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This publication briefly describes the philosophy underlying August Martin High School; how it came to be created, the techniques of its community involvement, and its curriculum approaches. Obviously, other school systems will wa...
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This publication briefly describes the philosophy underlying August Martin High School; how it came to be created, the techniques of its community involvement, and its curriculum approaches. Obviously, other school systems will want to look at this institution both as an inspiration and, either in part or in total, as a model that can be duplicated in another locale. The objectives of this publication are to: (1) Develop educators' awareness of the thematic approach to aviation education; (2) Provide guidance for the planning of a thematic aviation education program; (3) Provide an example of a thematic aviation education curriculum; and (4) Provide information for the implementation of a thematic aviation program.
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In May 1997, USAID's Center for Development Information and Evaluation (CDIE)211 launched Focus on Girls: An Evaluation of USAID Programs and Policies in 211 Education. This five-country evaluation seeks to examine the effectivene...
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In May 1997, USAID's Center for Development Information and Evaluation (CDIE)211 launched Focus on Girls: An Evaluation of USAID Programs and Policies in 211 Education. This five-country evaluation seeks to examine the effectiveness and 211 efficiency of USAID policies and programs to increase girls' access to primary 211 education, improve the quality of education they receive, and strengthen primary 211 educational institutions. One of the programs selected for a field study was 211 USAID/Pakistan's Primary Education Development Program. During May 1997, a three-211 person CDIE evaluation team spent three weeks in Pakistan assessing the extent to 211 which PED strategies increased girls' participation and improved the quality of 211 primary education in Balochistan and North-West Frontier Province.
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The Secretary of Education established the Secretary's Awards for OutstandingAdult Education and Literacy Programs in 1985 to recognize excellence in local program services for educationally disadvantaged adults. The recognition p...
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The Secretary of Education established the Secretary's Awards for OutstandingAdult Education and Literacy Programs in 1985 to recognize excellence in local program services for educationally disadvantaged adults. The recognition program has assumed increasing importance as a means of focusing national attention on a range of high quality programs that demonstrate excellence in local communities. Congress, in the 1991 National Literacy Act, called for quality, accountability, and strong coordinated community efforts in laying out amendments to the Adult Education Act. The 1996 awards program highlights these elements.
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The Republic of Guinea has transformed its education system during the 1990s. By211 restructuring the system to emphasize primary schooling and expand school supply, 211 Guinea's government has taken the fundamental step to provid...
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The Republic of Guinea has transformed its education system during the 1990s. By211 restructuring the system to emphasize primary schooling and expand school supply, 211 Guinea's government has taken the fundamental step to providing schooling to the 211 long-neglected majority of its children, especially girls. The country's 211 percentage of school-age girls enrolled in primary school rose from 17 percent in 211 1989 to 37 percent in 1997. Now growing at 16 percent annually, girls' 211 educational participation in Guinea ranks first among African countries for 211 sustained growth. Gender disparity (while still acute) is diminishing, as girls' 211 enrollments grow faster than boys'. But girls still lag behind boys in 211 persistence and achievement. In 1997, only 57 percent of girls versus 73 percent 211 of boys reached the final year of primary school, and 33 percent of girls who sat 211 for the seventh grade entry exam passed, compared with 44 percent of boys. The 211 Guinean government now faces three major challenges to advancing girls' 211 education: (1) responding to the demand created by the awareness campaign, (2) 211 coordinating the successful reform effort, and (3) tailoring its traditional 211 schooling model to better respond to the needs of girls and other vulnerable 211 groups of children by integrating these considerations into mainstream 211 educational services, rather than by emphasizing special projects. The government 211 also must concentrate more on the issue of school quality to improve efficiency 211 and sustainability.
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;Contents: Executive Summary; Presidential Directive; Introduction; Taking211 Responsibility; Starting Early; Strengthening Learning Opportunities in the 211 Classroom; Extending Learning time; Helping students who still Do Not Me...
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;Contents: Executive Summary; Presidential Directive; Introduction; Taking211 Responsibility; Starting Early; Strengthening Learning Opportunities in the 211 Classroom; Extending Learning time; Helping students who still Do Not Meet 211 Standards; Holding Schools Accountable for Performance and Helping them Improve; 211 Conclusion; U.S. Department of Education's Inventory of Resources for Ending 211 Social Promotion; Notes and Bibliography.
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At National Center for Education Statistics (NCES), we are convinced that good data lead to good decisions about education. The Quarterly is part of an overall effort to make reliable data more accessible. Goals include providing ...
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At National Center for Education Statistics (NCES), we are convinced that good data lead to good decisions about education. The Quarterly is part of an overall effort to make reliable data more accessible. Goals include providing a quick way to identify information of interest$ review key facts, figures, and summary information$ and obtain references to detailed data and analyses. The Quarterly gives a comprehensive overview of work done across all parts of NCES. Each issue includes short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. To further stimulate ideas and discussion, each issue also incorporates a message from NCES on an important and timely subject in education statistics$ and a featured topic of enduring importance with invited commentary. A complete annual index of NCES publications will appear in the Winter issue (published each January). Publications in the Quarterly have been technically reviewed for content and statistical accuracy.
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摘要 :
At National Center for Education Statistics (NCES), we are convinced that good data lead to good decisions about education. The Quarterly is part of an overall effort to make reliable data more accessible. Goals include providing ...
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At National Center for Education Statistics (NCES), we are convinced that good data lead to good decisions about education. The Quarterly is part of an overall effort to make reliable data more accessible. Goals include providing a quick way to identify information of interest$ review key facts, figures, and summary information$ and obtain references to detailed data and analyses. The Quarterly gives a comprehensive overview of work done across all parts of NCES. Each issue includes short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. To further stimulate ideas and discussion, each issue also incorporates a message from NCES on an important and timely subject in education statistics$ and a featured topic of enduring importance with invited commentary. A complete annual index of NCES publications will appear in the Winter issue (published each January). Publications in the Quarterly have been technically reviewed for content and statistical accuracy.
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摘要 :
At National Center for Education Statistics (NCES), we are convinced that good data lead to good decisions about education. The Quarterly is part of an overall effort to make reliable data more accessible. Goals include providing ...
展开
At National Center for Education Statistics (NCES), we are convinced that good data lead to good decisions about education. The Quarterly is part of an overall effort to make reliable data more accessible. Goals include providing a quick way to identify information of interest$ review key facts, figures, and summary information$ and obtain references to detailed data and analyses. The Quarterly gives a comprehensive overview of work done across all parts of NCES. Each issue includes short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. To further stimulate ideas and discussion, each issue also incorporates a message from NCES on an important and timely subject in education statistics$ and a featured topic of enduring importance with invited commentary. A complete annual index of NCES publications will appear in the Winter issue (published each January). Publications in the Quarterly have been technically reviewed for content and statistical accuracy.
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