Educational Policy

The goal of Curriculum Framework was to provide a comprehensive framework on environmental science curriculum for schools, starting from Pre Primary (PP)  class to class XII  with the learning standards in order to facilitate the teaching and learning processes. 

The objectives of the curriculum framework development were
 To improve the EVS course  for classes PP to III
 To strengthen  the  infusion of environmental concepts and practices for classes IV to XII
 To develop a curriculum framework for optional courses on environmental sciences for classes IX to XII

The Curriculum Framework of Environmental Science has been compiled by the Centre for Environment Education (CEE), India with support from Department of Curriculum Research and Development, Ministry of Education, Bhutan and Royal Society for Protection of Nature, Bhutan. This project is funded by Bhutan Trust Fund for Environmental Conservation (BTFEC).

Ο καθοριστικός ρόλος του έργου των εκπαιδευτικών, στο πλαίσιο λειτουργίας του εκπαιδευτικού συστήματος, αναδεικνύει τη σημασία της αξιολόγησης του έργου αυτού. Στην παρούσα εργασία αναλύεται το σχετικό, με την αξιολόγηση του εκπαιδευτικού έργου, θεσμικό πλαίσιο στο ελληνικό εκπαιδευτικό σύστημα, από το 1997 μέχρι
το 2013. Αρχικά, προσδιορίζονται οι συναφείς έννοιες και γίνεται αναφορά στους σκοπούς και τα είδη της αξιολόγησης. Γίνεται αναφορά σε θεμελιώδη θεσμικά κείμενα, καθώς και στις επικρατούσες τάσεις στην Ευρωπαϊκή Ένωση. Ακολουθεί ανάλυση του σχετικού θεσμικού πλαισίου, ανιχνεύονται οι επιδιώξεις του νομοθέτη και αποσαφηνίζεται η εφαρμογή του στην πράξη, επιχειρώντας ταυτόχρονα κριτική προσέγγιση, σχετική με το κάθε νομοθέτημα ξεχωριστά και συνολικά στο τελευταίο μέρος της εργασίας.
Λέξεις κλειδιά: Εκπαιδευτικό έργο, αξιολόγηση, νομοθεσία, σκοποί, κριτική

This publication presents some of the preliminary findings from the Center on Online Learning and Students with Disabilities. The publication highlights emerging trends, outcomes, challenges, and promising practices in online, blended, and digital learning for students with disabilities in K-12 education.

The rollout of rigorous new standards and assessments throughout the country over the last decade has tasked school districts with the responsibility of meeting these challenges equitably across sites. Specifically in math, English language arts, and science, new goals encompass new grade-level content and require new capabilities within these content areas. Despite what may be clear goals, the roadmap for districts to support teachers in their instruction towards these goals has been more nebulous. In Systems for Instructional Improvement, Paul Cobb, Kara Jackson, Erin Henrick, Thomas M. Smith, and the Middle School Mathematics and the Institutional Setting of Teaching (MIST) team propose a pathway for districts to support a coordinated development of ambitious and equitable instruction in response to new state standards. The authors argue that successful efforts towards instructional improvement require the intentional coordination of supports, strategies, and initiatives across the system, namely between district and school leaders as well as classroom teachers. Merging literature on teaching and learning with that of educational policy and leadership, Systems for Instructional Improvement offers district leaders an empirically-based Theory of Action (ToA) across levels, from the classroom to the central office. While the authors' empirical work focuses specifically on supporting the development of ambitious and equitable instruction in middle-grade mathematics across four ethnoracially diverse, traditional public school districts, they also provide a relevant framework applicable to all disciplines. They also provide specific empirical examples related to their practical goal of contributing to the instructional improvement of partnering districts and a broad-level systems analysis that is " relevant to school and district leaders " (p. 228) in the United States. The authors divide Systems for Instructional Improvement into 15 chapters based on the elements of their ToA. In short, the ToA includes three top-level components: (a) a coherent instructional system, (b) school leaders' practices as instructional leaders, and (c) practices from the district office that support school capacity. These top-level components merit (and assuredly have generated) books devoted entirely to each one, but here the authors connect them all together, stressing the importance of their " alignment and coherence " (p. 228). As they note, " no single strategy is, by itself, likely to support instructional improvements that will enable large numbers of students to meet more rigorous learning standards " (p. 3). Privileging a backwards design with student learning at the center, Systems for Instructional Improvement presents an initial overview and outline of the research sites before diving into the coherent instructional system, the first top-level component of the ToA. A visual aid in the Introduction helps organize this multidimensional system. Student learning goals and a vision of high-quality instruction rest in the center, surrounded by three facets: (a) supports for teacher learning, (b) instructional materials and assessments, and (c) supplemental supports for struggling learners. Chapters Four through Eleven address the individual components of these facets, such as pull-out professional development, teacher collaborative time, and supplemental supports. Each chapter includes a discussion of the potentials and limitations of the intervention, a summary of prior research findings, challenges that arose in their partner districts, and areas for future research. Deliberate coordination of these various components becomes a theme threading through these chapters, especially as without this coordination, " teachers feel that they should select the practices that best suit them, thereby undermining the potential of any one form of support [or material] to have a lasting impact " (p. 69).

This position paper aims to raise awareness among educational policymakers, teacher educators, and school leaders around the world about the urgent need to better prepare Early Childhood Education (ECE) teachers in music education. Most countries fail to sufficiently train teachers to meet the music-related expectations of contemporary ECE curricula, which inevitably affects young children’s learning and development. Our first goal is to describe this worrisome reality in depth, based on prior literature. We elaborate on the limited music education (extracurricular, pre-service, and in-service) typically offered to ECE teachers worldwide. We then highlight the negative consequences that result from having a teaching force clearly ill-prepared in this area. Based on studies conducted with pre-service and/or in-service ECE teachers, we summarize what is known about teachers’ learning needs, motivations, and preferences regarding music education. Our second goal is to propose a series of low-cost, sustainable, and easily scalable strategies to strengthen teachers’ preparation. Practical and policy-related potential obstacles are discussed. As final remarks, we urge ECE stakeholders to (a) investigate the specific needs, motivations, and preferences of their local teachers in music education, (b) design and implement responsive training strategies, and (c) examine their impact on teachers and/or children.

Changes in K-12 educational pedagogy might be summarized as a tug-of-war between product, process, and principle-based paradigms. Product-oriented paradigms emphasize outcomes, process-oriented paradigms emphasize approach, and principle-oriented paradigms emphasize concepts. In this paper, we demonstrate pedagogical paradigms that have at times guided the core subjects of mathematics, science, and writing composition and submit that adhering to all three paradigms—product, process, and principle—can lead to a more holistic education. We demonstrate how current standards support this integrated approach. However, there are three key challenges teachers face in applying this idea: perception of standardized tests, public perception, and teacher abilities. We provide recommendations for how these might be addressed.

In every institution in the country, there are countless stories of children being bullied, abused, or maltreated. This can happen inside a school or outside its premises. A child protection policy is a must to protect these children. This study assesses the child protection policy awareness of teachers and the responsiveness of the schools. It also wanted to know the relationship and program implications. The researchers used a descriptive-correlation research design with the survey as the primary data-gathering tool. 146 teachers from seven different schools in a city in Bulacan, Philippines took part in the survey. The study also adopted an instrument from Macatimpag (2018). To analyze the data, the proponents used mean, t-test, ANOVA, and Pearson-r. The results showed that teachers were aware of the Child Protection Policy program of the Department of Education. However, the responsiveness of the schools is not very high. There were significant differences in the results observed in the awareness of teachers and the responsiveness of the schools. In addition, there is a moderate relationship between the awareness of teachers in the Child Protection policy with the responsiveness of the school about the program. Based on the aforementioned findings of the study,the researchers have provided some implications of the study for future references.