EDUCATION REFORM. The United Teachers of Richmond/CTA/NEA uphold that adequate and equitable school funding is the first step toward building school capacity that ensures equal education and economic opportunity for all students. To meet that end the United Teachers of Richmond/CTA/NEA and the West Contra Costa Unified School District shall create a Joint Committee to explore all aspects of Educational Reform. The Joint Committee shall be convened no later than 30 days from ratification of both parties. This Joint Committee shall convene during the duration of this Agreement to bring forward recommendations for implementation no later than April 1, 2015. These recommendations shall be brought back for negotiations between the parties. The Joint Committee shall be comprised of equal parts United Teachers of Richmond/CTA/NEA designated representatives and West Contra Costa Unified School District designated representatives. In addition the Joint Committee shall have the capability and support from both the United Teachers of Richmond/CTA/NEA and the West Contra Costa Unified School District to bring any and all required resources to assist the committee as mutually agreed upon.
EDUCATION REFORM. The language of this Agreement shall be interpreted subject to and in conformity with the Education Reform Act of 1993 and any provision of this Agreement inconsistent with the Education Reform Act shall be deemed amended so as to be in compliance with such Act.
EDUCATION REFORM. Education reform and shared decision-making may call for a variety of changing roles and responsibilities within the schools, including but not necessarily limited to:
24.2.1. Involving school staff members in decision-making at sites.
24.2.2. Devising new systems of school site accountability.
24.2.3. Organizing and staffing schools in new ways.
24.2.4. Altering schedules and learning activities to accommodate different levels of student learning.
24.2.5. Involving school staff members in budget development.
24.2.6. Encouraging greater interaction between staff members through such activities as peer group coaching, team performance reviews, observation schedules, sharing of teaching techniques and strategies.
EDUCATION REFORM. A. The Quincy Public Schools has a long tradition of committing itself to serious study, inquiry and research into all of the components and outcomes which may transpire when a school system undertakes the task of simultaneously trying to understand itself as an organization and, as the new understanding grows, changing its own organizational nature according to the ever-changing demands of the times. With the goals of improving education for the students of Quincy and fostering participative decision making among the members of the staff, all the while maintaining the integrity of the collective bargaining process and Agreement, the Committee and the Association agree to create the Task Force on Education Reform (Task Force) as follows:
1. The Task Force shall consist of ten (10) members, five (5) to be appointed by the committee and five (5) to be appointed by the Association. The Task Force shall determine its own schedule of meetings and organization.
2. The Task Force is empowered to act as the clearinghouse, monitor and/or originator of issues, ideas, and proposals on education reform. Any and all such issues, ideas, and proposals must be presented to the Task Force, in writing, prior to implementation. It is understood that same may originate from the Task Force itself, the Committee, the Association, a school council, a member of the central or building administration or an individual or group of bargaining unit member(s).
3. The Task Force may provide criticism, endorsement and/or suggestions for change regarding any matter presented to it at its discretion. It is understood, however, that no action shall be taken on any issue, idea, or proposal which could potentially infringe upon any of the contractual rights of member(s) without written agreement between the duly authorized representatives of the Association and the Committee.
4. It is agreed that the Task Force and this Article shall expire on August 31, 2002, and that it shall continue only by mutual agreement of the parties.
B. The Committee and the Association agree that a rich educational program for the students of Quincy should include programs and activities which are not limited to the regular school day. While the parties recognize that Exhibit D of this Agreement demonstrates an effort by all to provide such a diverse program, it is understood that many ideas are never implemented and others are provided for no compensation due to the lack of funding. In recognition of this need, th...
EDUCATION REFORM. Since 2012, the education system has received an important series of new inputs aimed at transforming and strengthening the system. The initiative is dubbed as a grand “education revolution” by both the government and the local press. Among the policy changes occurring is the enforcement of the law that dictates that 4% of the gross domestic product (GDP) should be invested in education. This is an important increase from the roughly 2% of the GDP previously spent on education. This increase in spending is for pre-university education only. A significant portion of this investment has been allocated to the construction of new schools that were badly needed in order to meet the demand and in order to improve existing infrastructures which in large areas of the country lacked the necessary areas and abilities to incorporate technology in classrooms as well as students with disabilities. Literacy acquisition in poverty contexts. Xxxxxxx brings additional challenges both in terms of reading instruction as well as reading acquisition. Children raised at or below the poverty line enter schools with a number of important cognitive deficits associated to poor nutrition and deprived environments. Working memory or the ability to retain and manipulate information is one of the cognitive skills affected by poverty. Working memory allows a person to sustain information for enough time so that it can be processed, manipulated, and stored, and so its importance for acquiring reading skills is extraordinary. Studies have shown that children who are raised in poverty contexts tend to have reduced activation in the areas of the brain that are in charge of working memory (Xxxxxx, 2012). Cross cutting issues Gender issues. The Dominican Republic has well known problems related to gender issues especially gender based violence. In schools for example, girls perform as well as boys in math while in early grades, but by the 6th grade, girls’ math performance is significantly lower than that of boys (USAID, 2013). This is a well-known gender difference that many countries are studying and trying to eradicate through various STEM initiatives. Economically, there is a 16% gender gap in salaries, meaning that women are paid on average 16% less than men are for performing the same work. There are also more women than men unemployed (USAID, 2013).
EDUCATION REFORM. Education reform and shared decision-making may call for a variety of changing roles and responsibilities within the schools and programs, including but not necessarily limited to:
EDUCATION REFORM. School-Based Management/Shared Decision-Making (SBM / SDM)
EDUCATION REFORM. Language regarding educational reform to be determined pending passage of educational reform bills.
EDUCATION REFORM. 1. The educational system is one of the most important vehicles for the transmittal and development of cultural values and knowledge. It must be responsive to the cultural and linguistic diversity of Guatemala, recognizing and strengthening the cultural identity of indigenous peoples, the values and educational systems of the Maya and other indigenous peoples, and the need to afford access to formal and non-formal education and to include the educational concepts of indigenous peoples in national school curricula.
2. To this end, the Government undertakes to promote the following reforms in the educational system:
(a) Decentralize and regionalize the system in order to adapt it to linguistic and cultural needs and specific features;
(b) Give communities and families, which are a source of education, an active role in determining curricula and the school calendar and the authority to recommend the appointment or removal of teachers in order better to serve the educational and cultural interests of communities;
(c) Incorporate the educational concepts of the Maya and other indigenous peoples, particularly in the philosophical, scientific, artistic, pedagogical, historical, linguistic and socio-political areas, as part of the overall reform of the educational system;
(d) Expand and promote intercultural bilingual education and place emphasis on the study and knowledge of indigenous languages at all educational levels;
(e) Promote improvements in the socio-economic living conditions of communities by developing the values, content and methods of their culture, technological innovations and the ethical principle of protection of the environment;
(f) Include in educational syllabuses programmes that strengthen national unity through respect for cultural diversity;
(g) Recruit and train indigenous bilingual teachers and technical and administrative officials to develop education in their communities and to introduce mechanisms to permit consultation with and the participation of representatives of indigenous communities and organizations in the educational process;
(h) Pursue the effective realization of the constitutional right to education to which the entire population is entitled, especially in indigenous communities which exhibit the lowest levels of educational coverage, by expanding such coverage and taking steps to ensure the achievement of these objectives; and
(i) Increase the budget of the Ministry of Education, so that a substantial part of this incre...
EDUCATION REFORM. The educational system is one of the most important vehicles for the transmittal and development of cultural values and knowledge. It must be responsive to the cultural and linguistic diversity of Guatemala, recognizing and strengthening the cultural identity of indigenous peoples, the values and educational systems of the Maya and other indigenous peoples, and the need to afford access to formal and non-formal education and to include the educational concepts of indigenous peoples in national school curricula.
