Educator organizations call for practitioners, officials or experts to prepare brief (3-4 pages) summaries describing how each item in the drop-down menus below can promote inclusion, equity and effective education that promotes whole child development, a balance among education goals described by the UNESCO Delors Commission (learning to learn, to do, to live together and to be), a broad range of learning opportunities, multiple pathways to graduation and schools as a hub for community programs and agency services.
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iNFLUENCES & iNFlUENCERS
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aCTORS/ eMPLOYEES
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mEDIATING fACTORS
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eLEMENTS & cOMPONENTS
- Official Government Vision - Overview of Government Policy of Priorities - Government Multi-Year Action Plans - Education Ministry Vision - Education Ministry Mission - Education Sector Plans - Stated Education Ministry Priorities - Role of Schools or Youth in other Ministry Mandates School-based or school-linked programs in other ministries - School missions in country context - Core pedagogical foundations - Adoption of a Student Centered approach - Adoption of Student Agency Guidelines - Adoption of eacher/educator agency guidlines - Whole child approach - Equity focus included in education statements on system excellence - Balance in school core purposes - Adoption of breadth of of learning opportunities goal - Balance in required core subjects - Holistic curriculum framework - Mandatory health/ life skills curricula - Reqirement for Extended educational activities - Authorized list of textbooks, resources - Guidelines on Appropriate use of technologies - Generic student competencies - Curriculum standards/objectives - Student achievement standards - Student assessment policies & Procedures - Regular System/program assessments - Multiplre Graduation pathways offered - Support for critical transitions - Early childhood education programs - Early/Head Start Programs - Including special needs students in regular classes - Transition to secondary school - Transition to work programs - Adult education programs - Technical-vocational programs - Out of school/entrance programs - Attendance/ truancy policies - Dropout prevention programs - Structures of levels and grades - Limitations onstreaming of students - Variety of Alternative schools offered - Home schooling policies & requirements - Individual education programs (IEPs) - Initial teacher education & accreditation of ITE programs - Ongoing educator development - Certification Specialized Educators - Certification of other professionals - Support Intersectoral Cooperation - Whole of Government Plan/Approach - School-Agency Coordination Frameworks - Coordination of student services - Minimum school Health & Safety conditions - Evidence-based Partnership models - Inter-ministry agreements - Inter-ministry coordinators - Inter-ministry mechanisms - Joint sector plans - Joint sector reviews - Formal improvement systems - Continuous improvement approach - Comprehensive Monitoring (MREI) systems - Multiple, reliable indicators - Range of reporting activities - Aligned School Admin Handbooks - Aligned data systems (EMIS) - Range of policy-program surveys - Range of reports on children/youth - Periodic composite progress reports - Workforce plans for all employees - Minimum prof. development for all - Accreditation of initial edr. training - Accreditation of training for others - Basic funding levels for system - Appropriate categorical funding - Project funding builds systems - Inter-ministry program funding - Local authority taxation policies - Local school fees policies - Funding of minority schools - Decentralization policies/plans - Autonomy for local systems - Autonomous. professionals plan - Professional codes of conduct - School-based Management Policies - Distributed leadership approach - Delegated monitoring of standards |
sTEPS and pROCESSES
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