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The PYP has evolved to become a world leader in future-focused education. The PYP is an example of best educational practice globally, responding to the challenges and opportunities facing young students in our rapidly changing world.
The PYP focuses on the development of the whole child as an inquirer, both in school and in the world beyond. The PYP offers a transformative experience for students, teachers and whole school communities and delivers excellent outcomes by providing an education that is engaging, relevant, challenging and significant.
Building on a robust body of research, the New Jersey Student Learning Standards (NJSLS) provide clear and consistent learning goals across nine distinct content areas to help prepare students for postsecondary success. The standards clearly demonstrate what students are expected to learn at specific grade levels and bands, so that every parent and teacher can understand and support student learning.
The standards draw on national and international models, as well as research and input from numerous sources, including educators from kindergarten through college, scholars, assessment developers, professional organizations, parents and students, and members of the public. Refined through successive drafts and extensive feedback, the standards represent a synthesis of the best elements of standards-related work in New Jersey to date. They offer the foundation on which districts build coherent curriculum and plan instruction to prepare each New Jersey student with the knowledge and skills needed to succeed in our rapidly changing world.
The Office of Standards actively supports the effective implementation of the NJSLS by offering customized professional learning experiences, developing resources specific to the needs of New Jersey schools, and providing guidance based on current and relevant educational research, policies and regulations. Content area specialists foster partnerships with state and national organizations, government agencies and higher education to identify challenges and create resources in support of a well-rounded education for all students. Members of the office proudly support educators in their work to prepare students for life beyond high school in an interconnected, global world.
A strong command of the language arts (reading, writing, speaking, and listening) is vital for being a successful student and ultimately a productive member of the 21st century workforce. Language skills have always been fundamental for academic and professional success. However, students in the 21st century are now facing more complex challenges in an ever-changing global society. These challenges have created the need for rigorous state standards in reading, writing, speaking, and listening. (Read more about the Colorado Reading, Writing, and Communicating Standards.)
At the central level, ministries of education need to attract the best experts to design and implement evidence-based and country-specific programs. District or regional offices need the capacity and the tools to monitor learning and support schools. At the school level, principals need to be trained and prepared to manage and lead schools, from planning the use of resources to supervising and nurturing their teachers. However difficult, change is possible. Supported by the World Bank, public schools across Punjab in Pakistan have been part of major reforms over the past few years to address these challenges. Through improved school-level accountability by monitoring and limiting teacher and student absenteeism, and the introduction of a merit-based teacher recruitment system, where only the most talented and motivated teachers were selected, they were able to increase enrollment and retention of students and significantly improve the quality of education. "The government schools have become very good now, even better than private ones," said Mr. Ahmed, a local villager.
In fact, it will take a generation to realize the full benefits of high-quality teachers, the effective use of technology, improved management of education systems, and engaged and prepared learners. However, global experience shows us that countries that have rapidly accelerated development and prosperity all share the common characteristic of taking education seriously and investing appropriately.As we mark the first-ever International Day of Education on January 24, we must do all we can to equip our youth with the skills to keep learning, adapt to changing realities, and thrive in an increasingly competitive global economy and a rapidly changing world of work.
Traditional models train people to equate what they do with who they are (i.e., what do you want to be when you grow up) rather than to acquire critical thinking and flexible skills and attitudes that fit a rapidly changing world.Pamela Rutledge
Gallaudet is the place to embrace oneself and build connections within and beyond the signing and deaf community. Our students find affirmative and positive acceptance of who they are and all they have to offer our world
Performance has been stable, particularly in the last five years or so, and when the above-mentioned increases in capital are figured in,9To view exhibit, refer to Global Banking Annual Review 2018: New rules for an old game: Banks in the changing world of financial intermediation. but not spectacular. Global banking return on equity (ROE) has hovered in a narrow range between 8 and 9 percent since 2012.10To view exhibit, refer to Global Banking Annual Review 2018: New rules for an old game: Banks in the changing world of financial intermediation. Global industry market capitalization increased from $5.8 trillion in 2010 to $8.5 trillion in 2017. A decade after the crisis, these accomplishments speak to the resiliency of the industry.
Where will these changes lead? Our view is that the current complex and interlocking system of financial intermediation will be streamlined by the forces of technology and regulation into a simpler system with three layers.13To view exhibit, refer to Global Banking Annual Review 2018: New rules for an old game: Banks in the changing world of financial intermediation. In the way that water will always find the shortest route to its destination, global funds will flow through the intermediation layer that best fits their purpose.
In fulfilling its charge, the committee found itself immersed in a dynamic, rapidly changing environment marked by a sense of crisis around what came to be called the nation's language deficit. The United States' inability to communicate with or comprehend other parts of the world became a prominent subject for journalists, as language failures of all kinds plagued the United States' military interventions in Afghanistan and Iraq and its efforts to suppress terrorism. Initiatives in critical languages began multiplying in educational institutions all over the United States. Government language schools scrambled to redefine priorities and mount new programs. New federal funds for language study appeared, most tied to defense and security needs. MLA data show that college and university enrollments in Arabic nearly doubled between 1998 and 2002, from 5,505 to 10,584 (Welles 9, table 1a). Shortages of qualified, trained teachers of critical languages became more acute than ever before. Legislative proposals to address the deficit in language and international expertise began appearing in Congress.
Institutional missions and teaching approaches typically reflect either the instrumentalist or the constitutive view of language. Freestanding language schools and some campus language-resource centers often embrace an instrumentalist focus to support the needs of the students they serve, whereas university and college foreign language departments tend to emphasize the constitutive aspect of language and its relation to cultural and literary traditions, cognitive structures, and historical knowledge. Culture is represented not only in events, texts, buildings, artworks, cuisines, and many other artifacts but also in language itself. Expressions such as "the pursuit of happiness," "liberté, égalité, fraternité," and "la Raza" connote cultural dimensions that extend well beyond their immediate translation. As recent world events have demonstrated, deep cultural knowledge and linguistic competence are equally necessary if one wishes to understand people and their communities.
This kind of foreign language education systematically teaches differences in meaning, mentality, and worldview as expressed in American English and in the target language. Literature, film, and other media are used to challenge students' imaginations and to help them consider alternative ways of seeing, feeling, and understanding things. In the course of acquiring functional language abilities, students are taught critical language awareness, interpretation and translation, historical and political consciousness, social sensibility, and aesthetic perception. They acquire a basic knowledge of the history, geography, culture, and literature of the society or societies whose language they are learning; the ability to understand and interpret its radio, television, and print media; and the capacity to do research in the language using parameters specific to the target culture. 2ff7e9595c
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