International test results such as those of the OECD have become surrogate measures of the future economic potential of nations, prompting a global education race
between national education systems.
Not exact matches
In many ways the problem was and still is how to provide close representative connections
between local churches and
national policies:
education curriculum, youth work,
national ministries, and international ministries, etc, without the insights of the local churches being filtered through states and regions in a typical connectional
system.
The release of the 2017
National Assessment of Educational Progress (NAEP) in reading and mathematics shows widening gaps
between the highest and lowest achieving students in America, underscoring a continuing need for investment in efforts to make
education systems more equitable.
«The divide
between «refugees welcome» and «refugees not welcome» seems to be a global phenomenon in which refugees are viewed as outsiders and the public
education system is understood as primarily serving
national citizens.»
Given the similarities
between Chile and the U.S. in the cost and structure of their higher
education systems, and the political pressures that made free college a
national issue, examining Chile's experience with gratuidad is likely to be informative for U.S. audiences.
Given the enormous changes taking place in the world, the current
education achievement gap
between low - income and affluent students, and the logical nexus
between a nation's economic strength and the quality of its public
education system, it is incumbent on our country to put in place a
national education strategy.
Achieving those results, however, will require the support of higher
education not only throughout the development of theexams but also into their full implementation.As a first step toward encouraging higher education systems to endorse and base judgments aboutstudents» college readiness on the new assessments, the William and Flora Hewlett Foundationand Lumina Foundation requested the National Center for Higher Education ManagementSystems (NCHEMS) to identify the conditions that help build consensus between K - 12 andpostsecondary systems at a sta
education not only throughout the development of theexams but also into their full implementation.As a first step toward encouraging higher
education systems to endorse and base judgments aboutstudents» college readiness on the new assessments, the William and Flora Hewlett Foundationand Lumina Foundation requested the National Center for Higher Education ManagementSystems (NCHEMS) to identify the conditions that help build consensus between K - 12 andpostsecondary systems at a sta
education systems to endorse and base judgments aboutstudents» college readiness on the new assessments, the William and Flora Hewlett Foundationand Lumina Foundation requested the
National Center for Higher
Education ManagementSystems (NCHEMS) to identify the conditions that help build consensus between K - 12 andpostsecondary systems at a sta
Education ManagementSystems (NCHEMS) to identify the conditions that help build consensus
between K - 12 andpostsecondary
systems at a state level.
Although the observations that follow are based mainly on UK experience, similar trends appear to be emerging across global
education systems: increased public accountability in tandem with greater autonomy for schools; an urgent imperative to close the opportunity gap
between affluent and poorer communities;
national, public or state authority over schools being replaced by stakeholder communities or not - for - profit mission - driven organisations impatient with endemic failures of the status quo.
«With more than 100 schools and 13 networks now engaged in the programme, involving schools of every character and context, Aspire is now well on its way to becoming established as a
national school improvement movement, reflecting the power of research and evidence to guide in - school practice, building collaboration and trust
between schools, and investing in the development of the current and prospective leaders that are so critical to the future health of our
education system.»
Children at Risk in the Child Welfare
System: Collaborations to Promote School Readiness: Final Report (PDF - 1188 KB) Catherine E. Cutler Institute for Child and Family Policy & Oldham Innovative Research (2009) Provides an analysis of data from the National Survey of Child and Adolescent Well - being as well as a case study in Colorado involving interviews with key stakeholders and statewide surveys of caseworkers and foster parents to examine how collaborations between the child welfare, early intervention / preschool special education and early care and education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfare s
System: Collaborations to Promote School Readiness: Final Report (PDF - 1188 KB) Catherine E. Cutler Institute for Child and Family Policy & Oldham Innovative Research (2009) Provides an analysis of data from the
National Survey of Child and Adolescent Well - being as well as a case study in Colorado involving interviews with key stakeholders and statewide surveys of caseworkers and foster parents to examine how collaborations
between the child welfare, early intervention / preschool special
education and early care and
education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfare
systemsystem.