Sentences with phrase «education policy makers need»

Here's the bottom line: To make these changes at scale, education policy makers need a new model of system leadership.

Not exact matches

Over the next couple of weeks we will be inviting policy - makers, administrators, and representatives of young German scientists to share with you their opinions on what needs to be done to make the higher education system fit for the 21st century.

Investing in quality education that equips people with the entrepreneurial and employability skills needed to succeed in the 21st century, while ensuring that they are grounded in financial and ethical responsibility, should be a top priority for policy makers and decision makers around the world.

Creating a global network of expertise and knowledge - sharing on ICT in education would serve the needs of three different user communities, namely policy - makers, researchers, and teachers.

According to Andreas Schleicher, Director for Education and Skills at the OECD, Fadel's book, Four - Dimensional Education: The Competencies Learners Need to Succeed, provides a «first of its kind organizing framework of competencies needed for this century which defines «the spaces in which educators, curriculum planners, policy makers and learners can establish WHAT should be learned.»

Education researchers, policy makers and private enterprise agree that, in addition to content knowledge, students in the 21st Century need to acquire particular skills to equip them for a modern world of work, one of which is the ability to think - and think well.

This work, then, benefits advisors, policy makers and leaders of higher education institutions who all have their own bottom - line challenges and need to effectively attract new students.

Education policy makers had, for some time, spoken about the need to involve those who lead schools in raising standards to develop a self - improving system.

We further believe that while education systems should be attuned to the needs of all students, including high - performing students and students raised in middle - and upper - income homes, policy makers must be particularly sensitive to the needs of student groups whose choices have historically been limited by law or by circumstance, including students of color, students raised in low - income homes, students with English language needs, and students with disabilities.

State policy makers and education agencies need to be more responsive to legitimate district concerns about unforeseen inequities arising from the implementation of well - intended government policies.

State policy makers and education agencies should find ways to disseminate the creative initiatives that local districts develop to comply with and exceed state policy expectations and expand on those expectations in light of local needs and priorities.

In the public education debate, HECSE shares critical information policy makers need regarding current preparation challenges, effective preparation and support for highly - qualified personnel, new knowledge about children and youth with disabilities, and effective ways to design appropriate programs, deliver effective content, and monitor student growth.

Education advocates, policy makers, and those who prepare teachers will find it an easier lift to pinpoint the practitioners, schools, and systems that model what we need the next generation of teachers to do and be.

Rick Stiggins is the founder and retired president of the Assessment Training Institute (ATI), a professional development company created and designed to provide teachers, school leaders, policy makers, and communities with the assessment literacy they need to face the assessment challenges that pervade American education today.

It also drew out a number of themes and questions that now need further consideration by those managing and delivering support locally, the local and national policy makers and the wider education community.

Three, TFA has been publicly criticized by teachers» unions, teacher education programs, parents, and policy makers for placing inexperienced and less qualified teachers in the areas of the highest need.

The Fellows engage directly with key education stakeholders and policy makers, shaping and advocating for policies that meet the needs of their students

We need to forge partnerships with our community members, policy makers and local teaching colleges — aligning ourselves to fully support education and learning.

School districts and charter schools — all of public education — need to be partners with parents and policy makers in that endeavor.

It is understandable why federal, state, and local education policy makers may have concluded that academically weak teachers need to know more about the subject they teach and / or the way to teach those subjects and therefore have voted to spend a fortune on professional development.

The Center for Gifted Education (CFGE) is a research and development center providing services to educators, policy makers, graduate students, researchers, and parents in support of the needs of gifted and talented individuals.

At a September 9th convening in honor of CTL's 20th anniversary, educational leaders and policy makers considered what is needed to invent a new future for education over the next 20 years.

Perhaps most heartening to me at the GEII summit was the refrain we heard from national - level education ministers and policy makers around the world: that national policy makers are beginning to catch up to the need for establishing standards for social - emotional competencies in education.

Mental health and education policy - makers may need to provide low - ranking schools with more counselling services and support from mental health professionals; especially in girls» schools.

Ensure high teacher quality in early education with this forward - thinking policy volume - the book decision - makers and administrators need to develop coordinated, effective teacher quality systems.

We are calling on policy - makers across the UK to give every adopted child the right to additional support in school, whenever they need it in their education journey.

This information is valuable for policy makers who need to identify education policy priorities, schools that need to reform curricular and extracurricular practices, and parents who need to adjust their home learning environments and parenting practices.»