Improving and modernising education

Minister of Education, Dr. Nicolette Henry, has shared that the integration of Information and Communication Technology ICT into the education system is key for bridging disparities that exist and for modernising the sector. Cognisant of this, she indicated that a number of initiatives and mechanisms are being implemented to address those gaps. Currently, the local curriculum is going through a process of reform. According to the minister, the current curriculum draws from what was created since in the s and in this rapidly-changing world, reform is overdue — particularly in integrating ICT.

Through this, teachers and students can engage in interactive learning which combines various elements such as multimedia components: videos, audio and photographs with communication technologies, that create a learning space that transcends geographic location.

Due to the disparities that manifest in sectors of the education sector, particularly due to geographic challenges, these smart classrooms are expected to transcend those. In February of this year, youths attending schools within the Upper Takutu-Upper Essequibo Region Region Ninebecome beneficiaries of a smart classroom located within the Lethem Learning Resource centre.

Ignatius to help deliver a concept or part of the curriculum. What can be done is that the teacher in Georgetown can communicate with the teacher and students in Region Nine, through the use of the communication technology such as video calls afforded by the smart classrooms.

As such, Minister Henry said that she made the commitment to take heed of what is happening in other parts of the world and try to improve the local sector. And for her, there must be cognisance that no matter what field or sector of employment you enter, ICT is unavoidable. Exposing children, as young as at the nursery level, and children with special needs to animation is a policy direction the minister said she had explored.

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Meanwhile, in primary schools, children would be exposed to robotics. AI and coding are more technical components and the ministry is still mulling the integration of these; but the minister did allude to this being done at the secondary level.

But it is easier said than done, according to Henry. Since these facets are being integrated into the actual schools curricula, instead of being an extra-curricular or optional activity, much work has to be done. The technical officers of the ministry, according to the minister, have been engaging with other jurisdictions where ICT has been integrated into the school system — even as far as countries such as Singapore and Finland — just to garner an understanding of what has caused these countries to institute ICT successfully in their curricula.

As such, training for teachers will be done during the August vacation, since the minister explained that introducing these facets would also require teachers to be trained and familiar with the content. Ministry of Education, Guyana. All Rights Reserved. Ministry of Education, Guyana Follow us:. Search Go. Read times Last modified on Tuesday, 02 April Include Synonyms Include Dead terms. Peer reviewed Direct link. Journal of Educational Administration and Historyv45 n4 p Since the end of the s, the Norwegian education system has gone through major reform, influenced largely by new managerialist ideas.

Strategies to renew the public sector were promoted as the new public management NPM. This paper investigates the way ideas connected to NPM reforms have been introduced and interpreted in the Norwegian education sector. Based on our studies of selected policy documents from the last two decades, we have identified three areas of discursive struggle.

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The first one is linked to ideologies and the national history of schooling, the second to contested issues of teacher professionalism and the third is associated with strategies for modernising and improving education.

A main argument is that NPM reforms changed direction and sped up when Norway was listed among the "lower-performing" countries according to Programme for International Student Assessment PISA and other international tests. Leadership and accountability became the dominant themes in Norwegian education.Fourteen years ago The George Lucas Educational Foundation was created to celebrate and encourage innovation in schools.

improving and modernising education

Since then we have discovered many creative educators, business leaders, parents, and others who were making positive changes not only from the top down but also from the bottom up.

Since that time we have been telling their stories through our Web site, our documentary films, and Edutopia magazine. Along the way, we listened and learned. Nothing is simple when strengthening and invigorating such a vast and complex institution as our educational system, but common ideas for improvement emerged. We've distilled those into this ten-point credo. In the coming year, we will publish a series of essays that further explores each aspect of this agenda, with the hope that those on the frontlines of education can make them a part of their schools.

Engage : Project-Based Learning Students go beyond the textbook to study complex topics based on real-world issues, such as the water quality in their communities or the history of their town, analyzing information from multiple sources, including the Internet and interviews with experts. Project-based classwork is more demanding than traditional book-based instruction, where students may just memorize facts from a single source. Instead, students utilize original documents and data, mastering principles covered in traditional courses but learning them in more meaningful ways.

Projects can last weeks; multiple projects can cover entire courses. Student work is presented to audiences beyond the teacher, including parents and community groups. Reality Check : At the Clear View Charter School, in Chula Vista, California, fourth- and fifth-grade students collected insect specimens, studied them under an electron microscope via a fiber-optic link to a nearby university, used Internet resources for their reports, and discussed their findings with university entomologists.

Connect : Integrated Studies Studies should enable students to reach across traditional disciplines and explore their relationships, like James Burke described in his book Connections.

History, literature, and art can be interwoven and studied together. Integrated studies enable subjects to be investigated using many forms of knowledge and expression, as literacy skills are expanded beyond the traditional focus on words and numbers to include graphics, color, music, and motion.

Reality Check : Through a national project called Nature Mapping, fourth-grade students in rural Washington learn reading, writing, mathematics, science, and technology use while searching for rare lizards.

Share : Cooperative Learning Working together on project teams and guided by trained teachers, students learn the skills of collaborating, managing emotions, and resolving conflicts in groups. Each member of the team is responsible for learning the subject matter as well as helping teammates to learn. Cooperative learning develops social and emotional skills, providing a valuable foundation for their lives as workers, family members, and citizens.

Reality Check : In Eeva Reeder's tenth-grade geometry class at Mountlake Terrace High School, near Seattle, student teams design "schools of the future" while mentoring with local architects. They manage deadlines and resolve differences to produce models, budgets, and reports far beyond what an individual student could accomplish.

Expand : Comprehensive Assessment Assessment should be expanded beyond simple test scores to instead provide a detailed, continuous profile of student strengths and weaknesses. Teachers, parents, and individual students can closely monitor academic progress and use the assessment to focus on areas that need improvement. Tests should be an opportunity for students to learn from their mistakes, retake the test, and improve their scores. Reality Check: At the Key Learning Community, in Indianapolis, teachers employ written rubrics to assess students' strengths and weaknesses using categories based on Howard Gardner's concept of multiple intelligences, including spatial, musical, and interpersonal skills.

improving and modernising education

Coach : Intellectual and Emotional Guide The most important role for teachers is to coach and guide students through the learning process, giving special attention to nurturing a student's interests and self-confidence.

As technology provides more curricula, teachers can spend less time lecturing entire classes and more time mentoring students as individuals and tutoring them in areas in which they need help or seek additional challenges. Reality Check : Brooklyn fifth-grade teacher Sarah Button uses exercises and simulations from the Resolving Conflict Creatively Program with her students, helping them learn empathy, cooperation, positive expression of feelings, and appreciation of diversity.

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Learn : Teaching as Apprenticeship Preparation for a teaching career should follow the model of apprenticeships, in which novices learn from experienced masters. Student teachers should spend less time in lecture halls learning educational theory and more time in classrooms, working directly with students and master teachers.

Teaching skills should be continually sharpened, with time to take courses, attend conferences, and share lessons and tips with other teachers, online and in person. Reality Check : Online communities such as Middle Web, the Teacher Leaders Network, and the Teachers Network bring novice and expert educators together in a Web-based professional community.

The online mentorship gives novice teachers access to accomplished practitioners eager to strengthen the profession at its roots. Adopt : Technology The intelligent use of technology can transform and improve almost every aspect of school, modernizing the nature of curriculum, student assignments, parental connections, and administration.

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Online curricula now include lesson plans, simulations, and demonstrations for classroom use and review. With online connections, students can share their work and communicate more productively and creatively. Teachers can maintain records and assessments using software tools and stay in close touch with students and families via email and voicemail.

Schools can reduce administrative costs by using technology tools, as other fields have done, and provide more funds for the classroom.A skilled workforce is one of the main assets of the European social and economic model.

Education contributes to boosting economic growth and increase productivity and wages. However, close to 70 million Europeans struggle with basic reading and writing, calculation, and using digital tools in everyday life, while there are new challenges ahead of them concerning the changing job market. Energy transition, digitalisation, technological change, values and critical thinking are among the main challenges to be tackled.

Recent studies show that the ET goals have not been fully reached. There are only At the same time, ETUC member organisations observe inequalities in accessing training to workers at company level, making it difficult for those most in need of training, such as low- and high-skilled workers, to improve their skills, qualifications and therefore wage levels, working conditions and career prospects.

To participate actively in this debate, the ETUC proposes the following demands for the post education and training strategy:. Effective social dialogue on VET to consolidate an efficient governance on vocational training at all levels. According to the Council Recommendation on Upskilling Pathways [3]low-qualified people with low levels of basic skills usually constitute a high proportion of the unemployed in particular long-term unemployed and other vulnerable groups, for instance older workers, economically inactive people and third-country nationals.

It is still more difficult for them to integrate, stay or return in the labour market. Recent studies show that the ET goals [4] have not been fully reached. Inthere were 64 million people, more than a quarter of the EU population agedwho had left initial education and training with at most a lower secondary education qualification.

The European Pillar of Social Rights [5] adopted on 17 November is an essential achievement for a social Europe and for the trade union movement. Its first principle states that " Everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market. When adopting the Social Pillar, the European leaders in Gothenburg put a special emphasis in their discussion on education and training in the future, guided by a European Commission paper on " Strengthening European Identity through Education and Culture - The European Commission's contribution to the Leaders' meeting in Gothenburg, 17 November " [6].

The text sets out the vision of a European Education Area, building on the New Skills Agenda for Europe [7] and the investing in Europe's youth initiatives [8] and underlines that "education is part of the solution to get more people into decent jobs, respond better to the economy's skills needs and strengthen Europe's resilience in a context of the rapid and profound changes induced by the technological revolution and globalisation.

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In line with these challenges the European Commission proposed new benchmarks for the future. Goal 4 of the UN Sustainable Development Goals states that our societies must "ensure inclusive and quality education for all and promote lifelong learning" [9] byfor example by "substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship" and by eliminating gender disparities and discrimination in accessing education in all levels, including adult learning and technical education.

But it is the case only if workers are provided with a right to training, high quality training provisions and if sustainable economic growth can provide quality jobs and apprenticeship positions. Still the challenge is that many initial and continuous vocational education and training provisions are not attractive and do not offer high quality. ETUC resolution: Supporting Workplace Learning to tackle unemployment in Europe [12] underlined that employee training workplace learning is essential in order to provide workers with an opportunity to develop as active citizens, to acquire and update their knowledge, skills and competences and to improve their employability.

Equally it provides employers with skilled workers to boost competitiveness, develop innovation and increase productivity. The European social partners are leading a project on employee training to map our existing systems in Europe, improve social dialogue, and provide capacity building to national social partners.This page contains a limited version of this dossier in the EU Monitor.

This page is also available in a full version containing the legal contextother dossiers related to the dossier at hand, the stakeholders involved e. European Commission directorates-general, European Parliament committees, Council configurations and even individual EU Commissioners and Members of the European Parliamentconsultations relevant to the dossier at hand and finally documents of the European Parliament, the Council of Ministers and the European Commission.

The EU Monitor enables its users to keep track of the European process of lawmaking, focusing on the relevant dossiers.

Big Ideas for Better Schools: Ten Ways to Improve Education

It automatically signals the newly added documents and subsequent meetings in which these are scheduled for discussion or vote. The latest state of affairs is conveniently presented in such a way that a single glance is sufficient to keep informed. Please note This page contains a limited version of this dossier in the EU Monitor. Contents Key information Key dates Related information. Full version EU Monitor. Document Online publication Explanatory memorandum.

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COM News - 16th January However, the Communication shows a degree of scepticism towards the public funding of educationimplying disproportion between the learning outcomes based on the PISA results and level of public funding. A lack of public investment presents a tremendous danger to the inclusion of the socio-economically disadvantaged and translates into fulfilling the financing needs of education through commercialisation which directly results in larger gaps in our societies.

PISA results are often used selectively to justify policy-making, as they in fact do not claim to explain causes and effects of phenomena in education.

improving and modernising education

Like M. Although the focus of the Communication is on schools and higher education, links between formal, non-formal and informal learning, as well as cooperation of schools and higher education institutions with other sectors of educationhave not been sufficiently addressed. Last but not least, it is worth reminding that education cannot tackle socio-economic disparities on its own, as synergies with complementary social and employment policies are a prerequisite for a more sustainable solution.

Additionally, the Platform would like to stress that the following aspects need more attention in the communication and the upcoming school package of the EC:. The Lifelong Learning Platform strongly encourages the EU Member States to take these recommendations on board to ensure commitments to inclusive and quality education become a reality! Download the Statement here…. The future of Europe is a Learning Europe!

Additionally, the Platform would like to stress that the following aspects need more attention in the communication and the upcoming school package of the EC: All actorsincluding children, teachers, school heads, parents and others, need to be involved in the process of modernisation of school education as true school leadership and in order to ensure the relevance of reforms taking place.

Professional and non-professional educators need to be provided quality lifelong training and working conditions to be able to more effectively play their role of preparing future generations for life! The accessibility of early childhood and care needs to be a priority, as nurseries and kindergartens often present a substantial financial burden for manyand in particular for the disadvantaged, which puts children across Europe on an unequal footing from the very start.

Namely, initiatives such as a system-level graduate tracking can be problematic as they can result in higher education programmes and curricula being based on instrumentalised educational outcomes, like wages or employment levels of graduates. Entrepreneurship education is perceived in a quite narrow way, as social projects represent a great opportunity for the youth to acquire entrepreneurial competences.

Social entrepreneurship better matches values taught in school, such as solidarity and team-work, as well as creativity, problem solving and planning, and presenting and defending a project. Therefore, it also better fosters understanding between the education and labour market world. Register to our newsletter.User Username Password Remember me. Abstract Technical and vocational education and training TVET makes a significant contribution to economic competitiveness and welfare in a global knowledge-based economy.

The main challenge for vocational education and training is to meet the changing skills needs of individuals and the world of work in accordance with the principle of lifelong learning. Since the demand for new skilled workers is increasing, and the TVET customer base is constantly diversifying, it is necessary to increase awareness of the key role played by education and training in economic competitiveness and social inclusion.

As in other EU countries, quality assurance in Slovakia plays a decisive role in modernising education and training systems and in improving their performance and attractiveness. These objectives are widely shared by the Ministry of Education of the Slovak Republic. Education and training systems are being modernised and transformed in terms of more effective management systems and quality assurance.

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The paper responds to current situation and deficiencies in the educational system of technical and vocational secondary schools in Slovakia in training of qualified workforce for the local and global labour markets.

Cyril and Methodius in Trnava, Slovakia. Both institutions are characterized by an experienced staff in the field of educational research. The project aims to the development of a model for improving the quality of graduates and job applicants in European labour market.

It focuses on graduates of secondary vocational schools in Slovakia and the acquisition and improvement of their key competences. The pilot stage of the Project deals with theoretical background of quality assurance and specifics of its application in the area of technical and vocational education. In further stage, the project deals with a model for improving the quality of graduates and job applicants, in particular by the application of the elements of the foreign language communication skills improvement, increasing the computer literacy and enhancing the quality of teaching technical and vocational subjects of the target group.

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The importance of clear concise communication is often overlooked by the typical engineer and scientist. Based on the research findings, the paper emphasises the importance of communication skills in training students for technical and engineering professions.

The author provides research findings in analysis of the most common mistakes in preparing PowerPoint slides, and in giving oral presentations. He shows practical outcomes and methodology for proper communication training. The published findings would help teachers of engineering and science subjects to find the way to implement communication and presentation skills into technical subjects, as well as to increase efficiency of their technical presentations in educational process.

Keywords European labour market; key competences; quality system; technical and vocational education; training. Full Text: PDF. Remember me.


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