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This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration. How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiative – an education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation team – is used as a case study to answer these questions.
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The Guidelines for Quality Provision in Cross-border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the Guidelines are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. Based on a survey about the main recommendations of the Guidelines, this report monitors the extent to which OECD countries and a few non-member partners complied with its recommendations in 2011. Twenty-three responses were obtained from 22 Members.
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Les Lignes directrices pour des prestations de qualité dans l’enseignement supérieur transfrontalier ont été élaborées et adoptées pour promouvoir et encourager la coopération internationale et améliorer la compréhension de l’importance des enjeux lies à la qualité de l’enseignement supérieur transfrontalier. L’objectif des Lignes directrices est de protéger les étudiants et les autres parties prenantes des programmes d’enseignement de médiocre qualité et des prestataires peu scrupuleux (usines à diplômes et à accréditation) et de favoriser le développement d’un enseignement supérieur transfrontalier de qualité qui réponde aux besoins de développement humain, social, économique et culturel. S’appuyant sur une enquête auprès des pays, ce rapport examine dans quelle mesure les pays de l’OCDE et quelques pays non-membres se conformaient aux recommandations des Lignes directrices en 2011. Vingt-trois réponses ont été obtenues de 22 Membres.
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This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration. How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiative – an education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation team – is used as a case study to answer these questions.
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The Guidelines for Quality Provision in Cross-border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the Guidelines are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. Based on a survey about the main recommendations of the Guidelines, this report monitors the extent to which OECD countries and a few non-member partners complied with its recommendations in 2011. Twenty-three responses were obtained from 22 Members.
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Les Lignes directrices pour des prestations de qualité dans l’enseignement supérieur transfrontalier ont été élaborées et adoptées pour promouvoir et encourager la coopération internationale et améliorer la compréhension de l’importance des enjeux lies à la qualité de l’enseignement supérieur transfrontalier. L’objectif des Lignes directrices est de protéger les étudiants et les autres parties prenantes des programmes d’enseignement de médiocre qualité et des prestataires peu scrupuleux (usines à diplômes et à accréditation) et de favoriser le développement d’un enseignement supérieur transfrontalier de qualité qui réponde aux besoins de développement humain, social, économique et culturel. S’appuyant sur une enquête auprès des pays, ce rapport examine dans quelle mesure les pays de l’OCDE et quelques pays non-membres se conformaient aux recommandations des Lignes directrices en 2011. Vingt-trois réponses ont été obtenues de 22 Membres.
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This report looks at the consequences of the pandemic on schooling from a different perspective byfocusing on the experience of children (and their families) during the first wave of school closures in thefirst half of 2020. How did children and their families deal with the sudden lockdowns and school closures?How did they manage the challenges of home-based schooling in the context of stay at home orders, strictrestrictions on social contacts and mobility, and dramatic changes to the working arrangements of parents?The evidence suggests that while this period had its negative aspects, it also had its positive side. Overall,the picture presented in this report is relatively optimistic, offering a testimony to the adaptability andresilience of schoolchildren, their parents/guardians and their teachers.
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Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as "skills for innovation": subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills.This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects
Didactics of the arts --- art appreciation --- kunstopvoeding --- Kunsten --- Kunstzinnige vorming --- Cultuur --- Cultuureducatie --- 611 --- #SBIB:316.7C316 --- #SBIB:316.334.1O340 --- Naslagwerken muziekpedagogiek en didactiek - algemeen onderzoek --- Vormingswerk --- Onderwijs en sociale verandering, onderwijs en samenleving --- Kunst en onderwijs --- Kunst --- Toerisme --- Verbeelding --- Art --- Education --- Study and teaching --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation
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Dans nos sociétés, les artistes, tout comme les scientifiques et les chefs d’entreprise, sont perçus comme des modèles en termes d’innovation. Il n’est donc pas surprenant que l’éducation artistique soit souvent considérée comme un moyen de développer des compétences perçues comme essentielles pour l’innovation : pensée critique et créative, motivation, confiance en soi, et capacité à communiquer et coopérer efficacement, mais aussi des compétences dans des disciplines scolaires non artistiques telles que les mathématiques, les sciences, la lecture et l’écriture. L’éducation artistique a-t-elle vraiment un impact positif sur les trois sous-ensembles de compétences formant ce que nous appellerons ici « les compétences liées à l’innovation » : compétences techniques, compétences de réflexion et de créativité, et caractère (compétences comportementales et sociales) ? Cet ouvrage dresse un état des lieux des connaissances empiriques concernant l’impact de l’éducation artistique sur ce genre de retombées. Les différents types d’éducation artistique étudiés comprennent l’enseignement des arts dans le cadre scolaire (cours de musique, d’arts plastiques, de théâtre et de danse), les cours intégrant un enseignement artistique (où les arts sont enseignés en accompagnement d’une discipline scolaire), et l’enseignement artistique se déroulant en dehors du cadre scolaire (par ex., les cours particuliers de musique, les cours extrascolaires de théâtre, d’arts plastiques et de danse). Ce rapport ne porte pas, en revanche, sur l’enseignement théorique des arts ni sur l’éducation culturelle, qui peuvent intervenir dans tout type de disciplines.
Art --- Study and teaching --- Art, Occidental --- Art, Primitive --- Art, Visual --- Art, Western (Western countries) --- Arts, Fine --- Arts, Visual --- Fine arts --- Iconography --- Occidental art --- Visual arts --- Western art (Western countries) --- Arts --- Aesthetics
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