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Qatar is experiencing unprecedented social and economic development, which is inextricably linked to increased participation in the global market. Growing employment opportunities for Qatari nationals require greater attention to post-secondary education and the development of specific high-demand skills. Since the 1970s, Qatar has complemented its in-country post-secondary-education options by supporting scholarship programs and study-abroad opportunities at the graduate and undergraduate levels, particularly for programs not available locally. However, the existing system was neither coherently designed nor consistently executed, resulting in few incentives for scholarship recipients to attend institutions that were appropriate for their and the country's needs. Therefore, RAND was asked to provide recommendations for reforming the system so that it would complement and promote Qatar's national K-12 reforms, utilize the expanding high-quality post-secondary options available in the country, and meet the labor-related, civic, and cultural needs generated from Qatar's significant economic and social development. This report summarizes the resulting evaluation of the old system and describes proposed reforms that were developed over the course of comparative assessments of countries with similar characteristics to Qatar and interviews with a wide-ranging group of stakeholders. Since the time of the study, Qatar's Supreme Education Council has adopted and adapted most of the recommendations reported here.

Scholarships --- Education, Higher --- Aims and objectives

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For more than 30 years, arts education has been a low priority in the nation's public schools. During fiscal crises in the 1970's and 1980's in America's urban centers, arts teaching positions were cut. More recently, arts education in schools has dwindled as schools try to increase test scores in mathematics and reading within the time constraints of the school day. Some communities have responded with initiatives aimed at coordinating schools, cultural institutions, community-based organizations, foundations, and/or government agencies to promote access to arts learning for children in and out...

Housing development --- Development, Housing --- Residential development --- Residential subdivisions --- Housing --- Hurricane Katrina, 2005 --- Katrina, Hurricane, 2005 --- Hurricanes --- Real estate development --- Affordable housing --- Homes --- Houses --- Housing needs --- Residences --- Slum clearance --- Urban housing --- City planning --- Dwellings --- Human settlements --- Economic aspects. --- Social aspects --- Art --- Community and school --- Study and teaching

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The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work. According to the Collaborative for Academic and Social and Emotional Learning, SEL is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." This case study explores how Lister Elementary School in Tacoma, Washington, established SEL and equity as a nonnegotiable foundation for its work with students, staff, and families. Lister staff received comprehensive support in their SEL and equity work. This included written SEL lessons that incorporated racial equity, a range of training opportunities developed and led by Lister school administrators, regular check-ins and opportunities for input during standing staff meetings, and feedback provided through formal and informal evaluations. Lister established schoolwide consistency with regards to SEL. Students and staff used common terminology to communicate about SEL. The SEL scope and sequence was designed to ensure that the same concepts were reinforced across classrooms and evolved as students progressed through each grade.

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The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative (PSELI) is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work. The six communities that participate in PSELI are Boston, Massachusetts; Dallas, Texas; Denver, Colorado; Palm Beach County, Florida; Tacoma, Washington; and Tulsa, Oklahoma. According to the Collaborative for Academic and Social and Emotional Learning, SEL is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." Six case studies spotlight specific approaches to implementing SEL. This cross-cutting report briefly summarizes each case and highlights shared themes among them. Themes include implementing SEL by building adults' SEL skills before building children's SEL skills and sustaining SEL work even as staff turn over by distributing leadership.

Affective education --- Affective education --- Social learning --- Social learning --- United States.