...Ministry of Education and Science Stockholm, Sweden The Development of Education National Report of Sweden by The Ministry of Education and Science and The National Agency for Education Spring 2001 2 NATIONAL REPORT ON THE DEVELOPMENT OF EDUCATION – SWEDEN ........................................................................................................3 1 The Swedish education system at the end of the 20th century ..................... 3 1.1 1.2 1.3 1.4 Major reforms and innovations introduced in the education system during the past decade...................................................................................................... 6 Major achievements attained over the past decade ............................................ 16 The lessons learned in the process of changing and reforming education systems............................................................................................................... 21 The main problems and challenges facing national education as we enter the 21st century .................................................................................................. 22 Curriculum development, principles and assumptions ...................................... 24 Changing and adapting educational content ...................................................... 26 2. Educational content and learning strategies for the 21st century ......... 24 2.1 2.2 References..................................................
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...Formerly known as the State Education Office (SEO), the Office of the State Superintendent of Education (OSSE) serves as the District of Columbia’s State Education Agency (SEA) which aims at enhancing educational services and opportunities to meet the life-long learning needs of all District residents by ensuring equitable distribution and availability of administrative, financial, and nutrition resources. The mission of the Office of the State Superintendent of Education (OSSE) is to remove barriers and create pathways for District residents to receive a great education and prepare them for success in college, careers, and life. The Office of the State Superintendent of Education (OSSE) plays many roles in the lives of children, teens, and adults seeking an education in the District of Columbia. The agency sets statewide policies, provides resources and support, and exercises accountability for all public education in DC. DC children and families are guaranteed to receive annual access to well-balanced meals by providing federal reimbursements, training and nutrition education to program participants. Special needs for transportation to school by District children is also provided. OSSE administers programs make a budget programs up to $10,000 in order to fund adult literacy education and college tuition, which is likely to pay the college tuition for any qualified applicant living in the District. The Office of the State Superintendent of Education operates the following 10...
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...themselves, poverty rates in 2012 are very similar to the early 1960s. Social security and Medicaid have reduced the number of seniors living in poverty, but the plight of children has worsened. Several factors have contributed to this problem. As measured by inflation adjusted dollars, wages of low-skill jobs have declined. The number of families headed by unmarried mothers has risen, and large numbers of immigrants with little education have entered the U.S. The combination of these factors have resulted in approximately 20% of our country’s children living in poverty, which is 50% higher than 1969. Historically, the foundational basis for lifting the disenfranchised out of poverty is education. One of the first steps of the civil rights movement was a grassroots movement educating the poor and disenfranchised to a level of literacy that would enable them to register to vote. This strategy was led by Stephen Currier and his wife, Audrey Bruce, the granddaughter of Andrew Mellon, during the early 1960s. Their Taconic Foundation brought the leading civil rights groups together with other foundations including the Stern, Rockefeller, and Norman foundations. The funding to civil rights advocacy associations was matched with volunteers throughout the South who tutored prospective voters in literacy and then sent them back to their own communities to teach others. The Currier’s Taconic Foundation also funded a program in Harlem that had been developed at New York University...
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...Benedictine University MPH 610 – D1B4 Health Policy Developing New Policies: Policy Proposal Suicide Prevention Week Eight N. De Shields Instructor Dr. Yasmin Dada-Jones ABSTRACT This policy proposal attempts to abate the increasing number of suicides in the United States, a survey from 2001 to 2009 list fatal self-injuries span world-wide demographics, male and female, age, ethnic disparity and economic disposition. From 1999 to 2007 the number of suicides in the United States increased from 10.46 to 11.26 per 100,000 people, between ages 10 to 24 it is the 3rd leading cause of death, 2nd leading cause in 24 to 35 year olds and the 10th from all age groups. Globally one in every 40 seconds, 800,000 a year, suicide is absolutely preventable, these are not accidents and 90% sought treatment for mental health prior. Thoughts and ideation are higher among young adults’ ages 18 to 25 years where the greatest attempts are made; among 18 and older 8.3 million report having suicidal thoughts, 2.2 million made plans, 1 in every 25 succeed in committing suicide. Between the ages 15 to 24 years old 100 to 200 attempts are made, 500,000 in the United States seek help in emergency rooms; an estimated 6.5 billion in non-fata, self-inflicted medical cost. The initiative seeks to apply ecological approaches normally dedicated to specialized populations; the approach will intrinsically identify suicide victims through venues and or genres. Public suicide prevention efforts could...
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...Acknowledgements This report would not have been possible without the support of two research assistants, Caroline Scott and Karin Barty. We thank them for their enthusiasm for the project and the many hours they spent searching the literature. The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school for children...
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...Philippine Education For All 2015: Implementation and Challenges I. General Introduction 1. Filipinos have deep regard to for education. Education occupies a central place in Philippine political, economic social and cultural life. It has always been strongly viewed as a pillar of national development and a primary avenue for social and economic mobility. 2. A clear evidence of the value placed on education is the proportion of the national government budget going to the sector. The Department of Education (DepEd), the country’s biggest bureaucracy 1 , is given the highest budget allocation among government agencies each year as required by the 1987 Philippine Constitution.2 3. The 1987 Constitution likewise guarantees the right to education of every Filipino. It provided that, “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.” . 4. The right of every Filipino to quality basic education is further emphasized in Republic Act 9155 or the Governance of Basic Education Act of 2001. Along with Republic Act 6655 or the Free Secondary Education Act, these laws reaffirm the policy of the State to protect and promote the rights of all Filipinos by providing children free and compulsory education in the elementary and high school level. This pertains to six years of free tuition fees for children aged 6 to 11, and free four years of secondary schooling for those aged...
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...Health Advocacy Campaign Childhood obesity is considered one of the major pressing health issues of our century. The rate of childhood obesity has increased alarmingly, with the number of obese children under five globally standing at over 42 million today. Approximately 35 million of obese children are living in the developing countries. According to the World Health Organization (WHO) children who are obese and overweight are very likely to stay obese into their adulthood; further, they stand a high chance of developing non communicable diseases such as diabetes and cardiovascular disease while they are still young (Cheng, 2013). The purpose of this paper is to highlight the gravity of childhood obesity based on statistics and the health effects that the issue has on the children and impacts in the society. Further, the study will develop a health advocacy plan for the problem. Review laws, regulations, and ethical issues that could impact health advocacy plan in regards to childhood obesity. Population Health Issue and Population Affected Childhood obesity has spread to global dimensions and is progressively affecting many low- and middle-income countries, and particularly those that are domiciled in urban settings. In the US alone, one in every five children is obese or overweight; this number is on the rise. Although weight problems can be traced back to the family genealogy, however, this is not all children who come from families that have a known...
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...AP Photo/LisA BiLLings Confronting America’s Childhood Obesity Epidemic How the Health Care Reform Law Will Help Prevent and Reduce Obesity Ellen-Marie Whelan, Lesley Russell, and Sonia Sekhar May 2010 w w w.americanprogress.org Confronting America’s Childhood Obesity Epidemic How the Health Care Reform Law Will Help Prevent and Reduce Obesity Ellen-Marie Whelan, Lesley Russell, and Sonia Sekhar May 2010 Contents 1 Fast Facts on Childhood Obesity 3 Introduction and summary 6 Provisions included in the Patient Protection and Affordable Care Act that address childhood obesity 6 Childhood Obesity Demonstration Project 7 Nutrition labeling 7 Community Transformation Grants 9 Broader measures in the Patient Protection and Affordable Care Act to tackle childhood obesity 9 Prevention and public health 15 Primary care and coordination 18 Community-based Care 20 Maternal and child health 22 Research: Doing what works in obesity prevention 23 Data provisions that will help with tracking and providing improved outcomes to measure obesity prevention 25 What else is needed? 27 Beyond health care 29 Conclusion 30 Appendix: The White House Childhood Obesity Initiative 32 Endnotes 34 About the authors Fast Facts on Childhood Obesity Our nation’s children today are on track to have a lower life expectancy than their parents The obesity epidemic poses serious health problems for children including cardiovascular disease,...
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...Organization/Procedure/Facilities * ------------------------------------------------- Legislator/Staff Information * ------------------------------------------------- Elections & Campaigns * ------------------------------------------------- Redistricting * ------------------------------------------------- Ethics * ------------------------------------------------- Legislative Leaders * ------------------------------------------------- Women's Legislative Network * ------------------------------------------------- International Programs * ------------------------------------------------- Trust for Representative Democracy * ------------------------------------------------- Legislators Back-to-School Program * Issues & Research * ------------------------------------------------- News/Contacts/Overview * ------------------------------------------------- Agriculture/Rural Development * ------------------------------------------------- Banking/Insurance * ------------------------------------------------- Budget/Tax *...
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...Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002)...
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...areaii. The first part of the paper was taken directly from a 1994 presentationi that was intended to provide outside social policy experts (from Latin America in this case) with an overview of the Canadian social policy landscape, particularly of recent trends and possible future directions, mainly from a federal government perspective. At that time, major reform of social security policies was being discussed and I tried to give our visitors some flavour of the background to that reform, with particular emphasis on the i Peter Hicks was with the department of Human Resources Development Canada at the time of the 1994 paper which forms the basis of Part I of the present paper. The following year he left the Government of Canada to join the OECD in Paris. ii Indeed, this is a revised version of an introductory reading that was drafted for use in a 2008 social policy course in the MPA program at the Queens University School of Policy Studies. The students came from different academic backgrounds and I was unable to find an off-the-shelf reading that: a) would quickly introduce them to recent social policy...
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...MINISTERUL EDUCATIEI CERCETARII TINERETULUI SI SPORTULUI CERTIFIED ENGLISH Hillary Diane Rodham Clinton ORADEA, 2012 Hillary Diane Rodham Clinton CONTENTS INTRODUCTION.....................................................................................................4 CHAPTER I: EARLY LIFE AND EDUCATION..................................................5 I.1 EARLY LIFE.....................................................................................................................5 I.2 COLLEGE..........................................................................................................................5 I.3 LAW SCHOOL..................................................................................................................8 CHAPTER II: FAMILY, LIFE AND FIRST LADY OF ARKANSAS............................9 II.1 FROM THE EAST COAST TO ARKANSAS..................................................................9 II.2 EARLY ARKANSAS YEARS........................................................................................10 II.3 LATER ARKANSES YEARS.........................................................................................11 CHAPTER III: FIRST LADY OF THE UNITED STATES............................................13 III.1 ROLE AS A FIRST LADY............................................................................................13 III.2 HEALTH CARE AND OTHER POLICY INITIATIVES.........
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...American International Journal of Contemporary Research Vol. 4 No. 1; January 2014 Kenya’s Social Development Proposals and Challenges: Review of Kenya Vision 2030 First Medium-Term Plan, 2008-2012 Ezekiel Mbitha Mwenzwa Department of Social Sciences Karatina University P. O. Box 1951, Karatina, Kenya. Joseph Akuma Misati Department of Sociology Maasai Mara University P. O. Box 861 20500, Narok, Kenya. Abstract Kenya faces several development challenges including poverty, disease, unemployment, negative civic engagement among others. The development bottlenecks worsened following the introduction of the IMF/World Bank-propelled Structural Adjustment Programmes (SAPs) of the late 1970s and early 1980s. While the SAPs had envisaged benefits, they largely became part of the problem rather than the solution to development in Kenya. Accompanying these were negative civic engagements, particularly, ethnic conflict and political maladministration especially after the re-introduction of multiparty politics in the early 1990s. These drawbacks notwithstanding, development planning went on culminating in the Economic Recovery Strategy for Wealth and Employment Creation (ERSWEC) 2003-2007 in 2002 and its successor, the Kenya Vision 2030 in 2007. While the former was implemented, the latter is on course with the First Five Year Medium-Term Plan running from 2008 to 2012 recently concluded. The blueprint is driven by three pillars, namely; The economic, social and...
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...OAKLAND OAKLAND OAKLAND Consolidated Community Benefit Plan 2012 Kaiser Foundation Hospital – Oakland Northern California Region KAISER FOUNDATION HOSPITAL (KFH)-OAKLAND 280 West MacArthur Boulevard Oakland, CA 94611 (510) 752-1105 The KFH-Oakland service area includes Alameda, Albany, Berkeley, Emeryville, Oakland, and Piedmont. COMMUNITY SNAPSHOT (*county-level data) Total population: Median age:* Average household income:* Percentage living in poverty: Percentage unemployed: Percentage uninsured: 633,114 36.1 $70,217 16.92% 8.92% 14.67% White: Latino: African American: Asian and Pacific Islander: Native American: Other: 32.41% 21.76% 21.12% 19.84% 0.33% 4.55% KEY STATISTICS Year opened: KFH full-time equivalent personnel: KFHP members in KFH service area: 1942 1,884.0 188,929 Total licensed beds: Inpatient days: Emergency room visits: 341 74,218 50,725 KEY LEADERSHIP AT KFH-OAKLAND Nathaniel L. Oubré, Jr. Belia Marshall, RN, MPA Dennis Morris John Loftus, MD Shirley Steinback Julie Hadnot Glenda Monterroza Senior Vice President and Area Manager Chief Operating Officer Area Finance Director Physician in Chief Medical Group Administrator Public Affairs Director Interim Community Benefit/Community Health Manager 227 Consolidated Community Benefit Plan 2012 Kaiser Foundation Hospital – Oakland Northern California Region THE 2010 COMMUNITY HEALTH NEEDS ASSESSMENT SUMMARY AND FINDINGS 2010 COMMUNITY HEALTH NEEDS ASSESSMENT (CHNA) SUMMARY The 2010...
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...INCLUSIVE EDUCATION: CHALENGES AND PROSPECT IN INDIAN PERSPECTIVE ABSTRACT Inclusive education is process of strengthening the capacity of the education system to reach out to all learners, irrespective of their abilities, disabilities, ethnicity, gender and age, and receives quality education. The purpose of the study is to ensure that all children gain access to quality education that will prepare them to contribute to country’s progress. Recommendations to send children with disabilities to mainstream schools were first made in the Sargent Report in 1944 and thereafter the Government of India has created numerous policies around inclusive education since the country’s independence. Despite the promotion of inclusive education, Govt. has focus on inclusive education as being about inclusion in the education system, but not specifically in the mainstream. We have adopted qualitative approach and secondary information on the status of inclusive education obtained from government documents, reports and available literature for the study. The review concludes although India’s remarkable progress to provide inclusive education, there is need to bridge the gaps in education system to build a strong system of inclusive education and must continue to improve the lives of its citizens. The study will help us have holistic perspective with respect to dealing with inclusive education. Keywords: inclusive education, legislation, India Introduction: Inclusion is an educational approach...
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