ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Universal Education Theory in Global Education System towards the Development of Individual, Teams, Society and Prevention of Corruption
Author: Abedin, Rejaul
Date: 2019-00-00
Type: Journal Articles
Subjects: Moral Values,Social Attitudes,Empathy,Values Education,Moral Development,Educational Theories,Prediction,Prevention,Deception,Crime,Educational Philosophy,Academic Education,Learning Strategies,Independent Study,Educational Benefits,Professional Development,Organizational Effectiveness,Business,Outcomes of Education,Religion,Educational Objectives,Religious Education

The moral value is significant for everyone in every sphere of human life. Moral lessons should be properly taught among students in Schools, Colleges, Universities, Vocational training centers, Madrasas and so on. Above all, along with parents or guardians, it is the prime duty and responsibility of the educator to impart moral based values in order to develop moral qualities such as humility, integrity, truthfulness, courtesy, tolerance, sacrifice, mutual compromise etc among the youth and all level pupils. It will assist in developing positive, constructive social attitudes in new generation which prompt them to raise their moral voice against social evils. The harmonious coexistence of diverse ideologies in society requires respect for ethical and moral values. Value addition from moral education inculcates these virtues in a systematic and widely acceptable manner. Morality is basically the knowledge of knowing what is right and what is wrong. With the morality human being can preserve their sense of humanity and empathy for others' sorrows while at the same time people can retain their sense of unselfishness for others. Here in this research paper, the &quot;Universal Education Theory&quot; is explained and elaborated which innovated on 2019 A.D. by Dr. Rejaul Abedin, PhD, FCMAN. The innovator who strongly believes that in the present world Universal Education Theory will be useful as it will redirect to gain moral education or to train individual through morally during their academic, social and unearthly life. Moreover, Moral education can control human mind to prevent corruption, manipulation at both the micro and macro levels.
Those Left Behind: Gaps in College Attainment by Race and Geography
Author: Campbell, Colleen
Date: 2019-06-00
Type: Reports - Research
Subjects: Educational Attainment,Postsecondary Education,Whites,African Americans,Hispanic Americans,American Indians,Alaska Natives,Hawaiians,Pacific Islanders,Higher Education,High School Graduates,College Graduates,Associate Degrees,Bachelors Degrees,Rural Areas,Urban Areas,Graduate Study,Geographic Location

The United States has boosted attainment rates over the past decade, with the share of young adults with at least an associate degree increasing by 20 percent, resulting in an additional 5 million more individuals earning a college degree. But these gains in postsecondary attainment are not evenly distributed across the country. Of the 218.6 million adults in the United States--defined as those ages 25 or older for the purposes of this report--slightly less than 40 percent have earned an associate, bachelor's, or graduate degree. While about 35 percent of white adults hold a bachelor's degree or higher, only 18 percent of underrepresented adults do. And overall, just 8 percent of bachelor's degree-holders live in rural counties. This report lays out the current state of postsecondary attainment in the United States, exploring the overall landscape and delving into how attainment varies according to geography and race. It highlights three case studies to illustrate these disparities: Nye County, Nevada; Washington, D.C.; and Hialeah, Florida. Then, the report concludes by providing recommendations at the federal, state, and local levels.
Continuing Vocational Training in EU Enterprises: Developments and Challenges Ahead. Cedefop Research Paper No. 73
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocational Education,Foreign Countries,Job Skills,Job Training,Business,Skill Development,On the Job Training,Costs,Participation,Incidence,Small Businesses,Barriers,Employer Attitudes

This publication provides a comparative statistical analysis of skills development through continuing vocational training (CVT) in EU enterprises. It is based on data from the latest rounds of the CVTS survey (CVTS 5, 2015 and CVTS 4, 2010) covering EU-Member States, Norway and North Macedonia and reporting on progress towards key policy objectives. The analysis considers indicators on enterprise CVT provision, staff participation, time devoted to training and enterprise expenditure. These are analysed and then summarised by means of a composite index. Results are further complemented with an analysis of data concerning the reasons given by enterprises for not providing (further) training and main skill needs in companies. The report pays particular attention to training efforts of SMEs.
Breaking the Silence on Early Child Care and Education Costs: A Values-Based Budget for Children, Parents, and Teachers in California
Author: Gould, Elise
Date: 2019-07-23
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Educational Finance,Budgets,Costs,Access to Education,Financial Support,Educational Quality,Preschool Teachers,Teacher Salaries,Values,Budgeting,Teaching Conditions,Poverty,Racial Differences

California's child early care and education (ECE) system is underfunded, and California policymakers have not been willing to acknowledge the true cost of creating a comprehensive ECE system. Proposals for ECE reform have focused primarily on improving access and affordability for families but have ignored the elephant in the room: Early care and education is substantially &quot;funded&quot; through low teacher pay and inadequate supports for ECE teachers. In addition to being a serious injustice, lack of adequate financial and professional supports for ECE teachers compromises the consistency and quality of care children receive. In this report, the authors develop an estimate of what it would cost to provide high-quality and comprehensive early care and education for California's families that doesn't overburden them financially or come at the expense of ECE teachers. This paper makes the case for aligning the costs of the ECE system with what is required to create a strong and sustainable system. Herein, the authors model a system to meet the needs of all families in California and solve the myriad problems the current system fails to address.
The Schools&apos; Neglected Mission: Preparing All Students for Civic Participation
Author: Rebell, Michael A.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Public Schools,Institutional Mission,Student Educational Objectives,Role of Education,Civics,Citizenship Education,Democratic Values,Critical Thinking,Media Literacy,Cultural Pluralism,Intergroup Relations

The primary mission of the public schools has been to prepare students to be effective citizens capable of sustaining a vibrant and inclusive democracy. The nation's founders believed that the profound experiment in republican government that they were initiating &quot;depended on citizens' ability to participate in public life and to exhibit civic virtues such as mutual respect and prudent judgment&quot; (McDonnell 2000). However, even as the scope of American democracy has expanded to include a broader, more diverse population and an understanding of the need to respect and embrace the needs and aspirations of all our citizens, the schools' civic focus has eroded, so much so that, at the present time, the viability of our democratic institutions is at risk. This white paper summarizes the troubling trends that raise the question of whether the nation's schools have been fulfilling their critical civic mission to prepare young people to be good citizens, capable of safeguarding democracy and stewarding the nation toward a greater realization of its democratic values.
From Unlivable Wages to Just Pay for Early Educators
Author: McLean, Caitlin
Date: 2019-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Teachers,Teacher Salaries,Wages,Standards,Compensation (Remuneration),Educational Finance,Financial Support,Gender Bias,Racial Bias,Educational Quality,Justice,Tax Credits,Apprenticeships,Scholarships,Kindergarten,Elementary School Teachers

Teaching in early care and education (ECE) programs is one of the lowest-paid occupations in the United States. Low wages for early educators are not a new challenge. Compensation has been low in this field since its inception, but only recently have the public, policymakers, and other stakeholders begun to appreciate the full ramifications of paying such low wages for this crucial work -- work that is performed mostly by women, nearly half of whom are women of color. In the hopes of offering clarification and guidance, this report summarizes recent research on wage standards and critically assesses existing initiatives commonly intended to address the problem of low wages in ECE. The report also outlines the position of the Center for the Study of Child Care Employment (CSCCE) along the three core areas of debate: (1) Why compensation reform is needed; (2) What compensation reform looks like; and (3) How to achieve compensation reform. [For the executive summary, see ED597182.]
From Unlivable Wages to Just Pay for Early Educators. Executive Summary
Author: McLean, Caitlin
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Preschool Teachers,Teacher Salaries,Wages,Standards,Compensation (Remuneration),Educational Finance,Financial Support

This is the executive summary for the report, &quot;From Unlivable Wages to Just Pay for Early Educators.&quot; Teaching in early care and education (ECE) programs is one of the lowest-paid occupations in the United States. Low wages for early educators are not a new challenge. Compensation has been low in this field since its inception, but only recently have the public, policymakers, and other stakeholders begun to appreciate the full ramifications of paying such low wages for this crucial work -- work that is performed mostly by women, nearly half of whom are women of color. In the hopes of offering clarification and guidance, &quot;From Unlivable Wages to Just Pay for Early Educators&quot; summarizes recent research on wage standards and critically assesses existing initiatives commonly intended to address the problem of low wages in ECE. It also outlines the position of the Center for the Study of Child Care Employment (CSCCE) along the three core areas of debate: (1) Why compensation reform is needed; (2) What compensation reform looks like; and (3) How to achieve compensation reform. [For the full report, see ED597181.]
Teachers&apos; Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--New York
Author: Whitebook, Marcy
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Environment,Early Childhood Education,Elementary Secondary Education,Teaching Conditions,Educational Quality,Teacher Attitudes,Teacher Characteristics,Teacher Background,Teacher Salaries,Compensation (Remuneration),Fringe Benefits,Curriculum,Observation,Instructional Materials,Student Needs,Teacher Responsibility,Faculty Development,Communities of Practice,Decision Making,Teamwork,Well Being,Wellness,Income,Quality of Life,Leadership Role,Leaders,Preschool Teachers

There is broad consensus that high-quality environments for young children depend on teachers who are skilled at nurturing their development and learning, yet low pay and inadequate working conditions routinely hamper teachers in their efforts to apply their skills and knowledge. This condition exists among teachers in early education as well as K-12 classrooms, fueling the ubiquitous challenge of recruiting and retaining a skilled teaching workforce across the age spectrum. This study captures the perspectives of early educators about their working environments in one state, New York, and how these environments impact teaching staff practice and wellbeing. The following report presents the findings from the 2017 New York SEQUAL study and includes the perspectives of teaching staff employed in programs participating in QUALITYstarsNY in the spring and fall of 2017. Following a description of the study design, this report will explore major findings drawn from teaching staff responses. Thus, the report is divided into three sections: (1) &quot;Study Design&quot; shares a study overview, goals guiding the study, a profile of the survey respondents, and a guide to the findings; (2) &quot;Findings&quot; outlines teaching staff responses to items in each of the five SEQUAL domains, including an analysis of how responses varied by site characteristics and quality ratings; and (3) &quot;Appendices&quot; presents additional information on the study design, which includes survey instruments and analysis, characteristics of program leaders, and additional tables and figures. [Additional funding for this report was provided by QUALITYstarsNY and the New York Early Childhood Professional Development Institute at the City University of New York (CUNY).]
Teachers&apos; Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--Miami-Dade County
Author: Whitebook, Marcy
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Environment,Early Childhood Education,Elementary Secondary Education,Teaching Conditions,Educational Quality,Teacher Attitudes,Teacher Characteristics,Teacher Background,Teacher Salaries,Compensation (Remuneration),Fringe Benefits,Curriculum,Observation,Instructional Materials,Student Needs,Teacher Responsibility,Faculty Development,Communities of Practice,Decision Making,Teamwork,Well Being,Wellness,Income,Quality of Life,Leadership Role,Leaders,Preschool Teachers

There is broad consensus that high-quality environments for young children depend on teachers who are skilled at nurturing their development and learning, yet low pay and inadequate working conditions routinely hamper teachers in their efforts to apply their skills and knowledge. This condition exists among teachers in early education as well as K-12 classrooms, fueling the ubiquitous challenge of recruiting and retaining a skilled teaching workforce across the age spectrum. K-12 teachers nationwide are now calling attention to how inadequate pay and poor working conditions are driving economic insecurity and turnover and how insufficient classroom resources continue to hobble their practice, leading to large-scale demonstrations for increased public investment in education. With teachers increasingly engaging in the public sphere and a growing number of elected officials prioritizing support for schools and teaching staff, the demand for change to the systems that prepare, support, and compensate educators continues to build. This study captures early educators' perspectives about their work environments in Florida's Miami-Dade County and examines how these environments impact teaching staff practice and well-being. In order to teach to the best of their ability, educators require work environments that support their ongoing learning, emphasize time without child responsibilities for professional activities, and offer dependable benefits that ensure their well-being. With prioritization of workforce supports, quality improvement initiatives can make substantive progress towards a system that is equitable, efficient, and effective for children, their families, and educators alike.
The Changing Nature and Role of Vocational Education and Training in Europe. Volume 6: Vocationally Oriented Education and Training at Higher Education Levels -- Expansion and Diversification in European Countries. Cedefop Research Paper No. 70
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Educational Change,Secondary Education,Postsecondary Education,Higher Education,Lifelong Learning,Labor Market,Socioeconomic Influences,Governance,Educational Finance,Teaching Methods,Teacher Student Relationship,Nursing Education,Engineering Education

This publication is the sixth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on analysis of developments over the past two decades (1995-2015), the report provides important insights into developments and change processes related to vocationally oriented education and training at higher levels (levels 5 to 8 of the European qualifications framework). Building on detailed national case studies, the report demonstrates the expansion and diversification of vocationally oriented education and training offered at higher levels in European countries and the variations in how countries use the higher levels: there is evidence for strengthening vocational principles at higher levels in various ways as well as for strengthening academic principles. It also covers current debates and potential future challenges, including juggling labour market demands and wider societal values, finding the right balance between academic and vocational principles, and achieving parity of esteem between academically oriented and vocationally oriented qualifications at higher levels, by improving awareness and visibility of the latter. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, and includes the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
The Changing Nature and Role of Vocational Education and Training in Europe. Volume 7: VET from a Lifelong Learning Perspective: Continuing VET Concepts, Providers and Participants in Europe 1995-2015. Cedefop Research Paper No. 74
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocational Education,Continuing Education,Role of Education,Educational Change,Lifelong Learning,Foreign Countries,Position Papers,Vocational Schools,Nonformal Education,Graduates,Educational Trends,Definitions,Secondary Education,Higher Education,Adult Education,Participation,Adult Students,Access to Education,Educational Mobility,Comparative Education,Manufacturing Industry,Retailing,Information Technology,Qualifications,Labor Market,Job Training,Economic Climate,Institutional Characteristics

This research paper is one in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). The aim of the paper is to provide an overview of how CVET is conceptualised in various international level policy documents and how it is referred to across countries. It discusses national conceptions of CVET, the providers, participation by IVET graduates in non-formal education and training (NFE), and participation of adults in VET education institutions in European Union Member States, Iceland and Norway. The paper describes how the provision of CVET by different types of provider has changed over the past two decades, discussing the main drivers of this change and speculating about possible future trends. One of the main findings is that there are many dominant conceptions of CVET across Europe and the use of this term is not consistent, sometimes not even within countries. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, led by Dr Jorg Markowitch; the consortium includes the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
The Feasibility of Collecting School-Level Finance Data: An Evaluation of Data from the School-Level Finance Survey (SLFS) School Year 2014-15. Research and Development Report. NCES 2019-305
Author: Cornman, Stephen Q.
Date: 2019-08-00
Type: Reports - Research
Subjects: Educational Finance,Data Collection,Feasibility Studies,Elementary Secondary Education,National Surveys,Expenditures,School Districts,Public Schools,Data Analysis

High demand exists for data to analyze the equitable distribution of school funding within and across school districts. In response to this growing demand, the National Center for Education Statistics (NCES) developed a new collection of finance data at the school level--the School-Level Finance Survey (SLFS). The SLFS collects at the school level many of the same expenditure variables currently being collected at the school district level on the School District Finance Survey (F-33). The pilot SLFS, collected for fiscal year (FY) 14 (school year 2013--14) and FY 15 (school year 2014--15), was designed to evaluate whether the survey is a viable, efficient, and cost-effective method to gather comparable school-level finance data. This report is a follow-up evaluation of the pilot SLFS, focusing on the FY 15 survey collection. [To view the report for the pilot SLFS, &quot;The Feasibility of Collecting School-Level Finance Data: An Evaluation of Data from the School-Level Finance Survey (SLFS) School Year 2013-14, see ED582415.]
Teachers&apos; Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--Minnesota
Author: Whitebook, Marcy
Date: 2018-00-00
Type: Reports - Research
Subjects: Teacher Attitudes,Teacher Characteristics,Teacher Background,Teacher Salaries,Teacher Employment Benefits,Communities of Practice,Well Being,Early Childhood Teachers,Young Children,Child Caregivers,Child Care Centers,Professional Development,Teacher Surveys,Educational Quality,State Standards,Child Development,Adults,Teacher Supervision,Rural Urban Differences,Teaching Conditions

Early educators often do not have even basic expectations of working conditions -- such as program policies providing for payment for planning time, staff meetings, and professional development; a salary schedule accounting for experience and varied levels of education; and provision of health, retirement, sick-, and vacation-leave benefits that most K-12 educators can rely upon -- nor are teachers typically the focus of strategies and policies to improve the quality of early care and education services. This study captures early educators' perspectives about their work environments in the state of Minnesota and examines how these environments impact teaching staff practice and well-being. In order to teach to the best of their ability, educators require work environments that support their ongoing learning, emphasize time without child responsibilities for professional activities, and offer dependable benefits that ensure their well-being. With prioritization of workforce supports, quality improvement initiatives can make substantive progress towards a system that is equitable, efficient, and effective for children, their families, and educators alike.