While enrolment in tertiary education has increased dramatically over the past decades, many university-aged students do not enrol, nor do they expect to earn a university degree. While it is important to promote high expectations for further education, it is equally important to ensure that students’ expectations are well-aligned with their actual abilities. Grade Expectations: How Marks and Education Policies Shape Students' Ambitions reveals some of the factors that influence students’ thinking about further education. The report also suggests what teachers and education policy makers can do to ensure that more students have the skills, as well as the motivation, to succeed in higher education. In 2009, students in 21 PISA-participating countries and economies were asked about their expected educational attainment. An analysis of PISA data finds that students who expect to earn a university degree show significantly better performance in math and reading when compared to students who do not expect to earn such a university degree. However, performance is only one of the factors that determine expectations. On average across most countries and economies, girls and socio-economically advantaged students tend to hold more ambitious expectations than boys and disadvantaged students who perform just as well; and students with higher school marks are more likely to expect to earn a university degree – regardless of what those marks really measure.

Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location. For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions. For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

The sample for the Global Education Policy Dashboard in SLE was based in part on a previous sample of 260 schools which were part of an early EGRA study. Details from the sampling for that study are quoted below. An additional booster sample of 40 schools was chosen to be representative of smaller schools of less than 30 learners.

EGRA Details:

"The sampling frame began with the 2019 Annual School Census (ASC) list of primary schools as provided by UNICEF/MBSSE where the sample of 260 schools for this study were obtained from an initial list of 7,154 primary schools. Only schools that meet a pre-defined selection criteria were eligible for sampling.

To achieve the recommended sample size of 10 learners per grade, schools that had an enrolment of at least 30 learners in Grade 2 in 2019 were considered. To achieve a high level of confidence in the findings and generate enough data for analysis, the selection criteria only considered schools that: • had an enrolment of at least 30 learners in grade 1; and • had an active grade 4 in 2019 (enrolment not zero)

The sample was taken from a population of 4,597 primary schools that met the eligibility criteria above, representing 64.3% of all the 7,154 primary schools in Sierra Leone (as per the 2019 school census). Schools with higher numbers of learners were purposefully selected to ensure the sample size could be met in each site.

As a result, a sample of 260 schools were drawn using proportional to size allocation with simple random sampling without replacement in each stratum. In the population, there were 16 districts and five school ownership categories (community, government, mission/religious, private and others). A total of 63 strata were made by forming combinations of the 16 districts and school ownership categories. In each stratum, a sample size was computed proportional to the total population and samples were drawn randomly without replacement. Drawing from other EGRA/EGMA studies conducted by Montrose in the past, a backup sample of up to 78 schools (30% of the sample population) with which enumerator teams can replace sample schools was also be drawn.

In the distribution of sampled schools by ownership, majority of the sampled schools are owned by mission/religious group (62.7%, n=163) followed by the government owned schools at 18.5% (n=48). Additionally, in school distribution by district, majority of the sampled schools (54%) were found in Bo, Kambia, Kenema, Kono, Port Loko and Kailahun districts. Refer to annex 9. for details on the population and sample distribution by district."

Because of the restriction that at least 30 learners were available in Grade 2, we chose to add an additional 40 schools to the sample from among smaller schools, with between 3 and 30 grade 2 students. The objective of this supplement was to make the sample more nationally representative, as the restriction reduced the sampling frame for the EGRA/EGMA sample by over 1,500 schools from 7,154 to 4,597.

The 40 schools were chosen in a manner consistent with the original set of EGRA/EGMA schools. The 16 districts formed the strata. In each stratum, the number of schools selected were proportional to the total population of the stratum, and within stratum schools were chosen with probability proportional to size.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below: - School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey

This article provides an assessment of the legal framework built during the social isolation phase of the COVID-19 pandemic, by the Federal Government and the State Government of Roraima, regarding the provision of Emergency Remote Teaching (ERE). This is a research with a qualitative approach, developed through document analysis and bibliographical research, with the selection and categorization of all educational regulations issued by the Union and the state of Roraima in the years 2020 and 2021, as well as articles that deal with of the theme of ERE in the Scielo database and in the Capes Catalog of Theses and Dissertations. The normative instruments that sought to guarantee the right to education of children, young people and adults in basic education when school attendance was prohibited were highlighted. Among the main conclusions, it was found that the lack of infrastructure and technological knowledge of school communities were obstacles, as the bibliography shows, even though legally there was a significant effort from the Roraima Government, to guarantee autonomy to schools in offering ERE.

Further studies...................................

ABSTRACT: Public policies are based on diagnoses of reality that, with some frequency, use social indicators and administrative records. The success of public action and of diagnostic tools depends, among other things, on an adequate definition of the phenomenon to be addressed. This article aims to problematize the current and official definition of dropout in higher education used by INEP/MEC, based on its guiding document "Methodology for Calculating Flow Indicators in Higher Education" of 2017, and point out its limits and implications. To achieve success, a documentary research was mobilized, bifurcated in methods of document analysis for government texts and data analysis for the Census of Higher Education. For the presentation of the reflections, it was opted, initially, to point out the importance dropout has in several public policies for higher education. Later on, there is the actual analysis of the subject of this article. The results achieved signal the presence of limits in the ability to express the phenomenon and, consequently, to instrumentalize public policies appropriate to the public problem, especially because the current definition does not deal with the motivations, ignores the re-entries by considering the dropout as an act always terminative, does not commit to a longitudinal analysis and does not adequately dialogue with the purposes of higher education established by the Law of Directives and Bases.

• The Ministry of the Interior and Safety publishes the 'Administrative Safety Statistical Yearbook' every year by compiling statistical data from the headquarters of the Ministry of the Interior and Safety and its affiliated organizations in accordance with the 'Ministry of the Interior and Safety Statistics Management Regulations'. - The statistical information by field included in the 'Administrative Safety Statistical Yearbook' is provided as an open API so that it can be used in various fields in both the public and private sectors. - The open API in question is the statistics on 'Local Autonomy Human Resources Development Institute General Education' among 'Others' included in the 'Administrative Safety Statistical Yearbook'. It provides general education statistical information such as the number of courses, sessions, and participants for each long-term education, basic education, specialized policy education, and other education. - In addition, the 'Administrative Safety Statistical Yearbook' can be downloaded in PDF format from the Ministry of the Interior and Safety website at Policy Data > Statistics > Statistical Yearbook/Statistics by Subject.

The Government Education Market size was valued at USD 655.66 billion in 2023 and is projected to reach USD 2063.93 billion by 2032, exhibiting a CAGR of 17.8 % during the forecasts period. The government education market focuses on the segment which implies that public bodies, their activities, and initiatives are targeted at providing educational services. Some of them are financing educational courses and programs, establishing norms, and controlling the activities within the scope of education for its quality and availability. It covers both the general as well as the specifics of curricula and teachers’ training, infrastructural development, and the incorporation of various technologies into educational processes in primary, secondary, and post-secondary education. It has pointed at the tendency of digital learning environment, quite a focus on STEM learning, alongside with development of vocation and lifelong learning. It is spurred by different policies that seek to improve learners’ performance, equity and shortage of human capital, national development, and global competitiveness in the workforce and technology. Recent developments include: In November 2023, Salesforce, Inc., an American cloud-based software company, announced its collaboration with the Ministry of Education to provide Salesforce skills training to one lakh students in India over the next three years. The program will deliver industry-relevant course content recognized by the National Occupation Standard. Additionally, it will incorporate "train-the-trainer" sessions for mentorship and educator opportunities and facilitate employment connections with Salesforce partners and customers seeking to recruit skilled talent. , In September 2023, a collaborative initiative titled "Education to Entrepreneurship: Empowering Students, Educators, and Entrepreneurs" was introduced jointly by the Ministry of Education, the Ministry of Skill Development & Entrepreneurship, and Meta, an American multinational technology conglomerate. This initiative is designed to foster the journey from education to entrepreneurship. The main goal of this initiative is to encourage and support young individuals in transforming their educational foundations into flourishing enterprises. , In May 2023, a memorandum of understanding was signed between the National Aeronautics and Space Administration (NASA) and the U.S. Department of Education. The agreement specifically focuses on initiatives aimed at widening access to high-quality education in science, technology, engineering, and math (STEM), along with space education, for students and schools throughout the U.S. .

ABSTRACT: We present the data of a state of knowledge review study over research on the implementation of educational policies and programs published in Brazilian Public Policy journals. Two questions conducted the particular goals of this analysis: whether educational policies and programs have been represented as research objects in studies of implementation in the field of Public Policies and what the main approaches are used by researchers in the area during these investigations. This is a documentary and bibliographic work, comprising a survey of articles published in national journals qualified in the A1 class of Qualis Periodicals (Capes) in the areas of Political Science, Sociology, and Public Administration. The main results indicate that, although still poorly studied, when compared to policies in the area of health and social assistance, the implementation of educational policies and programs has grown among the objects of research in the field of Public Policies. Results also indicate two inclinations among these studies: those that are produced while tied to theoretical and conceptual references in the field of Public Policy and others that do not present interaction with this field, from the theoretical-conceptual point of view.

Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location.

For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions.

For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

Overall, we draw a sample of 300 public schools from each of the regions of Ethiopia. As a comparison to the total number of schools in Ethiopia, this consistutes an approximately 1% sample. Because of the large size of the country, and because there can be very large distances between Woredas within the same region, we chose a cluster sampling approach. In this approach, 100 Woredas were chosen with probability proportional to 4th grade size. Then within each Woreda two rural and one urban school were chosen with probability proportional to 4th grade size.

Because of conflict in the Tigray region, an initial set of 12 schools that were selected had to be trimmed to 6 schools in Tigray. These six schools were then distributed to other regions in Ethiopia.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below:

• School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey questions.

• Survey of Public Officials: The Survey of Public Officials collects information about the capacity and orientation of the bureaucracy, as well as political factors affecting education outcomes. This survey is a streamlined and education-focused version of the civil-servant surveys that the Bureaucracy Lab (a joint initiative of the Governance Global Practice and the Development Impact Evaluation unit of the World Bank) has implemented in several countries. The survey includes questions about technical and leadership skills, work environment, stakeholder engagement, impartial decision-making, and attitudes and behaviors. The survey takes 30-45 minutes per public official and is used to interview Ministry of Education officials working at the central, regional, and district levels in each country.

Sampling error estimates

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level.

The school students are facing mental health issues, and their performance is not improving in China. Health education policies are not implemented at the school level in China. However, scholars focus on college students’ health education, but the school student is neglected. The research’s primary objective is to answer the question: What is the impact of health education on the psychological well-being of school students? A sample of 549 10th grade students is collected from China’s public and private sector institutes. The partial least square–structural equation modelling (PLS-SEM) is employed to analyze the data. The outcomes highlighted that the impact of health education is significant on the psychological well-being of school students in China. Furthermore, the study introduced that the moderating role of sustainable health exercise and sports participation is critical as it positively influences the relationship between health education and psychological wellbeing. This research improves literature as the novel contribution are highlighted in theory. Furthermore, the government education policies must be reframed under the light of this research’ findings to improve students’ health.

【リソース】Foreward / / AN INTRODUCTION POSTWAR EDUCATIONAL REFORM IN RETROSPECT / 1 The End of the War and Toward the Restoration of Education / 2 An Ideal of the Constitution and the Fundamental Law of Education / 1 Improvement of the Educational System after Peace and Independence / 2 Japan's Economic Growth and Education / 3 A Quarter of a Century since Postwar Educational Reform / 1 Qualitative Improvement and Enhancement of Education / 2 Improvement of Curriculum / 3 Kindergarten Education and Promotion of Special Education / 4 Enhancement of the Qualifications and Abilities of Teachers / 1 National Council on Educational Reform and the Process of its Reform / 2 Inauguration of National Commission on Educational Reform / Section 1: Present State of Education in Japan / Section 2: Perspective of Educational Reform / 1 Fostering Japanese People with a Rich Sense of Humanity / 2 Develop the Talent of Individuals and Foster Creative Individuals / 3 Create New Schools for the New Age / Section 3: Promotion of the Education Reform Plan for the 21st Century / Section 4: Formulation of the Basic Promotion Plan for Education and Consideration of the New Fundamental Law of Education / 1 Life of Children / 2 Current State of Problem Behavior by Students / 3 Recent Juvenile Delinquency and Crimes Victimizing Young People / 1 Basic Approach to Policy Measures / 2 Outlines of Policy Measures and Problems Involved / 3 Future Issues and Challenges / Section 1: Present State of Learning and Academic Ability for the Future / 1 Research on Curriculum / 2 International Research on Mathematics and Science Education / 3 PISA by OECD / 4 Survey on Attitudes to School Education / 1 Fundamental Ideas of New Courses of Study / 2 Outline of the New Courses of Study / 3 Realizing the Aim of the New Courses of Study / 3_1 Basic Idea / 3_2 Outline of Measures and Issues / 4-1 Basic Idea / 4_2 Outline of Measures and Issues / Chapter4 SCHOOL-BUILDING FOR THE NEW TIMES / 1 Independent and Active Local Educational Administration / 2 Establishment of School Autonomy and Self-discipline / 2_1 Basic Idea / 2 Outline of Measures / 3 For Further Improvements of the Quality of Teachers / Chapter5 BUILDING A DISTINGUISHED UNIVERSITY IN THE TIMES OF INTELLECT / (1) More Flexible Structure of Educational and Research System / (2) Turning National Universities into Newly Independent Administrative Institutions / (1) Self-monitoring and Self-evaluation / (2) Reorganization of National Institution for Academic Degrees for University Evaluation / (3) Establishment of a Multiple Evaluation System / 3 More Job Mobility among Teachers, etc. / 1_1 Basic Concepts / 2 New Developments / 2_1 Basic Concepts / 2 Situation Concerning the Promotion of Principal Measures / Chapter7 NEW INITIATIVE FOR EDUCATIONAL REFORM TAKEN BY LOCAL COMMUNITIES / Section 1: Programs by the National Government / 1 Programs Initiated by Local Governments / 2 Initiatives for Educational Reform from Citizens / 1 Educational Reform Developments in Foreign Countries / 2 Background to Educational Reform / 3 Objectives of Educational Reform / 1 Lifelong Learning / 2 Elementary and Secondary Education / 3 Higher Education / 4 Informatization of Education / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】スポーツ / 教育 / 文化 / 白書_年次報告

This paper reviews the literature and proposes a latest fastest and cheaper ways of imparting universal quality education at primary school level in developing countries. Literature review shows that blending of e-tools in present way of learning is helpful in improving the standard of education at national and international level. At present time, different ways of learning are available in the world, like: virtual universities, distant education, privately appearing in examinations, online papers etc. According to MDGs report, Goal 2 is: Achieve Universal Primary Education: Ensure that all the boys and girls complete primary school by 2015. It is found that the education and training systems of all the nations make vulnerable the future of millions of the children and of the nation itself. In developing countries villages where schools are available, enrolments are there, in spite of that there is no productivity because there something is lacking in teachers and society. Efforts made by government and donors agencies are encouraging but not enough; it is also found that with available resources by proper innovation and blending with information technology productivity can be improved, so for this a model is proposed , which will be helpful to meet the MDG-2.

【リソース】Foreward / / 1. Expansion of Access to Education / 2. Qualitative Improvement of Education / 3. Movement of Educational Reform / 1. Social Changes and Situation of Children's Lives / 2. Issues of School Education / Chapter 2 Towards Advancement of "Academic Ability" / Section 1 The Kind of "Academic Ability" We Should Strive for Now / 1. ResultsofPreviousStudies / 2. Results of Research on the Curriculum / 3. Roundup and Evaluation of Various Research Results / 1. The new Courses of Study which aims to develop "Academic Ability" / 2. Change to Evaluation Based on How Far the Objectives Have Been Achieved / 1. Efforts by the Ministry of Education, Culture, Sports, Science and Technology / 2. Efforts in Each Schools / Section 5 Toward better curriculum standards / (1) Improvement of experimental schools system / (2) Basic research at the Curriculum Research Center of the National Institute for Educational Policy Research / (3) Permanent organization for curriculum development / Chapter 3 For the Cultivation of "Richness in Mind" / 1. Social Background / 2. To Cultivate "Rich Humanity" / 1. State of Minds and Lives of Children / 2. Growing concerns over the present state of violence, bullying, non-attendance at school, etc. / 1. Fundamental Concept of Measures / 2. Description of the Measures / 1. Improving Qualities and Abilities of Teachers through Integration of Three Factors: Teacher-Training System at University, Recruitment, and In-service Training / 2. Performance Assessments of Teachers and Treatment Which Reflects Their Efforts / 3. Strict Responses to Teachers with Problems in Teaching / 4. Utilization of Excellent Human Resources through Promotion of Participation of Working People / 1. The Establishment of Open Schools - To Achieve Accountability - / 2. Changing Board of Education - Development of the Community-based Education Administration - / 3. Reform of the Compulsory Education System Funded by Tax Revenues and Other Related Systems / 4. Diversifying School Education and Schools in the New Era / 1. Making School Facilities Safer / 2. Crisis Management and Safety Measures of Schools / COLUMN 1 / < Survey on efforts to promote Moral Education > / COLUMN 2 / COLUMN 3 / COLUMN 4 / COLUMN 5 / COLUMN 6 / COLUMN 7 / COLUMN 8 / COLUMN 9 / A Case Introduction_1 / A Case Introduction_2 / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】white_paper and annual_report / スポーツ / 教育 / 文化 / 白書_年次報告

This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA).

This study forms part of the teams Reform Area B workstream that focusses on decentralisation and district innovations through four specially selected innovative districts that will be used as "learning laboratories" to generate findings. In each district, the team studies a particular system innovation and its impact on learning outcomes. Some of these innovations are co-designed with the district government.

Over the past three decades a reform movement bent on improving schools and educational outcomes through standards-based accountability systems and market-like competitive pressures has dominated policy debates. Many have examined reform policies’ effects on academic outcomes, but few have explored these policies’ influence on citizens' political orientations. In this study, using data from an original survey, I examine whether and how No Child Left Behind’s (NCLB) accountability-based architecture influences parents’ attitudes toward government and federal involvement in education. I find little evidence that diversity in parents’ lived policy experiences shapes their political orientations. However, the results of a survey experiment suggest that information linking school experience to policy and government action may increase parents’ confidence in their ability to contribute to the political process. Understanding whether and under what conditions parents use public school experiences to inform orientations toward government can inform the design of future reforms.

This policy outlines the requirements for registration as an Education Authority. The policy applies only to the formal stream of education particularly the care facilities, pre-schools, primary and secondary schools: government-funded, government-assisted and private schools.

The Educational Services sector comprises 13 subsectors of the US economy, ranging from public schools to testing and educational support services. Primary, secondary and postsecondary schools alone generate 92.0% of the sector's revenue. Most of these institutions rely entirely on government funding, and nearly three-quarters of the educational services revenue comes from public schools and public universities. Accordingly, strong federal, state and local support for all levels of education has driven revenue upward over the past five years. Expanding discretionary budgets made private schools and higher education more affordable for students and parents, but the Trump administration's changing policies have brought new complications. Still, substantial funding and skyrocketing investment returns for private nonprofit universities have elevated revenue. Revenue has climbed at a CAGR of 4.6% to an estimated $2.7 trillion through the end of 2025, when revenue will rise by 1.1%. Solid state and local government funding for education has helped support the sector's success despite fluctuating enrollment. Faltering birth rates are leading to lower headcounts in K-12 schools, and ballooning student debt has made many would-be college students skeptical of the return on investment of an expensive degree. While student loan forgiveness efforts slowed a decline in the number of college students, the new presidential administration's end to these efforts has begun to exacerbate price-based and quality-based competition among higher education institutions. President Trump's scrutiny of course curricula has made public funds harder to acquire for schools, and the administration's efforts to close the Department of Education have begun to deter would-be students from attending college. Trends in the domestic economy are set to move in the Educational Services sector's favor over the next five years as prospective students become better able to pay for rising tuition rates and premium education options. Government funding for primary, secondary and postsecondary institutions will continue to escalate through the next period, though lackluster enrollment will temper revenue growth. Public schools, which account for over half the sector's revenue, will continue to post losses and drag down the average profit for educational services. New school choice initiatives, including Texas's new, largest-ever voucher program, will make private schools more affordable for parents. However, heightened oversight and continued efforts to close the Department of Education will remain a significant pain point for many educational services. Overall, revenue is set to climb at a CAGR of 0.8% to $2.8 trillion through the end of 2030.

Russia Regional Government Expenditure: Year to Date: SC: Education: Youth Policy & Children Health Improvement data was reported at 53.816 RUB bn in Jul 2022. This records an increase from the previous number of 40.148 RUB bn for Jun 2022. Russia Regional Government Expenditure: Year to Date: SC: Education: Youth Policy & Children Health Improvement data is updated monthly, averaging 18.250 RUB bn from Jan 2005 (Median) to Jul 2022, with 210 observations. The data reached an all-time high of 79.094 RUB bn in Dec 2021 and a record low of 0.100 RUB bn in Jan 2006. Russia Regional Government Expenditure: Year to Date: SC: Education: Youth Policy & Children Health Improvement data remains active status in CEIC and is reported by Federal Treasury. The data is categorized under Russia Premium Database’s Government and Public Finance – Table RU.FC004: Regional Government Expenditure: ytd.

Educational Technology in Public School Districts, 2008 (FRSS 93), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 93 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology in public school districts during Fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted by having school superintendents fill out surveys via the web or by mail. Public school districts were sampled. The study's weighted response rate was 90 percent. Key statistics produced from FRSS 93 were information on networks and internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology. Respondents reported the number of schools in the district with a local area network and the number of schools with each type of district network connection. The survey collected information on written district policies on acceptable student use of various technologies. Other survey topics included employment of staff responsible for educational technology leadership and the type of teacher professional development offered or required by districts for educational technology. Respondents gave their opinions on statements related to the use of educational technology in the instructional programs in their districts.