Sentences with phrase «of teacher education programmes»

Not exact matches

The formation and testing of teachers being prepared to teach sex education can not reasonably be achieved at a one or two day in - service programme.

abortion as a standard part of health - care provision, insisting on programmes of sex education that promoted a range of sexual activities and downgraded marriage... all this and more gave great cause for concern and brought together a group of doctors, teachers, social workers and others anxious to take some action.

The identification of the right kinds of person to be teachers of sex education is crucial to the success of the programme.

Commenting on the reports in the media that the Secretary of State for Education, Rt Hon Michael Gove MP, is to apologise to Parliament for errors contained in the Government's list of schools to be rebuilt or refurbished under the Building Schools for the Future (BSF) programme, Chris Keates, General Secretary of the NASUWT, the largest teachers» union, said: «The Government's decision to scrap over 700 projects to rebuild or refurbish schools was an unnecessary and disastrous development that history will judge to be bad for children, bad for education and bad for local communities and theEducation, Rt Hon Michael Gove MP, is to apologise to Parliament for errors contained in the Government's list of schools to be rebuilt or refurbished under the Building Schools for the Future (BSF) programme, Chris Keates, General Secretary of the NASUWT, the largest teachers» union, said: «The Government's decision to scrap over 700 projects to rebuild or refurbish schools was an unnecessary and disastrous development that history will judge to be bad for children, bad for education and bad for local communities and theeducation and bad for local communities and the economy.

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.

Commenting on today's speech by the Prime Minister, Christine Blower, General Secretary of the National Union of Teachers, the largest teachers» union said: «Yet again we see the myth being peddled that the academies and Free Schools programmes are the answer to a good education in this Teachers, the largest teachers» union said: «Yet again we see the myth being peddled that the academies and Free Schools programmes are the answer to a good education in this teachers» union said: «Yet again we see the myth being peddled that the academies and Free Schools programmes are the answer to a good education in this country.

A qualified teacher, Morgan went on to play an important role in New Labour's education programme and has since spent three years as Chair of Ofsted.

The incoming President of the National Association of Graduate Teachers (NAGRAT), Angel Carbonu, has appealed to the Ghana Education Service (GES) to reinstate the two head teachers who were sacked for allegedly charging illegal fees under the free SHS prTeachers (NAGRAT), Angel Carbonu, has appealed to the Ghana Education Service (GES) to reinstate the two head teachers who were sacked for allegedly charging illegal fees under the free SHS prteachers who were sacked for allegedly charging illegal fees under the free SHS programme.

The Education Secretary also announced that the Education Workforce Council (EWC), through the establishment of the Initial School Teacher Training Committee (the Board) will accredit individual ITE programmes.

As the recognised event for the latest and most innovative developments in education, the Education Show is a key event for teachers each year, with an extensive programme of free continuing professional development (CPD) and advice from hundreds of leading education peducation, the Education Show is a key event for teachers each year, with an extensive programme of free continuing professional development (CPD) and advice from hundreds of leading education pEducation Show is a key event for teachers each year, with an extensive programme of free continuing professional development (CPD) and advice from hundreds of leading education peducation providers.

Anne Reed, Yorkshire Water's Education Manager, said: «We're delighted to offer schools in East Yorkshire and Humberside the opportunity to take part in our education programme, It's been developed with school teachers to cover the core elements of the Key Stage Two National Curriculum, including numeracy, literacy, geography, science and, of course, wateEducation Manager, said: «We're delighted to offer schools in East Yorkshire and Humberside the opportunity to take part in our education programme, It's been developed with school teachers to cover the core elements of the Key Stage Two National Curriculum, including numeracy, literacy, geography, science and, of course, wateeducation programme, It's been developed with school teachers to cover the core elements of the Key Stage Two National Curriculum, including numeracy, literacy, geography, science and, of course, water.»

Across secondary schools in England, the research shows that 78 per cent of secondary school teachers surveyed by the National Foundation for Education Research say their school offers volunteering programmes to build their pupils» life skills, but just eight per cent of pupils aged 11 - 16 in England and Wales surveyed by Ipsos MORI say they take part in these sorts of extra-curricular activities.

Sir Kevan Collins, chief executive of the Education Endowment Foundation, said: «Evidence is a teachers» greatest ally when it comes to deciding between different programmes or interventions.

In addition to improving students» fluency in the language, the UCL Institute of Education, in collaboration with other providers, aims to have trained at least 100 new qualified Chinese teachers by the end of the programme.

James Noble - Rogers, executive director of the Universities» Council for the Education of Teachers (UCET), said: «Recruitment to secondary programmes is becoming increasingly challenging, and will become more so as pupil numbers go up.

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.

Despite her genuine interest in teaching she failed to get into a teacher education programme at the University of Helsinki.

The team of teacher educators, curriculum designers and education researchers will train teachers in participating schools to deliver a programme of RME lessons during Year 7 and Year 8 using teacher guides and supporting materials for the classroom.

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.

And whether your instrumental tuition programme is run through a system of self - employed individual teachers, or is contracted through a Music Education Hub, make sure you allow for the management of this within the music leader's timetable.

«Discovery Education's programme is contributing enormously to the professional development of our teachers and teaching assistants, helping us to achieve our goal of inspiring pupils and empowering staff to use technology across the curriculum.»

The virtual field trip was provided as part of Alcoa Foundation and Discovery Education's award - winning «Manufacture Your Future» programme and website, which provides teachers, pupils and families with resources and advice to build excitement around careers in advanced manufacturing.

Professor Bette Chambers, director of the Institute for Effective Education, said: «There is increasing demand from the profession for evidence - based programmes and practices to help teachers ensure the success of their pupils.

The initiative has grown rapidly since its origins as a regional programme through the Mayor of London, and the concerns raised by teachers, students, industry professionals and local government during the panel discussion only cements the need to develop computational thinking skills in a more effective way to support a 21st Century education.

The University of Malaya, Malaysia, has been chosen for the «Environmental Citizenship Education Malaysia 2005 - 2015» programme launched in 2005 to raise awareness of environmental issues and sustainability among education stakeholders, including teachers, students, and teacher Education Malaysia 2005 - 2015» programme launched in 2005 to raise awareness of environmental issues and sustainability among education stakeholders, including teachers, students, and teacher education stakeholders, including teachers, students, and teacher trainers.

The National Centre of Computing Education will be supported by a new programme which will train up to 8000 computing teachers on the latest digital skills.

The campaign is supported by the National Literacy Trust and is part of the Premier League Primary Stars education programme, which has already engaged more than 10,000 primary schools and 13,000 teachers in England and Wales.

«I want high - quality professional development to be a fundamental part of a teacher's career and these new programmes — backed by government funding — will give them the skills, confidence, and knowledge they need to provide a world - class education for all children.»

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General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - 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KS3 music teachers across the capital will be taking part in the first cohort of The UK Association for Music Education (Music Mark)'s new CPD programme later today (13th June).

The British Museum has developed a unique programme to assist secondary school teachers in delivering the new financial education requirements as part of the revised national curriculum.

Three programmes to help teachers perform more effectively have been named as winners of the 2014 - 2015 UNESCO - Hamdan bin Rashid Al - Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers, on the recommendation of an international jury of education profesteachers perform more effectively have been named as winners of the 2014 - 2015 UNESCO - Hamdan bin Rashid Al - Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers, on the recommendation of an international jury of education profesTeachers, on the recommendation of an international jury of education professionals.

Whether you complete your initial teacher education (ITE) in a school, university or other setting, your time in the classroom should be an exciting and stimulating part of your ITE programme.

Cat Scutt, Director of Education and Research of the Chartered College of Teaching, said: «Our Chartered Teacher programme sits at the heart of our work to recognise the knowledge, skills and professionalism of teachers.

In a major blow to the Department for Education's workload agenda, the report also reveals that half of school leaders have not engaged with the government's flagship «workload challenge» programme at all, and that only # 91,000 has been spent on programmes to support workload or pupil behaviour — even though these were flagged as key issues to keep teachers in the profession.

Next - Lab closely cooperates with teacher training institutions in order to integrate the inquiry - based science education approach into the curricula of European teacher training programmes.

The programme will include in - school visits, a teacher training programme, and regular monitoring and review sessions over a two year period, with the aim of improving the progress students make, reducing school exclusions, and getting more students staying in education after GCSEs.

Some of you may be undertaking your initial teacher education (ITE) programme wholly in a school via School Direct or Teach First.

Prior to this, Kike was a Senior Education Lead at SSAT, the Schools, Students and Teachers Network, where she led on a number of high profile projects including middle and senior leadership programmes, Teaching Schools and their school improvement framework.

On the one hand, some of her colleagues still regard university education departments as hot - beds of left - wing extremists; on the other, all the evidence suggests that the transfer of initial teacher training numbers to the School Direct programme has all the makings of a crisis in future teacher supply.

Katharine Vincent, programme leader for the secondary PGCE at the Institute for Education, a university which works in partnership with over 500 schools and colleges across London and the south east of England, told Schools Week: «Around the world, the contribution of universities to professional formation of teachers is associated with high quality.

Thirty years ago our school had a designated careers teacher responsible not just for careers advice but for a programme of careers education and guidance (CEG).

And the development of this level of understanding, competence and confidence is the aim of our best Initial Teacher Training programmes — and ongoing teacher education aTeacher Training programmes — and ongoing teacher education ateacher education and CPD.

The National Union of Teachers warned the expansion of the academies and free schools programme was a wrong move that would a two tier education system.

From September 2012, all concurrent (undergraduate) programmes of initial teacher education must be of four years duration and from September 2014, all consecutive (postgraduate) programmes of initial teacher education must be of two years duration.

But Parrett, who appeared alongside former Institute of Education director Chris Husbands, Gatsby Foundation programme manager Jenni French and Ofsted deputy director Joanna Hall at the second evidence session of the committee's inquiry into teacher supply, said the department had not done enough to evaluate how well the scheme worked.

The flexible education programme was written and developed by author Lucy Hawking and publisher Curved House Kids, along with the UK Space Agency and a wonderful team of STEM experts and teachers who helped to make everything as inspiring and as informative as possible.

Espresso Education, which is now Discovery Education, will offer this live stream as the final instalment of the Espresso Coding Summer Camp, a free programme with Coding advice and activities to empower teachers with the knowledge to deliver the new curriculum, and to equip pupils with the critical thinking and problem solving skills necessary to be competitive in the digital age.

The PfP programme offers a variety of benefits for the School Principals, learners, teachers, and the school community: • Improves leadership skills of School Principals • Strengthens communities by building relationships with teachers, learners, parents, Principals and other people and organisations involved at the school • Increases self - esteem of Principals as they re-discover their gifts and capacity to lead the school community • Engages parents as active partners in education so that children are more supported and have a better chance to do well at school • Generates a strong sense of community and connection to the school, which leads to improved safety and improved opportunity for the children of the community.

Our partnership with NILE marks the beginning of our work to develop and promote quality teacher education programmes globally.