Summary
The University of North Carolina Strategic Plan Online Survey and Public Forums Executive Summary The University of North Carolina General Administration January 5, 2017 Introduction The University of
More informationRECOMMENDED CITATION: Pew Research Center, October, 2014, People in Emerging Markets Catch Up to Advanced Economies in Life Satisfaction
NUMBERS, FACTS AND TRENDS SHAPING THE WORLD FOR RELEASE OCTOBER 30, 2014 FOR FURTHER INFORMATION ON THIS REPORT: Katie Simmons, Senior Researcher Richard Wike, Director, Global Attitudes Research Russ
More informationCooperative Education/Internship Program Report
Cooperative Education/Internship Program Report 2014-2015 Career Services Daytona Beach, FL Campus Embry-Riddle Aeronautical University 1 Contact Information: 600 S. Clyde Morris Boulevard Daytona Beach,
More informationPharmaceutical Medicine as a Specialised Discipline of Medicine
Pharmaceutical Medicine as a Specialised Discipline of Medicine Gerfried K.H. Nell Director, NPC Nell Pharma Connect Austria Slide 1 Pharmaceutical Medicine..is a medical scientific discipline concerned
More informationCalifornia Professional Standards for Education Leaders (CPSELs)
Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element
More informationRECOGNITION OF THE PREVIOUS UNIVERSITY DEGREE
RECOGNITION OF THE PREVIOUS UNIVERSITY DEGREE You must request for the recognition of your bachelor diploma at the Czech University which provides similar study modules. If you studied in economic field,
More informationThe Conference Center. of the Americas. at the Biltmore Hotel. Miami, Florida
The Conference Center of the Americas at the Biltmore Hotel Miami, Florida March 7-8, 2001 B R I E F I N G B O O K Acknowledgments This Briefing Book was prepared by the Partnership for Educational Revitalization
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationInformation Session on Overseas Internships Career Center, SAO, HKUST 1 Dec 2016
Information Session on Overseas Internships 2016-17 Career Center, SAO, HKUST 1 Dec 2016 Agenda Mailing lists subscription Overseas Internship Programs (summer and year-round) Sponsorship Schemes Things
More informationSummary Report. ECVET Agent Exploration Study. Prepared by Meath Partnership February 2015
Summary Report ECVET Agent Exploration Study Prepared by Meath Partnership February 2015 The European Commission support for the production of this publication does not constitute an endorsement of the
More information