Sentences with phrase «education works programme»

Categories: International comparisons Tags: Education Works programme, IEA, National Foundation for Educational Research, NFER, Northern Ireland, PIRLS, PIRLS 2016, Progress in International Reading Literacy Study Permalink.

Not exact matches

Industry experts are now assigned to work with employers to create training agendas that deliver the skills firms need, while also subsidising education programmes and running campaigns to make the industry more attractive to workers.

Aiming to build a network of 888 franchise and self - owned stores, up from current 55, throughout China, enhanced by consumer education events and loyalty programme, the company has demonstrated to the judges its vibrant team work and its ambitious business growth plan.

We believed this was due to (a) the timings of the sessions, bearing in mind that some dads were in education, training or work; and (b) the name of the programme was not father inclusive.

While living and working in Glasgow I attended embroidery classes in Glasgow School of Art as part of their programme of Continuing Education and from there became a member of «Stranded in Glasgow», a group of Glasgow - based embroiderers.

I still work as a Midwife offering a birth education through a programme called, Birthing For Blokes (@Birthing4Blokes).

I still work as a Midwife offering a birth education through a programme called, Birthing 4 Blokes (@Birthing4Blokes), work and play often merge for me.

[24] A key pillar of Blunkett's work as Education Secretary was the introduction of Sure Start, a government programme which provides services for pre-school children and their families.

The report called on the Ministry of Gender, Children and Social Protection to collaborate with the Ghana Education Service to ensure that head teachers act as first - line managers or supervisors of the programme to complement the work of zonal coordinators.

She said as part of the rebranding exercise of the Technical and Vocational programme, they would work with the Council for Vocational Education Training to expand facilities in all their educational institutions.

There are more than 120 headteachers working under the national leaders in education programme, which already seeks to provide «additional leadership to schools in difficulty».

The UK's Higher Education Funding Councils are working to improve the standards in research degree programmes so that standards for training, supervision arrangements, feedback mechanisms, and induction are brought in to help overcome the most serious problems faced by research students.

The commission is working to tailor higher education programmes to national needs and socio - economic development.

In 2010, the higher education institution received permission to carry out third - cycle programmes in the profile area of Built Environment and in 2012 in the profile Health - promoting Working Life.

The ALLEA Working Group on Science Education functions at the same time as the European Council of the Science Education programme of IAP (InterAcademy Panel, the global network of science academies).

Into Film is building on the work of two former film education charities, FILMCLUB and First Light, to deliver film - based programmes to children and young people across the UK.

She says providers who already have good on - programme delivery are among the least nervous about the changes ahead when it comes in to teaching, learning and assessment - good initial assessment, good advice and guidance, an emphasis on an individual learning plan that encompasses both training and assessment (the mainstays of high quality work - based education, remain to the fore of the reforms.

Work like Zero Carbon Britain has been crucial to informing their education programmes.

Vinson currently works as an assistant programme specialist for education for UNESCO, where she helps coordinate the organization's technical assistance to the country's Ministry of Education, particularly for sector - wide education education for UNESCO, where she helps coordinate the organization's technical assistance to the country's Ministry of Education, particularly for sector - wide education Education, particularly for sector - wide education education planning.

The Department for Education will target its programmes to ensure children get the best start in the early years, to build teaching and leadership capacity in schools, to increase access to university, to strengthen technical pathways for young people, and work with employers to improve young people's access to the right advice and experiences.

Much of its work is designed to help those working in education be at their best through the provision of a free counselling hotline, text, email and coaching support for individuals, a range of products and services including employee assistance programmes for and organisations.

As a provider of free telephone crisis counselling services for individuals working in the sector, and organisational development programmes delivered each year to over 900 schools and colleges, the charity is well versed in the issues currently facing education.

It is an intensive programme that aims to build confidence and motivation in pupils by working closely with them, their families and the schools» existing support service to help the young person get the most out of their education.

This workbook will be of value to any programme that includes employability, work readiness and general careers education.

The Jobcentre Plus Support for Schools programme targets young people ages 12 - 18 who are at particular risk of being out of education, employment or training (NEET) or who face disadvantages when looking for work.

In Jordan, Lebanon, the West Bank and Gaza, UNESCO runs the education programme of the United Nations Reliefand Works Agency for Palestine Refugees (UNRWA), operating nearly 700 schools and three teacher training institutions.

As part of the students» ASDAN course — a curriculum programme and qualification to help young people thrive in 21st century education, work and life — they are finding out how local charities operate and benefit the region, whilst gaining transferable skills that they can use in the world of work and further education.

International trumpet soloist and music education proponent, John Wallace, has recently been working on the scheme with colleagues in Chicago, where the programme has run since 2007.

Additional money will also be provided to Regional Education consortia to undertake a programme of work which will include mapping the Welsh language skills of the workforce; mentoring and school - to - school support, and providing a programme of Welsh language professional learning for practitioners.

Modular Construction Whilst the trial continues in West Sussex, we have seen that the Education Funding Agency (EFA) is also investigating modular / off - site construction to help meet its own programme of works and this can only be helpful to local authorities as scale and quality will surely increase.

Eco-Schools has worked with EDF Energy's education programme, the Pod, since 2009, helping to promote their national energy campaign, Switch Off Fortnight.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

The UNESCO Confucius Prize for Literacy — supported by the Government of the People's Republic of China and dedicated to literacy work benefitting rural populations and out - of - school youth, particularly girls and women — is awarded to laureates in South Africa, India, and Senegal: The South African Department of Basic Education for its Kha Ri Gude Mass Literacy Campaign; the Jan Shikshan Sansthan organization in Kerala, India, for its programme, Vocational Skill Development for Sustainable Development, and the Directorate of Literacy and National Languages in Senegal for its National Education Programme for Illiterate Youth and Adults through ICTs.

In publishing the consultation summary and outlining her proposals for how the new system will work in Wales, Kirsty Williams said: «This Bill is at the heart of our programme to transform the education and support for young people with additional learning needs.

The other is close partnerships between education and the healthcare sector; resulting in relevant learning programmes which embed experiences of work throughout.

Heading up an apprenticeship training programme in Staffordshire Tracey Marson - Holland, Director at Martec Training and Education, has been working with industry leaders and young people for the past 15 years.

The proof of this approach will be seen as increasing numbers of learners move straight from education into employment with those companies they have been working alongside during their programmes.

During June and July next year, nasen, in partnership with the Department for Education (DfE), will deliver a string of Implementation Events around the country where education practitioners, SENCOs, health and social care providers can access free training on the details of «how» to make the required arrangements for children and young people with SEN.. The devil is always in the detail — nasen will be working with up to a dozen outstanding education providers over the next few months will design and produce an implementation support pack for all providers to access and take away from our Implementation Events programme nexEducation (DfE), will deliver a string of Implementation Events around the country where education practitioners, SENCOs, health and social care providers can access free training on the details of «how» to make the required arrangements for children and young people with SEN.. The devil is always in the detail — nasen will be working with up to a dozen outstanding education providers over the next few months will design and produce an implementation support pack for all providers to access and take away from our Implementation Events programme nexeducation practitioners, SENCOs, health and social care providers can access free training on the details of «how» to make the required arrangements for children and young people with SEN.. The devil is always in the detail — nasen will be working with up to a dozen outstanding education providers over the next few months will design and produce an implementation support pack for all providers to access and take away from our Implementation Events programme nexeducation providers over the next few months will design and produce an implementation support pack for all providers to access and take away from our Implementation Events programme next summer.

The Department for Education (DfE) has announced new pilot programmes which aims to boost support for flexible working in the teaching profession.

The organization works alongside the Ministry of Women's Affairs and the Ministry of Higher Education and carries out policy advocacy, counselling and legal support as well as mentorship programmes.

Working with Gateshead College, the PlanBEE (Built Environment Education) group has created a bespoke higher level skills programme that provides budding professionals with study and off - the - job training at the college's construction academy on Team Valley, along with a job working with some of the region's leading comWorking with Gateshead College, the PlanBEE (Built Environment Education) group has created a bespoke higher level skills programme that provides budding professionals with study and off - the - job training at the college's construction academy on Team Valley, along with a job working with some of the region's leading comworking with some of the region's leading companies.

The Department for Education is working with the Li Ka Shing Foundation and the highly respected Stanford Research Institute on a pilot scheme that uses computer programmes to teach maths interactively — for example, showing a race between two people on screen and inviting pupils to plot their time and distance on a graph, then adjust it for variables.

Sinead Rocks, Head of BBC Learning, says: «BBC Learning is pleased to working with the RSC to bring the best of the BBC's programme - making skills and on - screen talent directly into classrooms while reinforcing the BBC's commitment to formal education.

Staff and students at St Mary's will work closely over the coming years to develop inspiring learning programmes, ensuring financial education is achievable and exemplary.

I've worked in music education for over seven years and I've never come across a school programme like this.

We have a long history of working successfully with education providers to combat this problem and have drawn on our expertise in youth based work to develop our new Achieve programme, which is our most flexible provision yet for people of school age.»

Since the inception of the free schools programme, Lara has worked as a specialist property consultant to the Education Funding Agency, finding sites and transacting development deals for new free schools.

Previously a Board Director at Cleanslate Ltd, a development and property consulting company, Lara worked with many of the UK's biggest landowners, agents and developers; prior to that, as Managing Director at Navigant Consulting, Lara specialised in property deals and complex capital investment projects for government education capital programmes.

Speaking to Schools Week at a Westminster Education Forum, Muijs said the Chartered College of Teaching should work with subject associations to develop a professional development programme for each subject.

The careers programme includes careers education sessions, career guidance activities (group work and individual interviews), information and research activities and individual learning activities.