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Download full textChristina Kwauk; Anna Pettee; Catherine Hidalgo Jara – UNICEF, 2024
This solutions book seeks to inform policymakers, programme developers, international development partners and funders to support the development and implementation of policies and programmes that promote green skills development for youth on the move, thereby accelerating progress towards a just, green transition. Through an illustrative sample…
Descriptors: Conservation (Environment), Skill Development, Youth, Environmental Education
Tournier, Barbara, Ed.; Chimier, Chloé, Ed.; Jones, Charlotte, Ed. – Education Development Trust, 2023
In education systems around the world, planners and policymakers are calling for more attention to whole-system improvement. To best address teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and improve their practice. The middle tier of education systems, composed of professionals…
Descriptors: Instructional Leadership, Middle Management, Educational Practices, Educational Improvement
Curtiss Wyss, Molly – Center for Universal Education at The Brookings Institution, 2022
The Center for Universal Education (CUE) at Brookings has been investigating efforts to scale and sustain evidence-based initiatives leading to large-scale improvements in children's learning. CUE has been implementing a series of collaborative action research initiatives called Real-time Scaling Labs (RTSL), in partnership with local institutions…
Descriptors: Foreign Countries, Partnerships in Education, Secondary School Students, Financial Education
Peer reviewed
Direct linkBevins, Stuart, Ed.; Lehane, Louise, Ed.; Booth, Josephine, Ed. – IGI Global, 2019
The core practice of professional scientists is inquiry, often referred to as research. If educators are to prepare students for a role in the professional scientific and technological community, exposing them to inquiry-based learning is essential. Despite this, inquiry-based teaching and learning (IBTL) remains relatively rare, possibly due to…
Descriptors: Inquiry, Science Education, Foreign Countries, Cultural Differences
Philippe Ruffio; Piia Heinamaki; Claire Chastang Tchoukaline – Education, Audiovisual and Culture Executive Agency, European Commission, 2010
The objective of this study is to describe and map the current state of play of the Bologna Process in the nine countries of the Southern Mediterranean participating in the Tempus programme. For the last twenty years, the Tempus programme has supported the modernisation of higher education systems in countries neighbouring the EU by financing…
Descriptors: Higher Education, Quality Control, Stakeholders, Foreign Countries
