PESHAWAR: Confusion prevailed in Khyber Pakhtunkhwa over cancellation of the board examinations and extension of school closure until July 15 as no decision could be taken at the provincial level...

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Most schools, if not all, are in a race to force-fit their existing programs into a virtual space and deliver it to their students. But […]

The post What To Consider Before Schools And Universities Conduct Classes Online appeared first on e-Learning Feeds.

Pre-school providers tell ministers they can take the strain from crowded primary classes when the lockdown eases

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Leading nurseries are urging the government to let them help primary schools cope with social distancing rules by allowing children to stay in their pre-school classes for months longer than planned.

Primary schools are expected to be the first to reopen, but many are concerned about the basic practicalities of doing so. A group of 70 prominent providers has written to ministers, setting out how the nurseries can help. It says that encouraging more children to start school in January or April next year, rather than this September, could ease the problems and help children cope with life after lockdown.

OECD Global Network of Schools of Government provides direct access to OECD governance expertise and enables exchange of schools’ experiences and good practices in ensuring that public sector employees have the skills and competencies to address current and future priorities.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools.

How can we measure what makes a school system work? Andreas Schleicher walks us through the PISA test, a global measurement that ranks countries against one another -- then uses that same data to help schools improve. Watch to find out where your country stacks up, and learn the single factor that makes some systems outperform others.

The PISA-Based Test for Schools [In the United States, the assessment is known as the OECD Test for Schools (based on PISA)] is a student assessment tool geared for use by schools and networks of schools to support research, benchmarking and school improvement efforts.

03/04/2013 – The OECD has developed a new tool to help individual schools benchmark their students’ proficiency in reading, mathematics and science against the world’s top education systems. It will also give educators an insight into the learning environments at schools so they can consider ways to improve student learning.

In most countries and economies, students who attend schools in urban areas tend to perform at higher levels than other students. Socio-economic status explains only part of the performance difference between students who attend urban schools and other students.

How do you re-build an education system destroyed by a disaster? The OECD's Andreas Schleicher describes the efforts in Japan, two years after the nuclear accident in Fukushima.

Most students enjoy orderly classrooms for their language-of-instruction lessons. Socio-economically disadvantaged students are less likely to enjoy orderly classrooms than advantaged students. Orderly classrooms – regardless of the school’s overall socio-economic profile – are related to better performance.

Individual secondary schools in England will from next year be able to take a version of the OECD’s PISA test in order to benchmark themselves against the world’s best education systems.

This book addresses the challenges linked to the introduction of financial education in schools and and provides practical guidance and case studies to assist policy makers.

The report Improving Schools in Wales: An OECD Perspective proposes a comprehensive strategy for Wales to support equity and quality in its school system building on a comparative perspective. It draws upon lessons from PISA, high performers and successful reformers in education, and on the research and analysis of key aspects of education policy in Wales undertaken by the OECD-Wales Review Team.

Professor John Hattie is held in high esteem as an education researcher and was called “possibly the world’s most influential education academic” by the Times Educational Supplement in 2012.

Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.

This report was prepared by the Educational Policy Institute, Ministry of Education, Science, Research and Sport of the Slovak Republic, as an input to the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review).

Analysing the efficiency of education systems and organisations is at the forefront of today’s policy and academic debate.

When it comes to technology, education seems stuck in the age of chalkboards. But at an international conference on technology in education, held in Qingdao, China, last week, I got the feeling that educators and education ministers might finally be ready to join the technological revolution.

The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries.

The answer appears to be yes. Schooling plays a surprisingly large role in short-changing the most economically disadvantaged students of critical math skills, according to a study published today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.

Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools.

This report examines the ongoing development of education policy, practice and leadership in Scotland, by providing an independent review of the direction of the Curriculum for Excellence (CfE) and emerging impacts seen in quality and equity in Scottish schooling.

Schools nowadays are required to learn faster than ever before in order to deal effectively with the growing pressures of a rapidly changing environment.

Innovative schools challenge the boundaries – in time, space, and also in curricula and learning processes – that tradition seems to impose on schools today. They often have different approaches to the learning process and especially how its pedagogical core is organised.

Disadvantaged students don’t have as many resources at home as their advantaged peers so ideally schools would need to compensate by providing more support. However, often schools reinforce social disparities rather than moderate them.

As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses an additional challenge.

PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science.

Ministers believe 'The Blob' - an army made up of political opponents and union barons - is colluding to politicise the coronavirus outbreak, The Mail on Sunday has learned.

Ministers believe 'The Blob' - an army made up of political opponents and union barons - is colluding to politicise the coronavirus outbreak, The Mail on Sunday has learned.

Do alternative schools work? After all, every child has to ultimately face a society that puts a premium on competitiveness and commodification. Or are alternatives only an option for children of parents from a certain class of society? Deepa A finds out.

The ground realities of the nation's much neglected government-managed school system are beginning to impact the national consciousness, reports Summiya Yasmeen.

The new government's higher priority to education is seeing experts and activists revisit the 40-year old Kothari Commission recommendations for a common school system. Summiya Yasmeen reports.

The abrupt transition from Konkani and Marathi in primary schools to English in Standard V puts tremendous pressure on children from rural communities in Goa. By the time these learners reach the crucial higher grades, nearly half of them drop out of school. Rupa Chinai reports.

The Comptroller and Auditor General (CAG) of India’s report on Tamil Nadu (General and Social Sector) for the year ending on March 31, 2014 got tabled in the state assembly last month. Himanshu Upadhyaya analyses the report and asks question on the non-responsiveness of the state government to CAG’s performance review.

In 2005, the Education department of Tripura decided to give a push to Kok-Borok as a medium of instruction at the Junior Basic level to help tribal students learn in their mother tongue. Ratna Bharali Talukdar reports on the challenges as well as the gains from a strong focus on education in recent years in the state.

Schools are meant for making better citizens out of our children but in the Dewas district of Madhya Pradesh, they are forging and reinforcing caste-bondages instead. Inclusive education seems a far cry in the villages of Dewas, reports Shuriah Niazi.

The Gujarat state government appears to have very little planned by way of support for the education of Muslim children. What's more the education department appears to be standing in the way of the embattled community's attempts to help itself. Deepa A has more.

The Home Ministry has granted permission for opening of 3000 CBSE affiliated schools as assessment centres across India to facilitate evaluation of answer sheets of CBSE Board exams.

The academia and education experts' have sought State government's intervention in clearing the ambiguity prevailing over commencement of the academic year, even as the lockdown stands extended in Karnataka up to April 30, 2020 in containing the spread of Novel Coronavirus

On Wednesday, there was news that another leopard spotted near VIBGYOR School where a leopard entered on February 7.

The board has also given guidelines for the evaluation process.

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