ethanporcaro/eric-fulltext-meta huggingface dataset:
Gaelic Language Plan
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Stakeholders,Foreign Countries,Nationalism,Federal Legislation,Indo European Languages,Partnerships in Education,Language Maintenance,Language Planning,Educational Policy,Language Usage,Government Role,Program Implementation,Employees

Her Majesty's Inspectorate of Education (HMIE) recognises that Gaelic is an integral part of Scotland's heritage, national identity and current cultural life. HMIE recognises that there is a need to ensure the sustainable development of Gaelic for the future and is committed to working with stakeholders and partners across the public and private sector to achieve this aspiration. In its work, HMIE will seek to: (1) enhance the status of Gaelic; (2) promote the acquisition and learning of Gaelic; and (3) encourage the increased use of Gaelic. This document is HMIE's Gaelic Language Plan, prepared within the framework of the Gaelic Language (Scotland) Act 2005. It sets out how Gaelic is used in carrying out business, how the use of Gaelic be enabled when interacting with stakeholders and partners, and how the development of Gaelic will be promoted. It is recognised that the development of Gaelic Language Plans by public bodies such as HMIE is a key component of the 2005 Act. It is recognised that the Gaelic Language Plan will help to formalise and communicate to staff, partners and stakeholders what the policy is in relation to Gaelic matters, and what Gaelic services they can expect to access through HMIE. HMIE aims to build on current partnerships to support the work of the Gaelic Language Plan. To help achieve the targets in the Gaelic Language Plan, members will work closely with partners such as Learning and Teaching Scotland (LTS), Scottish Qualifications Authority (SQA), Scottish Funding Council (SFC); and local authorities. Numbers and information about Gaelic are appended. (Contains 2 footnotes.) [This plan has been prepared under section 3 of the Gaelic Language (Scotland) Act 2005.]
Count Us in: Success for All
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-09-23
Type: Reports - Descriptive
Subjects: Disabilities,Adult Learning,Adult Students,Foreign Countries,Best Practices,Adults,Adolescents,Children,Professional Development,Government Role,Evidence,Teaching Methods,Achievement,Educational Assessment,Barriers,Inclusion,Success

This resource gives the professional view of Her Majesty's Inspectorate of Education (HMIE) on the strengths and best practice in implementing inclusion and equality across education in Scotland, and sets out what needs to be done now to improve. It is designed to be used by all who work with children, young people and adult learners to assist them in reflecting on their current practice and in improving that practice to meet the needs and aspirations of all in Scottish society. Each section of this report has a corresponding professional development section. This links to illustrative film clips which are part of the Journey To Excellence resource, and has a series of reflective questions about how one can improve his/her practice. The Glow network will support professionals in discussing and sharing their practice in inclusion and equality. The main difference to the lives of children and young people is made by the professionals who directly interact with them, and one must always remember that they can have a significant, positive impact. Appended are: (1) Relevant reports and links; and (2) Key Statistics.
Gaelic Education: Building on the Successes, Addressing the Barriers
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2011-06-21
Type: Reports - Descriptive
Subjects: Indo European Languages,Second Language Learning,Early Childhood Education,Elementary Education,Secondary Education,Foreign Countries,Immersion Programs,Bilingualism,Instructional Leadership,Teachers,Faculty Development,Computer Uses in Education,Partnerships in Education,Parent Participation,Preservice Teacher Education

In recent times, there has been significant interest in reviving the Gaelic language. The National Plan for Gaelic aims to secure a sustainable future for the language. Gaelic Education plays a major role. The term &quot;Gaelic Education&quot; covers a spectrum of opportunity ranging from raising an awareness of Gaelic as a Scottish language to the achievement of fluency through immersion. Along this spectrum sits the opportunity to learn Gaelic as a subject and a wide range of other opportunities such as those offered by Sradagan to use and develop the language. This report refers to Gaelic Education throughout but focuses specifically on Gaelic Learners and Gaelic Medium. It summarises for further action the findings of a task undertaken by Her Majesty's Inspectorate of Education (HMIE) in 2010/11, drawing on evidence from inspections in the period from 2006-2011 and from interviews with key players in the development of Gaelic Education. Appended are: (1) Relevant reading; and (2) Glossary. (Contains 30 footnotes.)
A Look at Welcome Week: The Role of College Unions and Student Activities in Welcoming Students
Author: Rudisille, Justin
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Student Unions,Role,School Orientation,College Students,School Activities,Student Employment,Information Centers,Student Organizations,Student Participation,Ancillary School Services

Members of the Association of College Unions International (ACUI) Central Office staff went on the road on August 18-24, 2011, making stops at 20 institutions in six states during the course of seven days. The ACUI Campus Tour: Welcome Week 2011 included visits with college union and student activities staff and students at a variety of institution types with a range of organizational models. Key trends observed about the role of the unions and activities during those first weeks of the year: (1) Host events that will draw students into the union; (2) Introduce students to ways of getting involved in campus life; (3) Serve as a hub of information for students and other members of the campus community; (4) Provide needed services for students; (5) Play a role in the coordinating and hosting of orientation and welcome events; and (6) Recruit and train student employees that will serve as ambassadors for the union. These trends are presented throughout this publication.
State Capacity for Leadership: Ensuring Meaningful Higher Education Involvement in State Implementation of New Assessments Aligned with the Common Core State Standards
Author: National Center for Higher Education Management Systems (NCHEMS)
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Core Curriculum,State Standards,Alignment (Education),Public Education,Educational Change,Elementary Secondary Education,Higher Education,Consortia,Developmental Studies Programs,College Readiness,Measures (Individuals)

The Common Core State Standards (CCSS) and assessments aligned to them represent a significant milestone in public education reform in the U.S. Developed with consultation from higher education, the rigorous new standards and the assessments now being drafted by two consortia promise to help students reach higher levels of academic achievement and increase their likelihood of enrolling and succeeding in college. The mission of the consortia is to create assessments that reflect the CCSS and accurately measure college readiness. This work could lead to significant improvements in the preparation of many students for postsecondary study and smooth their transition between high school and college. Higher education systems stand to benefit as well since better preparation should reduce the high proportion of students requiring developmental courses when they enroll, limit the costs associated with those classes, and cut the average time to a credential. Achieving those results, however, will require the support of higher education not only throughout the development of the exams but also into their full implementation. As a first step toward encouraging higher education systems to endorse and base judgments about students' college readiness on the new assessments, the William and Flora Hewlett Foundation and Lumina Foundation requested the National Center for Higher Education Management Systems (NCHEMS) to identify the conditions that help build consensus between K-12 and postsecondary systems at a state level. In response, NCHEMS developed the following: (1) Criteria Reflecting Capacity for Alignment; and (2) Hallmarks of Higher Education Involvement. This paper summarizes the criteria and describes how they play out in the context of specific state environments. It is designed as a guide to help educators and policymakers understand the conditions that must be met for a state to fully embrace the goals of the new Common Core State Standards and related assessments. [This report was prepared for the William and Flora Hewlett Foundation and the Lumina Foundation.]
Performance Funding: From Idea to Action
Author: National Center for Higher Education Management Systems (NCHEMS)
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Program Implementation,Program Design,Administrative Principles,Financial Support,Finance Reform,Change Strategies,Performance Contracts,Performance Factors,Program Administration,Critical Path Method

Performance funding--the linking of allocation of resources to accomplishment of certain desired outcomes--is an idea that is once again finding favor with policymakers. It has intuitive appeal; what's not to like about paying for results? While it is a notion that makes common sense to most decisionmakers, it is an idea with a very checkered past--it has been tried, found wanting, and with few exceptions abandoned. A review of past experiments suggests that it's not the idea that failed, but the design and implementation of the strategies that derived from the idea. This brief paper presents a set of first principles for putting in place an approach to performance funding that will help policymakers avoid many of the pitfalls that plagued prior efforts in this arena. The principles presented fall into two categories--those dealing with design of the system, and a separate set dealing with implementation. [This report was prepared for Complete College America.]
Social Subjects: A Subject-Based Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Education Scotland
Date: 2011-09-09
Type: Reports - Evaluative
Subjects: Foreign Countries,Colleges,Institutional Evaluation,Reports,Educational Quality,Social Sciences,Access to Education,Adult Education,Social Work,Community Education,Vocational Education,Stakeholders,Government School Relationship

The Her Majesty's Inspectorate of Education (HMIE) publication, &quot;External quality arrangements for Scotland's colleges, September 2008,&quot; specifies that HM Inspectors (HMIs) will produce a number of subject aspect reports over the four years 2008-2012. These reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIs reports of colleges. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges, and will wish to discuss issues arising from subject aspect reports during annual engagement visits. This aspect report evaluates current practice and identifies important areas for discussion and further development amongst practitioners. It identifies excellent practice found by HMIs featuring them within the report and sets out recommendations for improvement. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published HMIE reviews of colleges, and examined other relevant publications and reports. They consulted with key stakeholders, including the Scottish Qualifications Authority (SQA), professional bodies and &quot;Scotland's Colleges.&quot; This report evaluates college programmes within a wide range of disciplines subsumed within the social subjects area. Social subjects is a wide category, but includes: programmes designed to support access to further and higher education, social work or community education; Higher National Certificate or Diploma (HNC/D) Social Science; SQA Intermediate and SQA Higher programmes primarily in sociology, psychology and politics; and access programmes to specific occupational areas, such as, uniformed services. Care programmes, although having a high content of social subjects, are not covered in this report but are fully reported within a concurrent aspect report on Care. Programmes covered by this report are offered in a variety of modes at levels 4 to 11 of the Scottish Credit and Qualifications Framework (SCQF), but the report does not evaluate degree provision. Appended are: (1) Social Sciences sector-level summary, 2007/08 to 2009/10; (2) Glossary of terms; and (3) Colleges and organisations involved in fieldwork for this report. (Contains 7 footnotes.
Quality and Improvement in Scottish Education: Trends in Inspection Findings 2008-2011
Author: Education Scotland
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Trends,Trend Analysis,Foreign Countries,Educational Quality,Educational Improvement,Evidence,Educational Practices,Educational Change,Inspection,Quality Control,Audits (Verification),Quality Assurance,Achievement Gains,Preschool Education,Elementary Secondary Education,Special Schools,Colleges,Teacher Education,Employment Potential,Skill Analysis,Correctional Education,Educational Assessment,Educational Indicators

The findings of Education Scotland's sectoral programme of inspections, which sample the providers of education at every stage from the early years to adult learning, provide a key source of evidence on how effectively one of its core public services is performing. The last published summary of inspection findings was produced in 2009 when Her Majesty's Inspectorate of Education (HMIE) published &quot;Improving Scottish Education 2005 to 2008.&quot; Since then, the fast moving pace of change and challenge across the world and in society at large has been reflected in a continuing ambitious agenda for change in Scottish education. Developments that the HMIE report highlighted three years ago have gathered pace as it seeks to promote the innovation, flexibility and creativity needed to support young people for this ever changing world. The evidence summarised in this report indicates that much progress has been made in embedding new, improved approaches in every-day educational practice. This report describes, for example, steady progress in the implementation for Curriculum for Excellence in all sectors, over the course of the three years it covers. The picture that the inspection evidence paints is consistent with other sources of evidence that have appeared since 2008. In international studies between 2008 and 2011, Scottish children's achievement in science, mathematics and English language were similar to or slightly better than other UK students in England, Wales and North Ireland. Against countries worldwide, Scottish children remain in the middle ranking of achievements in these subject areas. Recent results for the Scottish standards for numeracy assessments reflect levels of achievement the researchers have evaluated in this report over 2008 to 2011. In particular, focus is still needed in the first years of secondary to maintain the earlier gains in primary school. Everyone must remain determined in moving Scottish children to even better achievements, nationally and internationally. Notes on evidence base and evaluation terms used in the document are appended. (Contains 6 footnotes.)
Performing Arts: A Subject-Based Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Education Scotland
Date: 2011-09-30
Type: Reports - Evaluative
Subjects: Stakeholders,Vocational Education,Foreign Countries,Theater Arts,Program Evaluation,Employment Qualifications,Educational Assessment,Interviews,Partnerships in Education,Cultural Background,Indo European Languages,Information Technology,Technology Uses in Education,Peer Teaching,Adolescents,Employers,Curriculum Design,Adult Education

The Her Majesty's Inspectorate of Education (HMIE) publication, &quot;External quality arrangements for Scotland's colleges,&quot; September 2008, specifies that HM Inspectors (HMIs) will produce a number of subject aspect reports over the four years 2008-12. These reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIs external review reports of colleges. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges and will wish to discuss issues arising from subject aspect reports during annual engagement visits. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published HMIE external reviews of colleges and examined other relevant publications and reports. They consulted with key stakeholders, including college staff, learners, employers and professional bodies. This report evaluates college programmes which lead to vocational qualifications in performing arts, offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). Appended are: (1) Performing arts programmes: summary of data over three years; (2) Colleges involved in the fieldwork for this report; and (3) Glossary of terms. (Contains 8 footnotes.)
Self-Evaluation and Internal Review: An Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Education Scotland
Date: 2011-09-02
Type: Reports - Evaluative
Subjects: Self Evaluation (Groups),Inspection,Equal Education,Diversity (Institutional),Ethnic Diversity,Stakeholders,Institutional Characteristics,Institutional Evaluation,Program Improvement,Educational Practices,Best Practices,Evaluation Methods,Evaluation Research,Foreign Countries,Organizational Change,Learning Experience,Educational Quality,Quality Assurance,Quality Control,Learner Engagement,Colleges

This report examines the contribution of self-evaluation to internal review processes in Scotland's colleges. It identifies the range of methodologies used by colleges, what makes these effective and what needs to improve further. It explores in particular, the extent to which self-evaluation has a positive impact on learners' experiences. The report addresses these aims through: (1) evaluating the extent to which self-evaluation has improved over time, including taking into account equality and diversity issues; (2) evaluating the contribution made by external stakeholders and college learners as part of the self-evaluation process; (3) identifying and disseminating examples of excellence or sector-leading and innovative practice; and (4) making recommendations for improvement to current practice. The Her Majesty's Inspectorate of Education (HMIE) report, &quot;Effective self-evaluation reporting in Scotland's colleges (2007),&quot; identified a number of positive features. HMIE has provided other analyses of self-evaluation and internal review arrangements in colleges. The most recent was through the HMIE publication, &quot;Improving Scottish Education (2009).&quot; This report identifies the progress that colleges have made, since the publication of these two reports, in improving their approaches to self-evaluation and internal review. Appended are: (1) Colleges visited in the fieldwork for this report; and (2) Glossary of terms. (Contains 7 footnotes.)
Realizing Kentucky's Educational Attainment Goal: A Look in the Rear View Mirror and down the Road Ahead
Author: Kelly, Patrick J.
Date: 2011-09-06
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Educational Change,Educational Legislation,State Legislation,Educational Policy,State Policy,Academic Persistence,School Holding Power,College Students,Goal Orientation,Educational Objectives,STEM Education,Graduation Rate,Comparative Analysis,Economic Progress,Bachelors Degrees

In 1997, policymakers in Kentucky enacted perhaps the most sweeping higher education reform legislation of any state in the past two decades. Kentucky's Postsecondary Education Improvement Act (House Bill 1) has been heralded by many higher education leaders across the U.S. as one of the great success stories--a rare instance when a state's governor, legislators, higher education leaders, college and university presidents, and business leaders collectively aligned to implement policies that better serve the residents of the state. The legislation immediately kicked off an agenda for Kentucky's higher education enterprise that is built on the public good rather than the individual needs of colleges and universities. Now more than halfway to the year 2020, it is important to pause and gauge the progress that Kentucky has made during the past decade, and the gains that need to be made between now and 2020 for Kentucky to realize its college attainment and degree production goals. This brief documents Kentucky's movement on a number of key indicators since 2000 and identifies the additional number of college degree-holders needed between now and 2020. While issues of college preparation, developmental education, retention of college students, and student learning (for example) are critical for Kentucky to reach its overall goals, this report focuses largely on measures directly associated with college completion, the educational attainment of the population, and the impact on the state's economy. Percent Change in Completion Rates (2000 to 2009) is appended. (Contains 10 figures.)
Preparing Learners in Scotland's Colleges for Employment or Further Study. An Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Education Scotland
Date: 2011-08-26
Type: Reports - Descriptive
Subjects: Foreign Countries,Colleges,Institutional Mission,Stakeholders,Career Readiness,College Readiness,Human Capital,Financial Services,Energy,Tourism,Biological Sciences,Hospitality Occupations,Creativity,Fine Arts

Scotland's colleges have a wide-ranging mission. They meet the needs of a wide range of stakeholders, including individual learners, local communities, regional and national bodies and the national and international economies. That they meet all of these needs to a very large extent is testament to the commitment of the staff and Boards of Management in colleges. The Scottish Government has identified six key economic sectors, as well as the university sector, in its skills strategy, &quot;Skills for Scotland&quot;: (1) financial and business services; (2) energy; (3) tourism; (4) life sciences; (5) food and drink; and (5) creative industries. This report will evaluate the extent to which Scotland's colleges are working to address the skills needs of these key economic sectors. Appended are: (1) Employment in Scotland 2009; (2) HMIE groupings of subject areas; (3) Enrolments by HMIE grouping 2005-6 to 2009-10; (4) Enrolment trends for selected programme groupings; and (5) Colleges involved in fieldwork for this report. A glossary of terms is included. (Contains 3 tables and 17 footnotes.)