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Download full textUNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, 2022
The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a…
Descriptors: Foreign Countries, Vocational Education, Profiles, Statistical Data
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, 2022
The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a…
Descriptors: Foreign Countries, Vocational Education, Profiles, Statistical Data
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, 2022
The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a…
Descriptors: Foreign Countries, Vocational Education, Profiles, Statistical Data
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, 2022
The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a…
Descriptors: Foreign Countries, Vocational Education, Profiles, Statistical Data
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, 2022
The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a…
Descriptors: Foreign Countries, Vocational Education, Profiles, Statistical Data
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, 2022
The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a…
Descriptors: Foreign Countries, Vocational Education, Profiles, Statistical Data
Peer reviewedKastberg, David; Roey, Stephen; Ferraro, David; Lemanski, Nita; Erberber, Ebru – National Center for Education Statistics, 2013
The "U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide" provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Progress in International Reading Literacy Study (PIRLS) 2011 in the United States and the nine participating benchmarking states:…
Descriptors: Educational Trends, Mathematics Achievement, Science Achievement, Reading Achievement
Clark, Christina – National Literacy Trust, 2014
Accelerated Reader (AR) is a tool for monitoring and managing independent reading practice. Although a wealth of data is routinely collected about children's reading skills as part of the AR tool, no information is collected on the "softer" reading outcomes, such as reading enjoyment and attitudes towards reading. The National Literacy…
Descriptors: Foreign Countries, Acceleration (Education), Reading Programs, Reading Skills
Maryland State Department of Education, 2016
As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive new Kindergarten Readiness Assessment (KRA) was administered for the second time. This assessment is part of the new Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's…
Descriptors: Kindergarten, School Readiness, Academic Standards, Gender Differences
Paeplow, Colleen – Wake County Public School System, 2015
In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…
Descriptors: Reading Achievement, Reading Instruction, Program Descriptions, Program Implementation
Clark, Christina – National Literacy Trust, 2014
This report presents second year information about the degree to which children and young people in Middlesbrough enjoy reading and writing, how often then engage in reading and writing, what types of materials they read and write and how they feel about reading and writing. It also outlines information about their confidence in their own…
Descriptors: Foreign Countries, Literacy, Reading Attitudes, Reading Habits
Huebeler, Amy; Baenen, Nancy – Wake County Public School System, 2015
We examined the progress of kindergarteners who entered the Wake County Public School System (WCPSS) in 2008-09 and in 2010-11 who were identified as limited in English proficiency (LEP). For the 2008-09 cohort, English proficiency increased steadily over time. Few were able to exit LEP status in their first three years in WCPSS (10.5%); this…
Descriptors: Limited English Speaking, English (Second Language), Second Language Learning, Language Proficiency
United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Statistics on Education. – 1979
This manual describes a system for the international collection of annual statistics on literacy programs. The main elements of the system that are discussed are the questionnaires to be administered and the instruction to be followed when collecting essential data on literacy programs at the international, national, and local or project levels.…
Descriptors: Data Collection, Elementary Secondary Education, Guidelines, Literacy
Phillips, Frank M. – Bureau of Education, Department of the Interior, 1928
This report contains statistics for 1926-27 of schools for delinquents. The institutions are of a reformatory nature, and receive inmates committed to their care by juvenile and other courts. Reports were received from 158 institutions out of 173 believed to exist. The number of instructors reported for the year is 1,488, of which number 582 are…
Descriptors: Illiteracy, Courts, Industrial Education, Delinquency
United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Statistics on Education. – 1990
Worldwide educational indicators are presented in tables and graphs by region. The indicators are selected to highlight the International Literacy Year and Education for All, two programs of particular importance to the United Nations. Data are presented for the school years beginning in 1970, 1975, 1980, and select years up to 1987. The terms…
Descriptors: Basic Skills, Demography, Developed Nations, Developing Nations
