ODS / Goals and targets (from the 2030 Agenda for Sustainable Development) / Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) / Target 4.7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development. / Indicator 4.7.1. Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment

Relying on input from a panel of Catholic leaders in religious education, the Educational Testing Service designed a series of surveys on Catholic religious education, or catechesis. The surveys sought to answer questions in the following areas: the desired outcomes of catechesis; the effectiveness of programs in fostering these outcomes; the problems and issues facing catechetical leaders; the important characteristics of religious education/catechesis today; the use of video technology; and steps to improve the enterprise. This data file contains the Survey of Children Aged 15-18, which was completed by children between the ages of 15 and 18.

Under the aegis of the restarting movement of the policy of Permanent Education in Health (CEH), this study gives voice to the actors that promote it, in order to understand the factors that favored or hindered its implementation. Through a focus group of 14 key informants, it was evidenced that the transfer of resources and collegiate spaces are elements that favor the implementation of the policy and need to be ensured. At the same time, challenges that need to be overcome are the conceptual misalignment of what CEH is and the fragmentation of policy actions and areas. Putting Permanent Education policy as a priority on the Health Education agenda is the most important and, at the same time, the most challenging factor for its implementation.

This Education Sector Development Plan (ESDP) for 2016-2020 draws on the achievements, challenges and lessons learned from the Education Sector Development Plan 2011-2015. Based on the evidence collected during the Midterm Review, the National EFA 2015 Review and final evaluation and progress made towards meeting the Millennium Development Goals targets for Education, this plan outlines how the Education Sector will support the achievement of the overall goals and vision of the 8th Five-Year National Socio-economic Development Plan (2016-2020). Additionally, the development of the ESDP 2016-2020 considers how to achieve the education vision to 2030 and strategies to 2025. The internationally developed post-2015 Education Agenda has been a key reference for the identification of policies, strategies, and targets in this sector development plan.

Abstract This article analyzes the trajectory of the Brazilian policy of education and work regulation considering institutional issues and forms of incorporation of medicine on the policy, comprising the period from 2003 to 2015. This study was based on contributions of historical institutionalism, involving the analysis of legal and normative documents, interviews with state personnel and data from federal financing reports of the policy. Five key moments were defined, considering political-institutional contexts, governmental initiatives, and the insertion of medicine into the agenda of governments. The emphasis on the medical profession evolved from one-off actions to the status of a landmark, in a context of loss of space of the health workforce agenda and increasing prioritization of education actions, associated with institutional gains and changes in funding. The More Doctors Program resulted from the dynamics of the trajectory, incorporating advances in the training and incorporation of physicians into the Unified Health System of Brazil. Challenges remain, however, related to precarious employment relationships, the privatization of medical education, and professional regulation that considers the exercise of medicine in the private sector.

ODS / Goals and targets (from the 2030 Agenda for Sustainable Development) / Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) / Target 4.7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development. / Indicator 4.7.1. Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment

Relying on input from a panel of Catholic leaders in religious education, the Educational Testing Service designed a series of surveys on Catholic religious education, or catechesis. The surveys sought to answer questions in the following areas: the desired outcomes of catechesis; the effectiveness of programs in fostering these outcomes; the problems and issues facing catechetical leaders; the important characteristics of religious education/catechesis today; the use of video technology; and steps to improve the enterprise. This data file contains the Survey of Children Aged 12-14, which was completed by children between the ages of 12 and 14.

Abstract This article aims to identify and analyze the concepts of health present in teachers’ demands at the National Confederation of Education Workers, in Brazil. It is the result of a documental research carried out on the resolutions of congresses held by the labor union in the period from 1999 to 2014. Using content analysis of documents, references to health were classified in demands either of economic-corporative or ethical-political nature. The results of the documental investigation indicate that, besides a strict concept of health marked by corporative demands, there is also a broad concept of health. The demand for health under the perspective of a social right guaranteed through public policies may be a fertile pathway for the defense of health in its ontological sense, rather than as an economic factor understood as merchandise and sufficient to reproduce the workforce.

These volumes contain rough minutes of weekly and extraordinary meetings of the Board of Commissioners of National Education. Rough minutes show date of meeting and names of Commissioners present. Minutes for 1849 normally indicate the substance of letters received and matters tabled and resolutions of the Board; later minutes are very brief and appear to function more as rough agenda of matters to be raised at meetings, in some cases neither specific details of matters to be considered by the Board nor the Board's decision being given.

These volumes do include an alphabetic "tabulation of places where schools have been applied for to be established under the superintendence of the Board of National Education", August 1854 (showing place, amount pledged for building purposes, teacher's salary, number of children in the district where the school is sought, the amount of money locally subscribed, and remarks). In some cases minutes of special meetings held to enquire into complaints against officers of the Board (eg. "against the Inspector and Superintendent" - June 1860) are also included.

(1/327 part-330 part). 4 vols.

Note:

This description is extracted from Concise Guide to the State Archives of New South Wales, 3rd Edition 2000.

SEL Curriculum Market Outlook

According to our latest research, the SEL Curriculum market size reached USD 2.1 billion in 2024 globally, demonstrating robust momentum driven by increasing demand for social and emotional learning solutions across educational settings. The market is experiencing a healthy compound annual growth rate (CAGR) of 17.2% and is projected to attain a value of USD 9.2 billion by 2033. This growth is primarily fueled by the rising recognition of the importance of SEL in fostering holistic student development, the integration of SEL frameworks in education policies, and the proliferation of digital learning platforms that make SEL curricula more accessible and scalable.

One of the most significant growth factors for the SEL Curriculum market is the mounting pressure on educational institutions to address not only academic achievement but also the social and emotional well-being of students. As mental health concerns and behavioral issues among students have become more visible, especially post-pandemic, schools and policymakers are increasingly adopting SEL programs to enhance resilience, empathy, and interpersonal skills. This shift is further supported by research linking SEL to improved academic outcomes, reduced dropout rates, and better classroom management. The growing body of evidence has led to the integration of SEL into national and state education standards, thus driving market expansion.

Another major driver is the rapid digital transformation of the education sector. The proliferation of online and blended learning environments has made SEL curricula more adaptable and scalable, allowing for personalized learning experiences that cater to diverse student needs. Edtech companies are leveraging artificial intelligence, gamification, and data analytics to create engaging SEL content and track student progress in real-time. These technological advancements have not only improved the effectiveness of SEL programs but have also broadened their reach to underserved and remote communities, thereby accelerating market growth.

In addition, increased funding and policy support from governments and non-profit organizations are catalyzing the adoption of SEL curricula worldwide. Various countries are allocating dedicated budgets for SEL implementation, recognizing its long-term benefits for workforce readiness and social cohesion. International organizations, such as UNESCO and UNICEF, are also advocating for SEL integration in global education agendas. These initiatives are fostering public-private partnerships, encouraging innovation, and facilitating the development of culturally responsive SEL programs tailored to regional needs.

From a regional perspective, North America continues to dominate the SEL Curriculum market, accounting for the largest share due to early adoption, robust funding mechanisms, and a strong presence of leading SEL solution providers. However, the Asia Pacific region is witnessing the fastest growth, propelled by educational reforms, increasing awareness of mental health, and rapid digitalization of schools. Europe is also making significant strides, particularly in countries that prioritize inclusive and holistic education models. Meanwhile, Latin America and the Middle East & Africa are emerging markets with substantial growth potential as governments and NGOs intensify their focus on social-emotional development.

Component Analysis

The SEL Curriculum market, when analyzed by component, is segmented into Programs, Services, and Tools & Resources. The Programs segment holds the largest market share, as comprehensive SEL programs are widely adopted by educational institutions seeking structured and evidence-based frameworks. These programs typically encompass curriculum guides, lesson plans, and assessment tools, enabling educators to systematically integrate SEL into classroom instruction. The demand for such programs is bolstered by their alignment with academic standards and their pro

Relying on input from a panel of Catholic leaders in religious education, the Educational Testing Service designed a series of surveys on Catholic religious education, or catechesis. The surveys sought to answer questions in the following areas: the desired outcomes of catechesis; the effectiveness of programs in fostering these outcomes; the problems and issues facing catechetical leaders; the important characteristics of religious education/catechesis today; the use of video technology; and steps to improve the enterprise. This data file contains the Survey of Children Aged 10-11, which was completed by children between the ages of 10 and 11.

Relying on input from a panel of Catholic leaders in religious education, the Educational Testing Service designed a series of surveys on Catholic religious education, or catechesis. The surveys sought to answer questions in the following areas: the desired outcomes of catechesis; the effectiveness of programs in fostering these outcomes; the problems and issues facing catechetical leaders; the important characteristics of religious education/catechesis today; the use of video technology; and steps to improve the enterprise. This data file contains the Survey of Religion Teachers/Catechists, which was completed by catechists/religion teachers.

The principal data collection units were sites where policy was discussed and acted on. These comprised 2 national Departments of Education (in Kenya and South Africa), 2 provincial departments, 2 schools, 2 NGOs located in large cities, and 2 located in rural areas. Data collected included interviews, focus groups, observations, analysis of school records and records of report back meetings. In addition 12 interviews with staff in global organisations dealing with this policy area were interviewed.

Comparative case study was used in Kenya and South Africa to investigate similar kinds of relationship – negotiations with global policy agendas on gender, education and poverty reduction – in somewhat different sites. A selected range of units of analysis were examined for hierarchies in which policy and practice are related from global levels, ranked ‘above’ the national and local level (vertically) and forms of connection, exclusion or boundary setting between different kinds of organisation (horizontally). Both countries have in place policies on poverty, education and gender equality, and are active global policy players. However, they differ in their engagements with global policy transfer, histories of attention to gender. There was thus potential to look at how the cases did and did not vary, and the explanatory weight that could be accorded to local conditions.

Five case studies were conducted in each country: the National Department of Education, South Africa, Ministry of Education in Kenya, a provincial department in each country, a matched school attended by children from a peri-urban community with high levels of poverty, a rural NGO working on education and poverty, and a global NGO engaged with the global policy agenda and local implementation.

The project aims to examine initiatives which engage with global aspirations to advance gender equality in and through schooling in contexts of poverty. It looks at how these are understood, who participates in implementation, what meanings of gender, schooling and global relations are negotiated, what constraints are experienced, in what ways these are overcome, and what concerns about global obligations emerge. A key focus is what conditions how global policy goals are interpreted and acted on in different sites. Case study research will be conducted in Kenya and South Africa, two countries where reforming governments have sought to address questions of poverty and gender in the expansion of education provision. In each country data will be collected in five sites: the national Department of Education, a provincial education department, a rural primary school, the offices of a Non Governmental Organisation (NGO) engaging with global education and poverty policy, and an education NGO operating at a local level. The main methods of data collection will be documentary analysis, individual and group interviews, focus group discussions, and observations. Advisory committees in Kenya and South Africa will guide the process of data collection, comment critically on emerging analysis, and give support with dissemination.

According to a survey conducted in 2023, ** percent of Americans were very concerned about bullying in public schools in their local area in the United States. Students not meeting learning objectives, the banning of books, sexual abuse, and depression and anxiety among students rounded out the top five issues that Americans were very concerned about in that year.

This series consists of the Agendas, Minutes and Board Papers of the Victorian Post-Secondary Education Accreditation Board (VPSEAB).

VPSEAB was established in July 1987 by an amendment to the Post-Secondary Education Act. It replaced the TAFE Accreditation Board and the Victorian Post-Secondary Education Commission Accreditation Board. The Amendment Act invested responsibility for the accreditation of TAFE courses and advanced education courses in the single Board, VPSEAB.

The amending legislation which established VPSEAB reflected the differences between accreditation in the TAFE sector (previously the responsibility of the TAFE Accreditation Board) and the advanced education sector (previously the VPSEC Accreditation Board). In the advanced education sector each course was identified with a particular institution which had right over that course and the award gained by its students. Courses led to academic awards and advanced education awards placed on the Victorian Register of Accredited Courses were listed by college, name of award and dates of accreditation.

In the TAFE sector courses for which accreditation had been sought were not identified with a particular teaching institution and were the property of the TAFE Board (replaced by the State Training Board in 1988). Approval to develop a course was granted by the TAFE Board to one or more institutions on its behalf. Once the course was on the TAFE Register of Accredited Courses, institutions could apply at any time to the TAFE Board for permission to conduct the course.

In 1990 VPSEAB was abolished, the last meeting was held in December 1990. The implementation of the National System of Higher Education moved responsibility for the accreditation of higher education programs from VPSEAB. The responsibility gradually passed to the colleges in the higher education sectors (and universities once colleges began to be amalgamated with the universities). Responsibility for accreditation in the TAFE sector went to various industry accreditation boards established by the State Training Board.

Series includes agenda, minutes and papers submitted to the Board - correspondence, reports, summaries of recommendations received from committees and panels, minutes of other committees and panels. The committees which submitted minutes to VPSEAB were the Policy and Procedures Committee, Advanced Education Panel, TAFE Panel, Associate Diploma Panel, Joint Standing Committee on Higher Degrees by Research. If the papers were first submitted to a subcommittee of VPSEAB the papers should be with the minutes of the subcommittee as well as VPSEAB. VPSEAB also received minutes of the Victorian Post - Secondary Education Commission for information.

As part of the transparency agenda commitment relating to public expenditure, intended to help achieve better value for money, the Department for Education (DfE) and our Arm’s Length Bodies (ALBs) are publishing spending over £25,000.

ODS / Goals and targets (from the 2030 Agenda for Sustainable Development) / Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all / Target 8.6. By 2020, substantially reduce the proportion of youth not in employment,education or training / Indicator 8.6.1. Proportion of youth (aged 15-24 years) not in education, employment or training

Ce jeu de données présente l'agenda du ministre de l’éducation nationale et de la jeunesse.

Cumberland County Schools operates based on policies created by the Board of Education. These policies need to be both educationally effective and legally compliant. The Board, representing both the state and the local community, thoughtfully formulates these policies, and the school administration enforces them through detailed rules and regulations. As new laws are passed and legal rulings are made by federal and state legislative and judicial bodies, the Board must regularly update its policies to stay in line with current legal requirements.The Cumberland County Board of Education serves the community and acts on behalf of all students as the official governing body of Cumberland County Schools. It consists of nine locally-elected, non-partisan members, with six elected by district and three at-large, each serving staggered four-year terms. Board members oversee committees such as Auxiliary Services, Budget/Finance, Curriculum, Personnel, Policy/Student Assignment, Student Support Services, and Legislative. The public is invited to attend these committee meetings where agenda items are reviewed for full Board recommendation. Regular Board meetings are held on the second Tuesday of each month at 6:00 p.m., with opportunities for community members to address the Board by signing up to speak in advance. Confirmation of meeting dates and times can be obtained by calling 910-678-2300. The Board welcomes community input and can be contacted in person or in writing with concerns or comments regarding Cumberland County Schools or public education.more information at https://www.ccs.k12.nc.us/Page/3109

Abstract Objective: to assess permanent health education actions regarding the national and state contingency plans to face the COVID-19 pandemic in Brazil. Method: documentary research, using 54 plans in the initial and final versions, published between January 2020 and May 2021. The content analysis included the identification and systematization of proposals aimed at training and reorganizing the work process, as well as physical and mental health care of health workers. Results: the actions were focused on training workers with an emphasis on flu syndrome, infection risk control measures and knowledge about biosafety. Few plans addressed the teams’ working hours and work process, promotion and assistance to the workers’ mental health, mainly in the hospital environment. Conclusion: the superficiality regarding the approach to permanent education actions in contingency plans need to include actions in the strategic agenda of the Ministry of Health and State and Municipal Health Secretariats, with the qualification of workers to face this and other epidemics. They propose the adoption of health protection and promotion measures in daily health work management within the scope of the SUS.