|Learning, Teaching, Research, Community|
|All students are entitled to be taught, counseled and supported by skilled professionals who truly make a difference in their learning and overall development. |
The selection, preparation and guidance of teachers and other educators through their initial teacher education and subsequent stages of development is crucial.
Long-term national/state education work force development planning and investments in strong, diverse and responsive post-secondary institutions to facilitate evidence-based, data-driven and experience-tested strategies and programs to recruit, educate, induct, develop, certify additional qualifications and nurture post-graduate scholars is essential.
The student-teacher relationship is at the centre of the learning process. The local school, working in concert with their students, parents and local community agencies, is the place where the whole child develops intellectually and academically, acquires healthy social, ethical and personal values, learns about work and potential careers and begins to act as a citizen in their community, society and the world.
It is essential that decisions about teaching and learning be made at the local level as much as possible within the frameworks, policies and guidelines established by national and state governments as well as by local educational authorities and schools. However, as global environmental, economic and social trends and forces have demonstrated, we are all connected. It is increasingly evident that international cooperation through global organizations and UN agencies concerned with education has become easier and more effective through a variety of information and communications technologies.
The voice and contributions of Deans of Education should be part of the many global initiatives that will have an impact on education and education faculties. See below and go to this page for for a list of our activities
A global network…
– led by regional and national associations
– linked with global networks concerned with education
– offering faculty leaders an opportunity to collaborate and contribute
– promoting equity and educational success through selected global initiatives.
– view the recording of our initial meeting
– view a recording of the first GNDE workshop held the AERA conference in Toronto in April 2019.
Terms of reference:
– The implementation of the critical workers policy, including how consistently the definition of ‘critical’ work is being applied across the country and how schools are supported to remain open for children of critical workers.
– The capacity of children’s services to support vulnerable children and young people.
– The effect of provider closure on the early years sector, including reference to: Children’s early development.
– The early years funded entitlement and the childcare market.
– The effect of cancelling formal exams, including the fairness of qualifications awarded and pupils’ progression to the next stage of education or employment.
– Support for pupils and families during closures, including: The consistency of messaging from schools and further and higher education providers on remote learning.
– Children’s and young people’s mental health and safety outside of the structure and oversight of in-person education.
– The effect on apprenticeships and other workplace-based education courses.
– The financial implications of closures for providers (including higher education and independent training providers), pupils and families.
– The effect on disadvantaged groups, including the Department’s approach to free school meals and the long-term impact on the most vulnerable groups (such as pupils with special educational needs and disabilities and children in need)
– What contingency planning can be done to ensure the resilience of the sector in case of any future national emergency.
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