Sentences with phrase «equitable education policy»

We deliver actionable, meaningful research and development that advances the field of educational assessment and evaluation, promotes effective and equitable education policy, and improves evidence - based inferences.

The conference brought community organizers, education researchers, youth, educators, funders, and other stakeholders together to discuss the contributions of community organizing to school improvement and equitable education policy.

Michelle also supports the development and implementation of equitable education policies by conducting original research on indicator systems, parent and family engagement, and education organizing.

Not exact matches

The implementation of the Free SHS policy, President Akufo - Addo, added would mean that Sustainable Development Goal 4, which aims at ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, will be within Ghana's reach by the target date of 2030.

«The President officially launched government's Free SHS policy, making good his resolve to ensure accessible, equitable, quality and life - changing education for every Ghanaian child,» he said.

A research group GEPS (Globalisation, Education and Social Policies) of Autonomous University of Barcelona (UAB) have initiated a petition draft concerning the future developments of UNESCO's Education for All framework, it includes inter alia the following critique: «-LSB-...] efforts that would outsource the role of elected and accountable governments to provide free quality education to the private sector and for profit companies are neither equitable nor democratiEducation and Social Policies) of Autonomous University of Barcelona (UAB) have initiated a petition draft concerning the future developments of UNESCO's Education for All framework, it includes inter alia the following critique: «-LSB-...] efforts that would outsource the role of elected and accountable governments to provide free quality education to the private sector and for profit companies are neither equitable nor democratiEducation for All framework, it includes inter alia the following critique: «-LSB-...] efforts that would outsource the role of elected and accountable governments to provide free quality education to the private sector and for profit companies are neither equitable nor democratieducation to the private sector and for profit companies are neither equitable nor democratic.»

A starting point for building `... more peaceful, equitable and sustainable societies through education» is to wind back policies that entrench inequality in schools.

Many of the individuals who are driving education policy in this country... sent their own children to abundantly financed private schools where class sizes were 16 or less, and yet continue to insist that resources, equitable funding, and class size don't matter — when all the evidence points to the contrary (Haimson, 2009).

Third, I want to use my research to inform policy around early childhood and early intervention programs so that schools become more equitable and accessible for students from their first years of education.

The more I learned about systemic challenges but also opportunities to shape a more equitable education field, the more I wondered whether museum education versus community organizing versus policy work would be the best career pathway for change.

With more than two decades of experience developing pre-K-12 education policy and leading successful advocacy initiatives, Pollitt strengthens NSBA's ability to secure federal policies that ensure all children have access to a quality and equitable public education.

I disagree with the idea that goals have to be the same for all students in order for education to be equitable from a policy standpoint.

In the new issue of Policy Priorities, ASCD explores the significance of early childhood education and details the challenges of expanding access and ensuring equitable services for all children.

His interests include education policy, equitable college access, international education, LGBTQ rights, and project - based learning.

Federal policymakers must strike a balance between federal oversight and local control by working with practitioners and other education stakeholders to select, establish, and enforce effective and equitable school discipline policies.

The four «guiding principles» for the march are: equitable funding for all public school communities; an end to high - stakes testing used for the purpose of student, teacher, and school evaluation; curriculum developed for and by local school communities; and teacher, family, and community leadership in forming public education policies.

Local voices from all communities (both rural and urban) are essential to shaping more equitable education funding policy.

Before teaching, she was the education policy coordinator for a New York state legislator, where she fought for equitable admission policies in high - performing schools on New York City's Lower East Side.

The study issued by the National Education Policy Center strongly doubts the ability of full - time virtual to provide a high - quality, equitable public eEducation Policy Center strongly doubts the ability of full - time virtual to provide a high - quality, equitable public educationeducation.

This week's newsletter focuses on how states are using data and implementing policies to ensure data is used in smart, safe ways to make education equitable for all students.

Here, professional teachers are seen as broadly contributing to the quality of education; they advocate for equitable policies that challenge the status quo, their purview is extended to include debates over the purposes of schooling, and their success is judged on more than students» performance on standardized tests.

KnowledgeWorks local education policy resources and recommendations help local education agencies and policymakers create flexible, equitable policy environments that support innovation and personalized, competency - based education.

Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of race, culture, language, and disability is an urban education issue; (b) how issues of race, culture, language, and disability affect students» and their families» quest for an equitable education; (c) how to advocate for and provide culturally responsive services to racially, culturally, linguistically, and economically diverse students and their families; and (d) the implications of the intersection of race, culture, and disability for urban education practice, research, and policy.

To best inform the policies and practices that drive more equitable education outcomes, DQC's report says, data found in report cards must be useful, meaningful and accessible.

LPI will focus on providing evidence - based research to help education leaders shape policies that support equitable learning opportunities for all children.

Since 2015, the National Education Policy Center Schools of Opportunity project has identified and celebrated public high schools that have resisted the test - focused craze of the No Child Left Behind era and — rather than buckling under the pressure to focus solely on student outcomes — have made it a priority also to create strong and equitable opportunities for all students to learn.

Education and Democracy: This issue looks at civic engagement to understand the ways that educators, students, and communities that support schools involve themselves in politics and policy creation to create and sustain personalized, equitable, and academically challenging schools for all students.

Since 2002, the government has sought to achieve increased and equitable access to quality education at all levels through a variety of policy decisions, initiatives, and programs.

The education plan focuses on four policy priorities: 21st Century learning, highly - effective educators, shared accountability, and equitable and adequate funding.

And as Kevin Welner and William Mathis of University of Colorado at Boulder remind us in this policy memo, what we need is «sustained, fair, adequate and equitable investment in all our children sufficient to provide them their educational birthright...» That will not happen while high stakes testing is driving our education system.

That requires far more than clinging to annual, mass, standardized testing as our most vital means of giving every child access to an equitable education, and if The Times and other testing advocates really can not see past that, then they are not merely shortsighted; they are clinging to damaging and delusional policies.

Our policy paper discusses a critical issue facing our education system: equitable funding for the highest needs schools.

Many of the individuals who are driving education policy in this country, including New York City Mayor Michael Bloomberg, Jeb Bush and Bill Gates, sent their own children to abundantly financed private schools where class sizes were 16 or less, and yet continue to insist that resources, equitable funding, and class size don't matter — when all the evidence points to the contrary.

Both approaches reverse structurally racist policies that have systemically denied marginalized communities of color equitable access to quality education.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

Education: Giving Indigenous people the same equitable education opportunities and outcomes as mainstream Australia, seeking improved numeracy and literacy, create supportive environments with relevant curriculum of accurate Aboriginal history, developed YRC policy and education statements, accessible primary and secondary education and increased numbers of Indigenous Education: Giving Indigenous people the same equitable education opportunities and outcomes as mainstream Australia, seeking improved numeracy and literacy, create supportive environments with relevant curriculum of accurate Aboriginal history, developed YRC policy and education statements, accessible primary and secondary education and increased numbers of Indigenous education opportunities and outcomes as mainstream Australia, seeking improved numeracy and literacy, create supportive environments with relevant curriculum of accurate Aboriginal history, developed YRC policy and education statements, accessible primary and secondary education and increased numbers of Indigenous education statements, accessible primary and secondary education and increased numbers of Indigenous education and increased numbers of Indigenous teachers.

The purpose of this Initiative is to support states in developing, enhancing, and implementing policies to achieve an integrated, high - quailty and equitable PD system that is for all early childhood education professionals working with and on behalf of young children birth through age 8.