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https://www.facebook.com/AsociatiaDaruiesteAripi

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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https://www.facebook.com/teachforromania/photos/?ref=page_internal

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https://www.facebook.com/ScoaladeValori/photos

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Scoala de Valori, Bucharest, Romania. 23,221 likes · 176 talking about this · 2,664 were here. Școala de Valori este o organizație non-guvernamentală modernă, non-profit, a cărei viziune este...

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https://www.facebook.com/asociatiapentruvaloriineducatie/photos/?ref=page_internal

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1. Teach for Romania - an organization that recruits, trains and places talented university graduates as teachers in schools with limited resources, to improve education in disadvantaged communities.

2. Asociatia OvidiuRo - an NGO that promotes early education for underprivileged children in Romania by providing access to kindergarten and other educational programs.

3. Romanian-American Foundation - an organization that supports initiatives to improve education and promote economic growth in Romania, through partnerships with local NGOs and businesses.

4. Educatie pentru Dezvoltare - an NGO that works to improve access to education for children and young people from rural areas, and to promote social inclusion and diversity.

5. Fundatia pentru SMURD - an NGO that focuses on education and training in emergency medicine, with the aim of improving the quality of emergency services in Romania.

6. Junior Achievement Romania - an organization that provides entrepreneurship education to young people in schools, with the goal of fostering innovation, creativity, and economic development.

7. Asociatia Daruieste Aripi - an NGO that works to improve the educational experience of children in schools, by providing them with access to technology, resources, and extracurricular activities.

8. Asociatia Educativa SEI - an organization that promotes inclusive education in schools, by providing training and support to teachers, parents, and students with disabilities.

9. Asociatia Ceva de Spus - an NGO that works to empower young people through education and civic engagement, by organizing workshops, debates, and other activities in schools.

10. Asociatia Edumission - an organization that provides career guidance and mentoring to students in schools, with the aim of helping them make informed decisions about their future.

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https://www.facebook.com/educatiepentrudezvoltaredurabila/photos

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Educatie pentru dezvoltare durabila, Constanta, Romania. 1,316 likes. O pagină marca ONG Mare Nostrum, dedicată Educaţiei pentru Dezvoltare Durabilă.

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https://www.facebook.com/AsociatiaOvidiuRO/photos/?ref=page_internal

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https://www.facebook.com/Education.Gouv/photos

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Ministère de l’Education nationale et de la Jeunesse

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Ministère de l’Education nationale et de la Jeunesse. 334,487 likes · 494 talking about this. Page officielle du ministère de l’Education nationale, de la Jeunesse et des Sports www.education.gouv.fr

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https://www.facebook.com/bmbf.de/photos/?ref=page_internal

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https://www.facebook.com/kunnskapsdepartementet/photos

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Kunnskapsdepartementet (Norge). 28,006 likes · 8 talking about this. Kunnskapsdepartementet har ansvar for barnehage/skole/fagskoleutdanning/høyere utdanning/forskning.

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https://www.facebook.com/undervisningsministeriet

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https://www.facebook.com/okmfi/

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Ministry of Ed

1.      Cum a fost comunicarea până acum?

-        Insituțională

-        Plină de mesaje înțelese doar de cei din sistem

-        Canale: FB, Insta, puțin TT

2.      Ce ne dorim?

-        Să fie înțelese legitate

-        O descriere umană a impactului asupra beneficiarului

-        Să informăm oamenii câte lucruri am introdus din cele date de oameni de-a lungul timpului

-        To touch feelings

3.      Ce a funcționat până acum?

-        Citate de la ministră (au fost preluate și share-uite de insituții)

4.      Cu cine vorbim?

-        Profesorii pe primul loc, mai cu seamă formatorii de opine din rândul loc

-        Mediu privat

-        Ambasade

-        Parlamentari

-        Părinți

-        Elevi

5.      Ce painpoint au profesorii?

-        Încărcare din partea Ministerului

-        Opacitate vs. transparență

6.      Care este atitudinea generală față de reforme?

-        Plină de preconcepții. Misiunea noastră este să le demontăm

7.      Cum vrem să simtă oamenii?

-        Curioși și entuziaști

-        Încrezători

-        Bagați în seamă, să-I facem să vadă că vocea lui este auzită

8.      Valorile Ligiei

-        Responsabilitate

-        Autenticitate

9.      Cum este Ligia?

-        Caldă, progresistă, foarte bine documentată, dă mereu răspunsuri gândite

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TOV
- uman, personal, empatic, relaxat, funny pe alocuri (it basically feels like you're talking to a friend)

Key points:
- starts each caption with a personal comment (e.g. "It’s been a busy week and I’ve been pretty slack posting about it!)
- long captions filled with details, so people can gain as much info as possible
- relatable captions which makes her feel close to her target (e.g. ’I've never quite understood why they make us wave for these photos, but I do know that concluding the ASEAN trade deal upgrade is a very, very good thing (hence the photo of smiling leaders.)

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TOV:
uman, Gen-Z like

Key points:
- showcasing the people behind the work in a very natural and relaxed atmosphere
- sparking conversation with the public
- addressing day-to-day issues that concern everyone in a very engaging way

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1. The Every Student Succeeds Act (ESSA) in the United States: The ESSA is a federal law that replaced the No Child Left Behind Act and governs K-12 education policy in the United States. When the law was enacted in 2015, the US Department of Education published a plain language summary of the law on its website, which included an overview of the key changes and provisions in the law.

2. The Higher Education Act in Canada: The Higher Education Act is a federal law that governs post-secondary education policy in Canada. When the law was amended in 2019, the Canadian government published a plain language summary of the changes on its website, which included an overview of the new provisions and how they would impact students and institutions.

3. The Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) in the United States: The CRRSA is a federal law that was enacted in December 2020 to provide emergency funding to K-12 schools and institutions of higher education to help address the impact of the COVID-19 pandemic on education. The US Department of Education published a summary of the law on its website, which included information about how the funding would be allocated and how schools and colleges could apply for the funds.

4. The National Education Policy (NEP) in India: The NEP is a comprehensive education policy that was approved by the Indian government in July 2020. The Ministry of Education in India published a detailed document explaining the policy on its website, which included an overview of the key changes and goals of the policy, as well as information about how the policy would be implemented.

5. The Children and Young Persons (Amendment) Act in Singapore: The Children and Young Persons (Amendment) Act is a law that was passed in Singapore in November 2020 to strengthen child protection measures in the country. The Ministry of Social and Family Development published a plain language summary of the law on its website, which included information about the new provisions and how they would help protect children and young people in Singapore.

6. The Australian Education Amendment Bill 2017: This law, which was passed in Australia in 2017, aimed to improve the transparency and accountability of the country's education system. The Australian government published a plain language summary of the law on its website, which explained the changes and how they would impact students, parents, and educators.

7. The Education (Additional Support for Learning) (Scotland) Act 2019: This law, which was passed in Scotland in 2019, aimed to strengthen the rights of children with additional support needs in the country's education system. The Scottish government published a guide to the law on its website, which explained the key changes and how they would be implemented.

8. The Education (Amendment) Act 2020 in Hong Kong: This law, which was passed in Hong Kong in 2020, aimed to reform the city's education system and promote national education. The Hong Kong government published a summary of the law on its website, which explained the new provisions and how they would impact schools, teachers, and students.

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https://www.education.gouv.fr/

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https://www.bmbf.de/bmbf/en/home/home_node.html

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Federal Ministry of Education and Research - BMBF

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At the meeting of the Science Ministers of the world's seven leading economies, the German Federal Research Minister highlighted the importance of education and research in tackling today's global challenges.

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At the meeting of the Science Ministers of the world's seven leading economies, the German Federal Research Minister highlighted the importance of education and research in tackling today's global challenges.

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https://www.gov.uk/government/organisations/department-for-education

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Latest from the Department for Education

The Department for Education is responsible for children's services and education, including early years, schools, higher and further education policy, apprenticeships and wider skills in England.

DfE is a ministerial department, supported by 18 agencies and public bodies.

Read more about what we do

Contact DfE

Make an FOI request

1. Read about the Freedom of Information (FOI) Act and how to make a request.

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The Department for Education is responsible for children's services and education, including early years, schools, higher and further education policy, apprenticeships and wider skills in England. DfE is a ministerial department, supported by 18 agencies and public bodies .

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https://www.education.govt.nz/our-work/legislation/education-and-training-act-2020/

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The Education and Training Act 2020 came into effect on 1 August 2020. It incorporates and replaces the Education Acts 1964 and 1989 and implements changes from the Education Work Programme.

Administrative changes

The Act repeals and replaces all major existing education and training legislation. It is intended to be simpler, more user-friendly and less prescriptive than the previous legislative framework.

The Education and Training Act 2020:

introduces a new structure that follows the journey of students through education, starting with early learning, moving to schooling and then tertiary and vocational training,

moves some prescriptive detail directly into regulations (so these provisions will not be found in the Act),

moves other detailed provisions into Schedules at the end of the Act, with "sunset clauses", meaning that they will expire after a set period of time and new regulations will need to be developed to replace them, and

retains large parts of the existing education legislation, which were transferred into the Act unchanged. We took the opportunity to update some of the language throughout the Act where we could do so without changing the effect of the law itself.

Streamlining education legislation
System-wide changes

Te Tiriti o Waitangi: National level commitments

The Act makes it easy for those in the education sector to understand their rights and obligations under Te Tiriti o Waitangi by locating in one place the key provisions in the Act that recognise and respect the Crown's responsibility to give effect to Te Tiriti.

The Act also enables the Ministers of Education and Māori-Crown relations: Te Arawhiti, after consultation with Māori, to jointly issue a statement specifying what education agencies must do to give effect to public service objectives that relate to Te Tiriti o Waitangi.
Giving better effect to Te Tiriti o Waitangi at the national level

New powers for the Secretary for Education when a state of emergency, transition period or epidemic notice is in place

The Act gives the Secretary for Education the ability to direct education entities to comply with a requirement:

to open or close for attendance or instruction (whether physically or otherwise),

to operate, control or manage the entity,

to provide instruction in any specified ways, such as through distance learning, and

to set any restrictions on attendance with regard to health and safety requirements, in future national or local emergencies or during an epidemic.

The Secretary was temporarily given these powers to respond to COVID-19. The Act gives the Secretary the same powers to respond to future emergencies, but only when a national or local emergency or transition period is declared, or an epidemic notice is in force.

The Act also enables the Secretary to direct a board to reopen a school that has been closed due to an emergency, when the Secretary considers that the closure is no longer justified.
New powers for the Secretary of Education

Offshore provision of National Certificate of Education Achievement (NCEA)

To ensure the integrity of NCEA, the Act prohibits the provision of NCEA offshore, except in certain circumstances, and makes it an offence to breach the prohibition.

However, because of COVID-19, the Act also includes a temporary provision to allow New Zealand schools to provide distance education and NCEA to their students based offshore until 31 December 2022, where those students have been enrolled with the school during 2020.
Prohibiting the provision of NCEA offshore

Expansion of ERO power to request information

The Act clarifies that the Chief Review Officer can request any information that is reasonably necessary or desirable from an applicable organisation or person, such as an early childhood provider or school, for the purposes of carrying out their functions.

Changes relating to early childhood education (ECE), including ngā kōhanga reo
Read more about the changes relating to early childhood education (ECE), including ngā kōhanga reo
Changes for New Zealand schools

Right to attend school full-time

The Act explicitly states the right of all enrolled students to attend school whenever the school is open. Some students and their parents and whānau have found that schools only allow them to attend part-time.

The Act clarifies that all students, including students with learning support needs and disabilities, have the right to attend school for all of the hours that the school is open for instruction.

The Act also locates the different aspects of the right to a free State education together in Part 3 to make it easier to find and understand these rights.
Education and Training Act: All students have the right to attend school fulltime

Wellbeing transitional plan to vary attendance hours where it is in a student's best interests

The Act enables a student's parents to request and agree with the principal and the Secretary for Education to vary hours as part of a wellbeing transitional plan where the particular needs of the student require this.

The plan must be considered by all parties involved to be in the child's best interests. The plan may be renewed once, upon the request of the parents with the agreement of the principal and the Secretary.

Right to attend school fulltime

Transition attendance plan to vary attendance hours where it is in a student's best interest

New complaint and dispute resolution panels

There is a lack of a free and accessible complaint and dispute resolution process in the current State compulsory schooling system.

The Act enables the establishment of new local complaint and dispute resolution panels to hear serious disputes where these cannot be resolved at the school level.

The panels will have mediation, recommendation and decision-making functions, and will hear disputes relating to:

rights to education (including enrolment and attendance)

stand-downs, suspensions, exclusions and expulsions

learning support, racism and other types of discrimination

physical and emotional safety, and

physical restraint on a student by a teacher or other authorised employee.

Enabling a new dispute resolution panel to hear complaints about school board decisions

Renaming 'special schools' to be 'specialist schools'

Amending school board objectives

The Act revises the objectives for school boards to:

ensure school governance is underpinned by Te Tiriti o Waitangi and relevant student rights, and

refocus boards on a wider range of objectives so that educational achievement is no longer the only primary objective. It is instead one of four primary objectives, alongside objectives for schools to ensure the physical and emotional safety of students and staff, that they are inclusive and cater for students with differing needs and that they give effect to Te Tiriti o Waitangi.

These changes are intended to strengthen school governance and refocus schools on what matters most for learners and their whānau.
Amending school board objectives

School boards to give effect to Te Tiriti o Waitangi

One of the primary objectives for boards will be to give effect to Te Tiriti o Waitangi by:

working to ensure that their plans, policies and local curriculum reflect local tikanga, mātauranga Māori and te ao Māori

taking all reasonable steps to make instruction available in tikanga and te reo Māori, and

achieving equitable outcomes for Māori students.

This objective will take effect on 1 January 2021. This will provide schools with more time to prepare for the changes and give effect to them.
School boards to give effect to Te Tiriti o Waitangi

Updating school board elections

The Act provides the Minister of Education with the option of directing the Secretary for Education to appoint a commissioner when a board election is declared invalid (to govern the school until a new board takes office). This is in addition to the Minister's current power to reinstate the previous board in the same circumstances.

It also removes the requirement that casual vacancies be advertised in a local newspaper. Instead, the Act provides that a board must notify its school community and the wider local community of the vacancy in the manner that best meets the needs of the school community and the wider community.
Electing school boards

Religious instruction to become opt-in

The Act provides that if the board of a State primary or intermediate school chooses to close their school for religious instruction to take place, they must have students 'opt-in' and ensure that the other existing conditions are met.

This change ensures that children are only attending religious instruction with their parent or caregiver's consent.
Requiring an 'opt-in' process for religious instruction in state primary and intermediate schools

Development and consultation on school enrolment schemes

Allowing the use of grand-parenting provisions at the discretion of the Secretary for Education

Grand-parenting arrangements provide for the siblings of current students to retain the right to enrol at the school when a new home zone or amendment is implemented, provided they live in the old home zone.

Grand-parenting provisions will be used at the Secretary's discretion when an enrolment scheme is established or when an existing enrolment scheme's home zone is amended.

Te Aho o Te Kura Pounamu, the Correspondence School, (Te Kura) Governance Arrangements

The Bill requires the Minister of Education to appoint a staff member to be a representative on the Board of Te Kura.
Strengthening Te Kura's Governance Arrangements

Tertiary and International education

Extending the expiry date of the Interim Code of Practice

Enabling the Minister of Education to vary a tertiary funding determination, without a three-month stand-down period, when there is an epidemic or emergency

The Act allows the Minister to vary a tertiary funding determination immediately following consultation, in circumstances where there is an epidemic notice issued or a national or local state of emergency.

This change will allow tertiary education organisations and the Tertiary Education Commission to quickly respond to, and support the recovery from, epidemics or states of emergency.

The Minister will still be required to consult all organisations that would be affected by the proposed variation and all other persons and organisations that the Minister considers ought to be consulted.
Education and Training Act: updates relating to Tertiary and International education

Read more about the updates relating to Tertiary and International Education
Planning and reporting for school boards

The Act also incorporates provisions relating to planning and reporting that were introduced by the Education (Update) Amendment Act 2017. These provisions will come into effect no later than 1 January 2023.
Planning and reporting of school boards
Regulatory Impact Assessments and Supplementary Analysis Report

A number of amendments in the Education and Training Act required a Regulatory Impact Assessment or a Supplementary Analysis Report to be prepared.

Education and Training Act Regulatory Impact Assessments and Supplementary Analysis Report

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The Education and Training Act 2020 came into effect on 1 August 2020. It incorporates and replaces the Education Acts 1964 and 1989 and implements changes from the Education Work Programme. The Act repeals and replaces all major existing education and training legislation.

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Delivering early years, child care and publicly funded education from kindergarten to Grade 12. Education in Ontario

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The Every Student Succeeds Act (ESSA) in the United States

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The Every Student Succeeds Act (ESSA) in the United States

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The ESSA is a federal law that replaced the No Child Left Behind Act and governs K-12 education policy in the United States. When the law was enacted in 2015, the US Department of Education published a plain language summary of the law on its website, which included an overview of the key changes and provisions in the law.

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https://www.ed.gov/essa?src=rn

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Every Student Succeeds Act (ESSA) | U.S. Department of Education

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TOV
- uman, entuziast, apreciativ, personal, funny, inspirațional, empatic

Key points
- focus more on the people, less on the person
- regular updates on every event/ action taken by the him or the ministry