Continuing Education and Training After High School Customer Guide To
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History of Adult and Continuing Education
History of Adult and Continuing Education The Adult and Continuing Education function has been central to the mission of the college since its founding in 1966. Originally it was one of three major college focal points along with vocational-technical education and student services. The department’s mission is consistent with several of the directives in SF550, the law that created the community college system in Iowa in 1966: Programs for in-service training and retraining of workers; Developmental education for persons academically or personally underprepared to succeed in their program of study; Programs for training, retraining, and preparation for productive employment of all citizens; and Programs for high school completion for students of post-high school age. The 1968 North Central Association Self Study prepared constructive notes as a first step toward regional accreditation on these major functions of the department: Adult and Continuing Education provided educational programs in four areas: adult basic education, adult high school diploma programs, high school equivalency programs, and general adult education. Adult basic education programs developed throughout the area provided instruction to adults with less than an eighth grade education. Adult high school diploma programs provided instruction to adults with a 10th grade education but less than a high school education. Students enrolled in these programs were working toward the completion of a high school program and the receipt of a diploma from an established secondary school within the area. High school equivalency programs provided instruction to students who had completed at least eighth grade, and by completing additional course work, could be granted a high school equivalency certificate by the Iowa State Department of Public Instruction. -
Education Degree
CAREER OPPORTUNITIES BACHELOR Of SCIENCE G Early Childhood Education Grades P-3 G (also includes coursework for certification in G DUCATION elementary education grades K-6) G E Elementary Education Grades K-6 G Secondary Education Grades 6-12 G DEGREE • Biology/Biology Education G • Biology/General Science Education G • Chemistry/Chemistry Education G • English/English Language Arts Education G • History/ General Social Studies Education G • Mathematics/Mathematics Education G P-12 Education G • Music Education (Choral) G • Music Education (Instrumental) G Child Development G (Non teacher certification program) G Graduates Seek Careers in: G • Hospitals G • Residential Programs G • Childcare Centers G • Head Start Programs G IVISION Of DUCATION G • Children’s Museums D E • State Agencies P.O. Box 39800 G Birmingham, AL 35208 G G G G G Please call for additional information G G Phone: 205-929-1695 G G www.miles.edu G G G G G G G G Miles College is accredited to award G G Bachelors degrees by the Commission on G G Colleges of the Southern Association of G G Colleges and Schools: 1866 Southern Lane, G G Decatur, GA 30033-4097, G G Phone: 404-679-4501 G G G G G G G DIVISION Of G G EDUCATION G G WHY STUDY EDUCATION AT STUDENT ORGANIZATIONS INTERNSHIP/STUDENT TEACHING MILES COLLEGE? AND ACTIVITIES CLOAKING CEREMONY e Division of Education offers programs in All candidates in the Division of Education are Each semester teacher education majors who are teacher education that meet the Alabama encouraged to participate in student organizations. -
Secondary Education San Francisco State University Bulletin 2020-2021
Secondary Education San Francisco State University Bulletin 2020-2021 S ED 200 Introduction to Teaching and Education (Units: 3) SECONDARY EDUCATION Introduction to the field of education and to the profession of teaching. (Plus-minus letter grade only) Graduate College of Education Course Attributes: Dean: Dr. Cynthia Grutzik • D1: Social Sciences Department of Secondary Education S ED 300 Education and Society (Units: 3) Burk Hall, Room 45 Prerequisites: GE Areas A1*, A2*, A3*, and B4* all with grades of C- or (415) 338-1201/1202 better or consent of the instructor. Chair: Dr. Maika Watanabe Introduction to education and the role that education and schools play in Graduate Coordinator, Concentration in Secondary Education: Dr. Maika society. Watanabe Course Attributes: Graduate Coordinator, Concentration in Mathematics Education: Dr. Judith Kysh • UD-D: Social Sciences Professor • Social Justice YANAN FAN (2006), Professor of Secondary Education; B.A. (1992), Capital S ED 640 Supervised Observation and Participation in Public Schools Normal University, Beijing, China; M.A. (2000), Beijing Normal University, (Units: 3) Beijing, China; Ph.D. (2006), Michigan State University. Prerequisite: Concurrent enrollment in S ED 751. JUDITH KYSH (2000), Professor of Mathematics, Professor of Secondary A program of observation and participation in public schools under the Education; B.A. (1962), M.A. (1965), University of California, Berkeley; guidance of a university supervisor including regular meetings for the Ph.D. (1999), University of California, Davis. analysis of field experiences. (CR/NC grading only) [CSL may be available] Course Attributes: MAIKA WATANABE (2003), Professor of Secondary Education; B.A. (1995), Swarthmore College; M.A. (1999), Ph.D. -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Transforming Secondary Education in Pakistan Using Flipped Classrooms
Transforming Secondary Education in Pakistan Using Flipped Classrooms EDKASA (pronounced ed-kasa) leverages rapid speed of internet penetration in Pakistan to make quality teachers accessible for secondary education. Using a flipped classroom model, EDKASA plans to deploy 500 franchises to distribute its ‘live teaching web-streams’ reaching 20,000 secondary students by 2020. The Challenge Improving secondary education outcomes has a direct impact on poverty reduction. UNESCO reports that the global poverty rate can be halved if all adults completed secondary education1. Pakistan has more than 15 million out of school secondary students1. A major reason for this is insufficient number of secondary schools – only 1 in 9 government schools is a secondary school2. In addition, of those who do attend secondary schools, more than half do not graduate1. The widespread availability of internet in Pakistan can potentially transform secondary education outcomes. 90% of the population will have access to 3G/4G internet by 20203. However, ownership of internet enabled devices is expected to significantly lag behind due to low disposable income. Hence, any education delivery solution that wants to leverage internet needs to be designed for a low-resource setting. The EDKASA Solution EDKASA is an edtech startup based in Lahore, Pakistan that connects students with ‘Rock Star’ teachers using its live, interactive virtual classroom platform. EDKASA wants to expand into the secondary education segment using a franchise-based model that makes EDKASA’s live web-streams accessible without having to own an internet-enabled device. EDKASA envisions deploying a network of low-cost franchises that will create flipped classrooms to distribute EDKASA’s live teaching web-streams at physical locations. -
FDPS PRICE DOCUMENT RESUME AC 006 502 Continuing
DOCUMENT RESUME ED 036 722 AC 006 502 AUTHOR Royce, Marion TITLE Continuing Education for Women in Canada; Trends and Opportunities. Monographs in Adult Education, 4. INSTITUTION Ontario Inst. for Studies in Education, Toronto. Dept. of Adult Education. PUB DATF Sep 69 NCTE 174p. FDPS PRICE EDRS Price MF-$0.75 HC-$8.80 DESCRIPTORS Correspondence Study, Discussion Groups, Educational Television, English (Second Language), Immigrants, Manpower Development, Nursing, *Professional Continuing Education, Public Affairs Education, *Public School Adult Education, Teacher Education, *University Extension, Volunteers, *Womens Education IDENTIFIERS *Canada ABSTRACT This report describes a number of innovative continuing education programs for Canadianwomen under the auspices of universities, local educational authorities, and other organizations. It covers daytime (largely part time)classes at Mount St. Vincent University, the Thomas More Institute, and the Universities of British Columbia, Calgary, Guelph,and Manitoba; offerings by extension departments and continuingeducation centers at McGill, the University of Toronto, and the Universitiesof Alberta, British Columbia, Calgary, Guelphand Manitoba; and activities of the Adult Education Division of theCalgary School Board, including those in cooperation with the Universityof Calgary. It also deals with a public affairs educationprogram in Toronto, training of volunteers by and for the National Councilof Jewish women, discussion groups sponsored by the Young Women's Christian Association, career -
Department of Early Education and Care
DEPARTMENT OF EARLY EDUCATION AND CARE Professional Qualification Certification Requirements and Frequently Asked Questions Contact EEC at (617)988-6600 ask for the Professional Qualification Unit or email EEC at [email protected] Department of Early Education and Care October 2017 PROFESSIONAL QUALIFICATION CERTIFICATION Requirements and Information Packet Contents EEC Requirements for Certification .............................................................................................................................3 Regulations for Certification ...................................................................................................................................3 Education towards certification: .............................................................................................................................3 Continuing Education Unit (CEU): ............................................................................................................................4 Certificate Program: ................................................................................................................................................4 Work Experience requirements towards certification..............................................................................................4 Acceptable Alternative Early Childhood Training Program: ......................................................................................5 Requirements for Certification breakdown .................................................................................................................6 -
What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? a Review of the Literature
What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? A Review of the Literature Carmel Duggan and Michael Byrne NATIONAL COUNCIL FOR SPECIAL EDUCATION RESEARCH15 REPORT NO.15 What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? A Review of the Literature Carmel Duggan and Michael Byrne, WRC Social and Economic Consultants Ltd A report commissioned by the NCSE 2013 The National Council for Special Education has funded this research. Responsibility for the research (including any errors or omissions) remains with the authors. The views and opinions contained in this report are those of the authors and do not necessarily reflect the views or opinions of the Council. NCSE RESEARCH REPORTS NO: 15 © NCSE 2013 National Council for Special Education 1–2 Mill Street Trim Co. Meath An Chomhairle Náisiúnta um Oideachas Speisialta 1–2 Sráid an Mhuilinn Baile Átha Troim Co. na Mí T: 046 948 6400 F: 046 948 6404 www.ncse.ie Table of Contents Foreword .........................................................................................................vii Acknowledgements ..............................................................................................viii Glossary of Acronyms .............................................................................................ix Executive Summary ............................................................................................ -
Educating Catholic Women the Liberal and Practical Arts at the College of Notre Dame
Chapter 4 Educating Catholic Women The Liberal and Practical Arts at the College of Notre Dame As higher education for women expanded rap- idly in the late nineteenth and early twentieth centuries, and then again from the postwar era to the early twenty-first century, the question of its pur- pose was constantly raised, and frequently answered, by colleges’ curricular decisions. What did women need to know by the time they graduated from college? How were they to be formed for their future lives? The College of Notre Dame, like other women’s colleges, Catholic and otherwise, navigated between its aspirations for mainstream educational approbation (measured by accreditation, awards, and students admitted to graduate school) and pres- sures from students, parents, and church and civic leaders for a practical cur- riculum preparing students for specific careers as homemakers, educators, social workers, and more. While men’s colleges faced similar questions about the relationship of liberal arts and vocational training, the fact of their institutional existence seldom came under attack. Not so with women’s colleges, commonly and correctly associated with radical ongoing shifts in the social, political, and economic place of its female students and graduates. James Cardinal Gib- bons, who approved Notre Dame of Maryland’s foundation, held liberal views on social issues, especially the rights of labor. In the matter of wom- en’s rights, however, he took a reactionary position. “The women of this and other countries confuse ‘equal rights’ with ‘similar rights,’” he pronounced. 90 EDUCATING CATHOLIC WOMEN 91 “The noblest work given to woman is to take care of her children.” 1 He instructed Catholic women not to join the suffrage movement; their place was in the home. -
Secondary Education Degree
Secondary Education Degree Bachelor of Science in Education (B.S.Ed.) Guide teens by teaching them and helping them find their interests, now and for their future. High school is a critical time of education – and teaching students during their teen years has its challenges and rewards. When you earn your Secondary Education degree from UND, you’ll learn how to effectively teach life skills and knowledge for students in 7th through 12th grade. Program type: Major Format: On Campus Est. time to complete: 4 years Credit hours: 125 What is a secondary education degree? Application Deadlines Fall: Aug. 16 Spring: Dec. 15 Summer: May 1 The University of North Dakota offers the most comprehensive selection of Teacher Education majors, minors and endorsements in the state. The Bachelor of Science in Education in Secondary Education prepares you to teach in high school classrooms in North Dakota, Minnesota and across the nation. Through the College of Education & Human Development, in partnership with the College of Arts & Sciences, you can: Prepare to be a high school teacher in 11 areas to meet students’ current and future educational needs Learn innovative teaching practices to help students succeed in rural or urban settings Become subject experts in content areas such as English, Sciences, Social Studies, Mathematics, Music, Foreign Languages and Art You’ll complete a double major earning a B.S.Ed. in Secondary Education for high school teacher preparation. You’ll also complete a B.A. or B.S. related to your content area of choice (e.g., English, Mathematics, Chemistry, etc.). Our courses are designed to provide you with real-world classroom experiences. -
Pre-K After-School Program University of West Georgia Fall 2020
PUP U Pre-K After-School Program University of West Georgia Fall 2020 The UWG Pre-Kindergarten is offering a unique after-school enrichment program limited to the Pre-K students are currently enrolled in the UWG Pre-K Program. An educational component will be included every day along with outside activities. The program will run from 3:00 p.m. to 6:00 p.m. daily. After-School Program participants will register for weekly sessions and payment is due the week prior to the session start. The program will be staffed by a UWG Pre-K Instructor and an Assistant Instructor and housed in the Pre-K/Education Annex. Ages: Current UWG Pre-K students only. Please register in the name of the student attending the program. Time: 3:00 p.m. to 6:00 p.m. Pick-up begins at 5:45 p.m. and students must be picked up by 6:00 p.m. A late fee will be charged for late pick-up. Registration Fee: $60 per week includes instruction, materials, and a daily snack. Payment Options (Credit Card or Invoice): You may select to pay online with a credit card at the time of registration or to be billed/invoiced to pay with cash or check. Program and Registration Information: For specific Pre-K After-School Program information, please contact the program at [email protected] or 678-839-6563. If you require additional registration information or clarification, please contact Erika McClain at [email protected] or 678.839.6611. Enrollment and Registration Deadline: The minimum enrollment is 6 participants and the maximum enrollment is 20 participants per week. -
A Plan to Expand Preschool in the Elementary and Secondary Education Act February 19, 2015
A Plan to Expand Preschool in the Elementary and Secondary Education Act February 19, 2015 Today, more than half of children from low-income families start school behind without the foundational skills that set them up to learn and be successful in kindergarten and beyond. Knowing this, states and cities as diverse as Oklahoma, Georgia, New York City, Boston, San Antonio, and Washington, D.C., have taken steps to expand access to preschool. Research from these early-adopter states and districts shows that low-income children can gain an average of four months of additional learning. In the highest quality programs, they gain 6 to 12 months, significantly narrowing the school readiness gap.1 For this reason, preschool is a popular policy across diverse and bipartisan stakeholders. Leaders in the business, military, and law enforcement have spoken in favor of further public investments in preschool. And Republican and Democratic governors have been outspoken proponents of expanding access to preschool. While Congress considers changes to the Elementary and Secondary Education Act, or ESEA, it has an opportunity to make a big difference in the lives of low-income children by making high-quality preschool a reality for those who don’t currently have access. The goal of ESEA is to ensure that all students, particularly disadvantaged students, have access to good education. Incorporating early learning in ESEA is critical to achieving this goal, as many of the poorest children do not have access to high-quality early child- hood programs. Sen. Patty Murray (D-WA) identified early childhood education as a key priority for ESEA reauthorization, and House Democrats led by Rep.