Sentences with phrase «education attainment for»

Not exact matches

Ann Arbor came in first place for three of these categories, landing it the number 1 spot in «education level» and number 4 in «quality of education & attainment gap.»

While it is well known that a positive relationship exists between educational attainment and earnings for those who are in the labor market, an important part of how education impacts the well - being of families in Kentucky is the access to employment that it provides.

In a statement about the case, a spokesman for the Department for Education, said: «Schools are not allowed to remove pupils from sixth form because of academic attainment once they are enrolled.»

The readings offer four distinct perspectives on the nature and attainment of happiness, each of which will serve as the springboard for the discussion of a different set of issues in relation to the search for human ful llment: participation in public life, self - control and education, the longing for God, and the confrontation of death.

Education must insure that the drive for richness of attainment in the responsive phase never dies out, and that the order and structure of the inheritance in the conformal phase is solid enough to reward and renew the zest for ever expanding adventures.

The report notes that education must prepare the 1.5 million young people who graduate each year from some level of schooling to join their elders in continuous striving for new attainments.

«We will however make available information on best practice and «what works» for improving the attainment of disadvantaged pupils and I am clear that a valuable use of the premium would be schools investing in ways to encourage parents, including of course fathers, to engage in the education of their children.»

Area and individual maternal characteristics included country of residence, ward type, socioeconomic status, ethnicity (defined by Office for National Statistics guidelines and classified for this analysis as British / Irish white3 or of other ethnic origin), maternal age in years at cohort child's birth, level of education (attainment of qualification at GCSE grade G or above), parity (whether cohort child is first live birth), and lone parent status.

By focusing on youth, addressing critical education and health outcomes, organizing collaborative actions and initiatives that support students, and strongly engaging community resources, the WSCC approach offers important opportunities that may improve healthy development and educational attainment for students.

Adamu who was represented by a Director in the Ministry, Mrs. Ajaegbu Cordelia, maintained that the present administration sees Education as key to the achievement of the SDGs hence the commitment of the Federal Ministry of Education to provide leadership in its attainment through promotion of equitable access to primary and secondary education for boys and girls as well as promotion of equitable access to Technical and Vocational EEducation as key to the achievement of the SDGs hence the commitment of the Federal Ministry of Education to provide leadership in its attainment through promotion of equitable access to primary and secondary education for boys and girls as well as promotion of equitable access to Technical and Vocational EEducation to provide leadership in its attainment through promotion of equitable access to primary and secondary education for boys and girls as well as promotion of equitable access to Technical and Vocational Eeducation for boys and girls as well as promotion of equitable access to Technical and Vocational EducationEducation.

A letter signed by the Minister of Finance, Mr Seth Terkper (addressed to the Controller and Accountant - General and copied to all the relevant parties), stated, «Following the attainment of tertiary status by the 37 colleges of education, approval is hereby given for staff of the colleges of education on the Ghana Education Service payroll to be migrated onto the NCTE payroleducation, approval is hereby given for staff of the colleges of education on the Ghana Education Service payroll to be migrated onto the NCTE payroleducation on the Ghana Education Service payroll to be migrated onto the NCTE payrolEducation Service payroll to be migrated onto the NCTE payroll.»

For CIHT members, one of my key aims will be to extend services and champion education and training provision and attainment.

Using the education of Welsh pupils, striving for attainment in some of the most challenged and deprived communities of Britain, as a means to score points off the Labour Party, is a cheap trick which will be seen for what it is by the Welsh people.

«By investing in our education system and providing free school meals for every primary school child, we will remove the stigma attached to free school meals, and improve health and attainment for all children.»

It provides # 300 for every child from a disadvantaged background in a maintained early years education setting to help tackle the attainment gap between richer and poorer pupils which develops from an early age.

With this grant, we are breaking the link between poverty and attainment that has dogged our education system for too long.

An April 2013 report released by the U.K. Higher Education Academy reported lower rates of progression to Ph.D. studies for undergraduates coming from a state high school, or from a family with parents of low educational or professional attainment.

«While education is extremely critical for mastery, higher educational attainment also appears to introduce stressors that can dampen the psychological benefits.»

The commission, which is in the process of formulation, has already done good work to prepare its action plan for attainment of international standards in the quality of education, research, and development.

Our study, along with prior studies, supports the notion that «cognitive reserve» resulting from early - life and lifelong education and cognitive stimulation may be a potent strategy for the primary prevention of dementia in both high - and low - income countries around the world.21 However, it should be noted that the relationships among education, brain biology, and cognitive function are complex and likely multidirectional; for instance, a number of recent population - based studies have shown genetic links with level of educational attainment, 22,23 and with the risk for cognitive decline in later life.24 Higher levels of educational attainment are also associated with health behaviors (eg, physical activity, diet, and smoking), more cognitively - complex occupations, and better access to health care, all of which may play a role in decreasing lifetime dementia risk.

National Quality Forum (NQF) is a nonprofit organization that operates to improve the quality of American healthcare by building consensus on national priorities and goals for performance improvement and working in partnership to achieve them; endorsing national consensus standards for measuring and publicly reporting on performance; and promoting the attainment of national goals through education and outreach programs.

In recognition of attainment against the UK Professional Standards Framework for teaching and learning support in higher education.

They said: «sorting along educational attainment might not reflect a preference for a partner of a certain education level, but rather the fact that many people spend much of their time in the company of others with a similar level of education in school, college, or at work.»

Bolder, Broader Action: Strategies for Closing the Poverty Gap Education Week, May 27, 2011 «We have set the nation's highest standards, been tough on accountability and invested billions in building school capacity, yet we still see a very strong correlation between socioeconomic background and educational achievement and attainment,» writes Senior Lecturer Paul Reville.

A Department for Education spokesman said: «It is encouraging that this report recognises the extent to which the government has been able to narrow the attainment gap between disadvantaged pupils and their peers.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

They reaffirmed the vision of the World Declaration on Education for All (EFA) adopted ten years earlier (Jomtien, Thailand, 1990) and committed to the attainment of six EFA goals, supported by 12 strategies, in order to meet the basic learning needs of all children, youth and adults by 2015.

Meg Hiller, chair of the committee, insists that closing the «attainment gap» for disadvantaged pupils should be «a cornerstone of education policy» and that a failure to close the attainment gap would continue to «pass down through generations».

Indeed, in the face of recent findings by Education Policy institute, which found that 20 of the largest multi-academy trusts (MATs)-- running more than 300 schools — fall «significantly below» the national average for improving pupils» attainment, the importance of self - assessment not just within each school but right across the trust, is perhaps more important than ever before; and goes to the heart of addressing the issues raised in the all - party parliamentary group's (APPG) 21 questions http://www.nga.org.uk/News/NGA-News/Pre-2016/21Q.aspx

Through grants for research, innovation, communication, and evaluation, as well as policy education and leadership development, Lumina Foundation addresses issues that affect access and educational attainment among all students, particularly underserved student groups, including adult learners.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well ‑ being, and better achievement; the culture, ethos and environment of a school influences the health and well - being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

Building upon his past analysis of CCT programs in Bogota, Colombia, Harvard Graduate School of Education economist Felipe Barrera - Osorio has found that these programs — depending on their structure — can increase educational attainment for as many as eight years after the incentives were provided.

The schools that have been created as free schools are extremely diverse, but they are all underpinned by a belief that the best way to raise attainment for all children is by delivering high quality education within the state sector.

Professor Alan Smithers, director of the Centre for Education and Employment at the University of Buckingham, in Britain, argues that no one teacher is ever accountable, but rather a student's «attainment reflects a whole range of teachers».

In October, a Department for Education research report into teacher - performance pay reforms found that, in 98 per cent of schools, all pay progression is related to performance and that 69 per cent of schools use pupils» test attainment to measure a teacher's performance against «the expected national level».

In recent years, that goal has been largely crowded out by an almost exclusive concern with access to school and educational attainment, with less regard for the quality and purpose of education.

The Center for Education Policy Research at Harvard University (CEPR) and the Harvard Graduate School of Education today announced a $ 15 million grant from the Bill & Melinda Gates Foundation to launch a new, national education initiative to help school district and state leaders increase student achievement and attainment through data - informed decision Education Policy Research at Harvard University (CEPR) and the Harvard Graduate School of Education today announced a $ 15 million grant from the Bill & Melinda Gates Foundation to launch a new, national education initiative to help school district and state leaders increase student achievement and attainment through data - informed decision Education today announced a $ 15 million grant from the Bill & Melinda Gates Foundation to launch a new, national education initiative to help school district and state leaders increase student achievement and attainment through data - informed decision education initiative to help school district and state leaders increase student achievement and attainment through data - informed decision - making.

For students to complete their secondary education with such educational attainments is a significant benefit for them both personally and socialFor students to complete their secondary education with such educational attainments is a significant benefit for them both personally and socialfor them both personally and socially.

BET sees outdoor education as crucial to building well - rounded individuals, for resilience, character and teamwork, as well as beneficial for academic attainment.

Not only are there huge opportunities for environmental and financial benefits of energy efficient buildings, but recent studies, including the James Review on the procurement of education buildings, have demonstrated the direct link between the quality of school buildings and academic attainment.

Professor Sonia Blandford, founder and CEO of education charity Achievement for All, which developed and delivers the programme, said: «The UK has one of the widest attainment gaps in education anywhere in the developed world with one - in - five children currently underachieving at school.

Later this week, I will publish the new national improvement framework for education, which focuses firmly on our objective of closing the attainment gap in education.

The qualification conforms to the Department for Education's requirements for Tech Awardsand meets the requirements within the Progress 8 and Attainment 8 performance measures.

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.

WASHINGTON — Asserting that the current education system has produced expectations for student performance that are «simply too low,» a Congressionally mandated panel last week called for high national standards for student achievement and a national system of assessments to gauge their attainment.

I took a leap of faith applying to the education school, and this recognition has been an amazing way to validate my belonging and honor my family's sacrifices for my attainment of higher education.

For example, in Middletown the district saw that their special education population responded better to learning through three - dimensional education resources in biology and experienced a big increase in proficiency attainment, whereas the rest of their student body did not experience those same results.

She added: «Education is, and always will be, a key priority for this government and I passionately believe that the Reading Challenge is an important addition to the investment of # 750 million over the next five years in measures and reforms to close the attainment gap in Scotland.»

According to findings by the Education Policy Institute (EPI), the attainment gap at the end of secondary school for persistently disadvantaged pupils has widened slightly by 0.3 months since 2007.

«The lack of proper careers advice in schools and the sheer complexity of the post-16 education and training system make it particularly difficult for lower income young people to translate their attainment at school into qualifications that are well rewarded in the labour market.