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Research suggests more students have experienced more unfinished learning over the last year than ever before. With the COVID-19 pandemic waning, school systems are facing a critical choice about how to respond. Should they use the traditional approach of reviewing all the content students missed, known as remediation? Or should they start with the current grade's content and provide "just-in-time" supports when necessary, known as learning acceleration?New data from Zearn, a nonprofit organization whose online math platform is used by one in four elementary students nationwide, provides one of the first direct comparisons of these two approaches—and compelling new evidence that school systems should make learning acceleration the foundation of their academic strategies next year and beyond.
When it comes to summer—particularly a summer that follows a year of pandemic-induced isolation—parents have three priorities for what they want summer programming to address for their children: their social and emotional health, providing them with physical outdoor activities and helping them discover their passion and purpose.A new, national survey by Arlington, VA-based market research firm Edge Research, in conjunction with Learning Heroes, a nonprofit dedicated to elevating the voice of parents in education, was commissioned by Wallace to explore the unique, differentiated role out-of-school time (OST) programs play in youth development compared with home and school, how parents assess quality in OST programs and the impact of COVID-19 for summer 2021—and beyond.Findings revealed substantial worries among parents about the impact of the COVID-19 pandemic, with many feeling their children are struggling academically, socially and emotionally: 40 percent worried that children were missing out on social connections and friendship; 32 percent about too much screen time; and 26 percent about falling behind academically. Similar concerns were voiced among teachers and OST providers, with teachers most worried about students falling behind academically (39 percent) and OST providers most worried about emotional well-being (26 percent).
Mastercard Foundation, together with a group of strategic partners, has initiated a research project to look at the role of secondary education in preparing African youth for the future of work, with emphasis on ensuring youth acquire the skills, knowledge, and competencies necessary to succeed in a dynamic and globalized labour market.Significant challenges remain in access, quality, and relevance of secondary education in Africa. Given the transformative potential of the growing youth population, the shifts in African labour markets, and the evolving technology and its impact on nature of work — fundamental changes in secondary education are needed to equip young people to be successful in work and in life. Only a small fraction of students in Africa complete university level studies, and with secondary school becoming more accessible, it will increasingly become the main bridge to work for most youth.Rethinking and reforming secondary education, including what young people learn andhow they learn it, is necessary to make education relevant for youth employment orentrepreneurship in a dynamic and globalized labour market.
Educators for Excellence;
This resource shares the results from the second edition of Voices from the Classroom, a nationally representativesurvey by teachers that captures the views and opinions across the country on a wide variety ofeducation issues. The purpose of this survey is to provide decision-makers with key insights from untapped classroomexperts — teachers.
Bank Street College of Education;
This report asserts that every child—regardless of race, income, or opportunity—should have consistent access to high-quality learning experiences from birth and provides a roadmap toward change at scale, including the development of residency programs and improved compensation for the infant/toddler workforce.
HERE to HERE;
Over the past 15 years, New York City has made strong progress in improving education outcomes for students,particularly related to high school graduation and college enrollment. But we still see drastic disparities for youngpeople in the areas of college completion and employment across lines of race, ethnicity, and household income.These inequities have sharpened during recent periods of overall economic growth, highlighting how increasinginequality, gentrification, and community segregation remain persistent challenges to inclusivity and sharedprosperity. This report will discuss how an expansion and enhancement of work-based learning can combatthese trends.
Sillerman Center for the Advancement of Philanthropy;
This brief responds to new funder interest in rural communities and educational opportunity. The brief describes the rural education landscape, highlights longstanding challenges and describes the central role of schools in rural community life. We offer several recommendations for grantmakers.
Open Society Foundations;
The Roma Early Childhood Inclusion (RECI) studies and reports aim to build a comprehensive and detailed picture of the extent of early childhood provision and services, available to Romani families. The studies have been carried out in five countries—Czech Republic, Hungary, Macedonia, Romania and Serbia—and endeavour to identify the major obstacles that Romani families face in accessing high-quality, socially inclusive, early childhood care and education. More generally, the studies and reports deliver data and information about communities that are often ignored or misrepresented by official statistics, government policies, ministerial strategies and plans for spending.As previous studies carried out by Open Society Foundations have shown—No Data—No Progress, 2010—the lack of reliable data hampers any attempt to measure the impact of government or international NGO intervention. Planning services and allocating resources to Romani communities are the consequence of "guesswork" rather than knowledge and careful study. The Roma Early Childhood Inclusion reports present a distillation of the most recent and reliable data to be had, in these circumstances, drawn from the actual communities themselves, through interviews and focus groups. Government strategies, policies and action plans are all assessed in this context; what has been the effect of the initiatives aimed at improving the economic and social position for Romani families, in these countries?This Overview Report draws upon data from the five country studies, carried out by Romani and non-Romani researchers working together, to present what are the themes and topics of most relevance to families and young children in settlements and neighbourhoods across central, eastern and south-eastern Europe. A profound lack of equality of access and services, beset by numerous obstacles, characterizes the overall picture, for Roma. The numbers of Romani children that have access to good quality, early childhood education and care provision or who can participate in community and home-based learning programmes, remains minimal in comparison with the surrounding, majority populations.The desperate need for Romani children to be able to access, at least for two years, high-quality, socially inclusive, early childhood education and care services and benefit from effective home visiting and community-based early childhood development (ECD) programmes, is a particular theme throughout the report. This is a minimum requirement that the partner organizations (UNICEF, Open Society Foundation's Early Childhood Program and Roma Education Fund) advocate for at national and international levels, if progress is to be made in improving education outcomes for Romani children.The scale of the changes that need to be undertaken in order to provide equal opportunity for Romani children and families requires that national governments and international institutions (such as the Council of Europe, the European Commission and the European Union's Parliament) act, following the recommendations that these reports deliver.
Healthy Schools Campaign;
This brief describes the multiple co-benefits of green schoolyards for communities; provides a case study of the Space to Grow model; and offers practical suggestions to policymakers and advocates interested in beginning, expanding and making the case for a green schoolyard initiative.
Convergence Design Lab;
During COVID-19, Spy Hop, a Utah-based youth media organization, effectively engaged several hundred young people in media arts education locally and nationally by swiftly pivoting to a bold experimental virtual approach. This ethnography conducted by Convergence Design Lab reports that while many youth-service organizations furloughed staff and paused operations during COVID-19, Spy Hop adapted to quickly deliver virtual programs to a geographically and age diverse population of youth.The report is a 16 page chronicle that vividly describes the challenges and decision-making process that occurred at Spy Hop between late March and early June 2020. The report finds that Spy Hop succeeded as a direct result of its facility with three particular organizational behaviors and that these behaviors shed light on what collective resilience looks like in action. Specifically, Convergence Design Lab observed Spy Hop:
Convergence Design Lab;
YOUTH WHO TAKE PART IN SPY HOP'S CORE AFTER-SCHOOL CLASSES LEARN DEEPLY. Students push themselves creatively and learn increasingly sophisticated skills in video, audio and music production. In the process, they gain confidence in their abilities and develop identities as creative artists. Spy Hop participants also learn in ways that go well beyond their mastery of a craft. They learn to work as part of a team to solve problems. They learn to think critically and assess their creative choices. They discover that they have a strong voice in their community.These additional skills and insights prepare students for success in whatever career field they choose. What's more, their Spy Hop experience empowers students to become more effective citizens. Youth who complete Spy Hop programming are well positioned to navigate a world of "fake news" and are more civically engaged than their peers.
Scientific Research Publishing;
This paper utilises a qualitative literature review to highlight the shift to learner-centred methodologies in vocational education and training and profile the applications of trauma informed approaches to address learner needs and increase learner inclusion and chances of success. The discussion begins by identifying the need for trauma informed approaches in delivery related to technical and further education and workplace settings. The characteristics of trauma informed training environments are then considered such that the professional development needs of trainers can be established. The paper presents a model competency statement that can be used to develop training programs for trainers working in vocational education and training. The model competency statement, entitled "Utilise trauma informed training practices", can be used as a basis for development of accredited programs, nationally recognised units of competence, professional development programs or any other program related to implementation of trauma informed approaches in an adult training setting.