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We met on the eve of September 1.

And, of course,

we will discuss the readiness of the education system for the new school year.

In all regions,

the verification commissions have completed the inspection of schools.

Now the last preparations are being made.

We will estimate the situation on the ground.

We will listen to some regional leaders,

where there are problems and some suggestions

on how to eliminate them.

This year,

a huge number of children will arrive

and a total of about 30 million young people.

Only 15.5 million schoolchildren sit for school desks,

which is almost a million more than a year ago.

Of these, 1.8 million children will go to the first class.

Also, this year the first-graders are 100 thousand more than last year.

The number of children who go to kindergartens also increases

and will amount to almost 7.3 million people.

And more young people will go to colleges and technical schools.

With all this, we must provide them with a quality education.

It is necessary that it was interesting to learn,

it was comfortable to study.

The results of the whole system of education and specific students

depend on the conditions for education for children, schoolchildren, and students.

We have almost 94 thousand educational institutions in our country.

Of which 42 thousand schools.

By September 1, we are opening 76 new schools,

and by the end of the year, 94 more.

Almost 100 thousand people will be able to study in them.

The dynamics are very good.

As many schools as we built in the last two years,

we have never built.

In addition,

this is really a new generation of schools,

in which advanced teaching methods and technologies,

including digital ones, are introduced.

Such unique schools appear in many regions,

I have visited some of them and, of course,

this practice will continue.

We are now giving so much energy to the construction of new schools,

it does not mean, of course,

that we should forget about the old ones already operating,

they require no less attention.

Many of them need not only current,

but also major repairs.

And such work is conducted.

Therefore, our program to update school buildings,

in general school infrastructure,

includes not only the construction of new schools,

but also the overhaul of existing ones.

In recent years,

we have reduced the number of schools that are in disrepair.

Since 2009,

if we take this benchmark, almost four times.

Unfortunately, there are many such schools.

There are a number of regions with a more acute situation:

these are Dagestan, and Yakutia, and the Krasnoyarsk Territory,

and the Rostov Region, and the Chechen Republic, and some others.

This summer some schools suffered as a result of emergency situations - fires, floods.

This happened in the Primorsky, Krasnoyarsk and Stavropol regions,

in Yakutia, Buryatia, Kabardino-Balkaria and the Rostov region.

We need to do everything to ensure that children from the affected regions

go to school on September 1.

I would like to hear a report on this.

The state of schools is, of course, the personal responsibility of the heads of regions.

You must carefully monitor the creation of appropriate conditions in schools,

both in terms of convenience and safety,

compliance with sanitary norms, fire regulations.

Schools, no matter where they are, old or new, should not need anything -

from trifles to more serious things.

I mean learning tools, textbooks, computers, high-speed Internet,

and more fundamental, complex things,

such as modern gyms, canteens, transportation,

including school buses.

Let me remind you that only this year

the Government allocated 3 billion rubles for these purposes.

And last year we actively promoted this program.

If we talk about other levels of education,

then there is also the beginning of work and study from September 1.

As for preschool institutions,

more than 1.25 million seats have been created since 2013.

Today we have almost no queues for children from three to seven years.

There are certain regions where difficulties remain.

This work needs to be completed, including in another segment -

by age group up to three years.

This work is now underway.

We will also talk about the readiness for the academic year of universities,

organizations of secondary vocational education.

We forecast an increase in the flow of students entering colleges and technical schools.

We need to support regional programs for the development of secondary vocational education,

bearing in mind our need for highly skilled workforce.

And, of course, do not ignore higher education.

There is another problem that I wanted to draw attention to,

it concerns the wages of teachers.

In some regions there are problems with this.

I would like to hear from regional leaders and the Minister of Education

about what is being done to repay the debt in the shortest possible time.

For more infomation >> Medvedev's Remarks on Education System's Readiness for New Academic Year - Duration: 6:00.

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Education reform in Africa - with George Werner, Liberian Minister for Education | VIEWPOINT - Duration: 14:01.

George: When I looked at school infrastructure, particularly water, sanitation, and hygiene,

I was struck.

We could not rebuild what was.

We needed to do something radically different.

Nat: George Werner, Minister of Education for Liberia.

Thank you for coming into AEI to talk to us today.

George: Thank you, Nat, for the invitation.

Nat: So, early in 2016, you announced a bold plan of reform for Liberian public education,

the Partnership Schools for Liberia.

But for an American audience, I think it's useful to have a little context.

So, could you sort of give us the groundwork?

When you started as the Minister of Education in Liberia in 2015, what was sort of the status

of public education in Liberia?

George: So I got to the Ministry of Education when Ebola was waning, so to speak.

We had gotten help from the United States government to eradicate Ebola.

And after that, I was charged with the responsibility, after schools had been closed for almost a

year, to reopen schools and get the system going again.

So the first thing I did was to assess what the issues were.

So I took a listening tour of the entire country and what I found, what I heard was not so

good.

There was chronic absenteeism and these teachers were on payroll, but many of them not showing

up to teach.

The learning outcomes were not very good, more so for girls than for boys.

The diversity in the teaching faculty was not that good either and the gap was too wide,

24% female, the rest, male.

And when I looked at school infrastructure, particularly, water, sanitation, and hygiene,

I was struck.

We could not rebuild what was.

We needed to do something radically different.

And so, PSL was thought of as a way to partner with proven private providers, to accelerate

the improvement of learning outcomes for Liberian children.

Nat: And so, when you went to look for these providers, you looked inside Liberia and outside

Liberia.

What were you looking for, for the providers to bring to the table?

George: Look, I had taught in several countries.

In Liberia, in Nigeria, in South Africa, in Ghana, in Kenya, and here in the U.S.

And I became powerfully conscious of what existed elsewhere and how my country had fallen

behind.

And so, the first thing I wanted to know was what in the world there was about low cost

education, the focus being on quality.

And so, somebody suggested Bridge International Academies to me.

So I flew to East Africa to see what Bridge was doing there.

I went to Kenya, I went to Uganda.

I saw their schools.

I spoke to parents, I spoke to school administrators, to community heads.

And I visited the classrooms and I saw firsthand that children were actually reading at grade

level in these poor slum areas, as we call them.

And these schools existed side by side to public schools that in many ways, were in

better conditions, but parents were opting for the Bridge schools in comparison to the

public schools.

And what I saw wowed in terms of the quality of learning outcomes for kids.

So when I went back to Liberia, I thought to myself, I needed a hybrid of a partnership.

The best of what proven providers do in the private sector and what government was capable

of doing, be the regulator, provide the policy platform, and let these private providers

manage the schools efficiently.

And so, that's what we decided to do.

Nat: So, what are some of the things that the operators that you've brought on have

been able to do, that you think demonstrate their potential for changing Liberian education?

George: So, there are...we have commissioned an international evaluation through the Innovations

for Poverty Action, IPA, and with the Center for Global Development.

So, we have the baseline now.

The midline is coming out sometime in August this year.

So we're working for that scientific evidence.

What I see as I go around is behavioral change.

I see teachers who are committed.

I see communities that care about their schools.

I see parents who have increased interest in what their children are doing.

I see students that are present and want to learn.

We've added instructional time and so it's an extended day now, and that is being used

well.

We know that this behavioral change is not only in the partnership schools, but is beginning

to affect the non-partnership schools too.

So, this is part of what we have been searching for and we know that when the results come

out, they will prove the point that, in this day and age...I got to give you a context,

420 million young Africans between the ages of 15 and 35.

In Liberia, 60% of our population under 35.

What is a blessing could be a curse if we do not focus on education.

And in Liberia, for the first time, we have a generation of children that doesn't know

war.

And if we don't focus on them as quickly, as efficiently as we can to improve the quality

of teaching and teacher training, and to make sure that incentives are there for everyone

involved, with students, with parents, with teachers, to be able to deliver quality education,

we'll miss a once in a lifetime opportunity for those kids.

Nat: Right.

Now, something that is hard for Western viewers and Americans to understand is the cost structure

that you're working on in Liberia.

In America, we average about $12,000 per pupil per year.

And in Liberia, the government spends $50 per pupil per year.

So that's a 240X difference, which is hard to believe.

So, I wonder, two things about this.

First of all, how on earth do you get quality education for $50 per year, even with a tremendously

different cost of living, but also how do Western providers work at that cost point?

George: So, let me give you a context here.

The education budget for Liberia is, at least last year's was around 41 million, right?

Of that 41 million, 35 million is devoted to salaries.

So, actually, you've got nothing left for all the things that contribute to quality

in the classroom.

So, what we do is pay teachers.

Some of those teachers don't show up, right?

So that is the $50 component.

With the partnership schools through donors, particularly, private foundations and all

of these, we've added $50 to $60 for innovations in the system.

So they get an extra $50 to $60.

$50 if you're working near the capital city where you have road access.

$60 when you lived in the countryside where infrastructure is poorer.

That is nothing still to give us what we want.

Ideally, we should be able to spend pretty close to $150 per child per year to have everything

we need.

The teachers being there, the school quality, in terms of infrastructure, WASH, which is

water, sanitation, and hygiene, in the context of Ebola.

Making sure there are textbooks and the teachers are trained and paid on time where they work.

If you want all these things to happening, you need to operate around $150 per year.

The providers, they're mixed.

We have eight of them.

Some for profit, others not for profit.

I don't know any of them making a profit at this point, operating at $50, which is government

contribution, and another $50, which is philanthropic contribution.

Nat: As with any bold reform agenda, you have people who praise you and you have your detractors.

And this has garnered some controversy.

So, my question to you is, of the concerns that sort of the detractors of the PSL program

bring up, what concerns do you find that you share them and what concerns do they bring

up that you don't find compelling?

George: The education reform is very conservative in the sense that it's stubborn to change.

The language we all speak for education reform is more progressive than the actual reform

itself because you're dealing with human capacity development, and there's a lot at stake as

with health reform.

So, it's understandably so.

I have had a barrage of opposition emails from the teachers unions, more so from the

international community than from within Liberia, driven by people who don't really understand

what we're trying to accomplish.

Here is an opportunity for once to make good on the promise of free education.

The 27,000 kids in this school don't pay a damn thing.

And it is making good on what the law says should be free, compulsory, primary, basic

education.

And that is happening.

Teachers are showing up in these schools and they are being held accountable.

They're trained, they have extended instructional time.

Everything you want the public school system to be at its ideal is happening in these schools.

But the mischaracterization was that, we were privatizing government schools.

No.

This is a partnership between proven private providers and the government to improve learning

outcomes for children, who would otherwise go to classrooms that are empty and just spend

the whole day there, hungry, without any teacher in front of them.

Nat: In the American media, in a number of times, people have compared this to charter

schools in the developing world or charter schools in Liberia.

Now, that's something that Americans understand, but it's not quite right.

Can you just help me understand some of the fundamental differences between the partnership

schools and charters?

George: The money issue.

You know what the charter schools here get.

That's not the issue.

Our teachers in Liberia are government trained and government certified, and they're government

paid.

Our schools are government owned, they're government maintained.

And so you see those differences.

What we've contracted the providers to do is to manage those schools on behalf of government.

And the teachers unions began by first, mischaracterizing, saying that contract that companies like Bridge

would bring teachers from outside of Liberia to flood the system, which wasn't true.

Liberia's got talent.

We use the public system to vet that talent with the providers and place them in the classroom.

So, there are some differences between what we do in Liberia and what is done here.

And we don't do the choice thing and all that.

What I dreamt about and what I hope will happen, and there are many countries looking at Liberia

is, look, we live in an era where we can no longer shy away from the fact that there's

so much demand of public services for education and for health.

And in spaces where...in countries where the governments struggle to provide the physical

space needed to grow the economy to form these services, we can't continue to think as we

used to.

You have to think as if you were outside of the box.

Leverage blended funding to bring to a sector that needs it very urgently.

Nat: In five years, what do you hope to see become of the partnership schools for Liberia?

George: Children in age appropriate grades and reading at grade level.

And teachers are trained, showing up every day, they are paid on time, and their profession

is honored and they consider teaching as an honorable career.

Nat: And you're on your way.

Fantastic.

Well, George, thank you for coming in...

George: Thank you, Nat.

Thank you.

Nat: ...and talking with us.

George: Thank you.

Nat: Appreciate it.

George: Thank you so much.

Nat: Hey everyone, that's the end of our discussion with George Werner, Minister of Education

for Liberia.

Thanks for watching.

As always, let us know what other topics you'd like AEI Scholars to cover on Viewpoint.

And be sure to check out the rest of our videos and research from AEI.

For more infomation >> Education reform in Africa - with George Werner, Liberian Minister for Education | VIEWPOINT - Duration: 14:01.

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Jacinda Ardern says Labour would make tertiary education free in New Zealand 29/7/2017 - Duration: 4:09.

Jacinda Ardern has made a bid to secure the youth vote in New Zealand's upcoming elections

by announcing that she will fast-track a Labour party policy to phase in three years of free

tertiary education and boost student allowances by $50 a week.

Announcing the policy in her Mount Albert electorate in Auckland, Ardern said that from

next year students starting tertiary education would get one year of free study under a Labour

government.

From 2021 those starting tertiary education would get two years free, and from 2024 three

years.

The overall cost of the package is $6bn.

New Zealand gripped by 'Jacindamania' as new Labour leader soars in polls

Read more To applause from students in the audience

at Western Springs College, Ardern said: "Our job isn't to gaze into a crystal ball to

predict the type of work you will do, which is going to be amazing.

Our job is simply to help you prepare for it.

"When you are trained and educated, that benefits all of us, and the New Zealand economy

as a whole."

Labour plans to use extra money from the treasury's pre-election fiscal update to fast-track the

tertiary education package to begin next year.

Ardern said student allowances would rise by $50 per week to $220 from next year.

"Students have told us that the priority needs to be living costs.

Just getting by week to week has become a significant barrier to many people continuing

to study," Ardern said.

"For anyone out there who challenges that, who says that this is a cynical move or a

policy that we shouldn't be announcing, my response to them is this: it is unreasonable

for us to expect that those who are furthering themselves for all of our benefit should have

to live on $170 a week."

Advertisement

University of Canterbury student Jack Nolan, 21, supported the policy, even though it would

not alleviate the debt he had amassed by his fourth year of a bachelor of law and criminal

justice.

"It's bad timing for me, but the important thing is other people can benefit from it

– there has to be focus on the future."

George Costello, 22, studying history and classics at the University of Canterbury,

said it was "gutting" that the policy would not help him with the $30,000-plus debt

he would be shouldering and he did not see an end in sight to paying it off.

New Zealanders owe approximately $16bn of student debt.

Political science researcher Dr Sylvia Nissen, who completed a PhD on student debt, said

the level was "unprecedented and rising".

"When we probe deeper we realise all is not well with students who have debt.

Debt is potentially increasing inequality in a generation."

Ardern, who worked in a fish and chip shop and a supermarket to save for her university

fees, has taken the country by storm, reinvigorating the opposition – an effect that has been

dubbed Jacindamania.

Since she took over the leadership Labour has surged from a disastrous low of 24% in

July to 37% in the latest One News Colemar Brunton poll.

Labour hopes Ardern can claw back disillusioned voters at the 23 September election and put

the party in a position to form government.

The 37-year-old has pledged to combat widening poverty and inequality, a desire that she

says stems from her childhood in rural New Zealand noticing "some children without

shoes on their feet or anything to eat for lunch".

At her campaign launch on 20 August, Ardern vowed to pull children out of poverty.

For more infomation >> Jacinda Ardern says Labour would make tertiary education free in New Zealand 29/7/2017 - Duration: 4:09.

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State funding for public education - Duration: 0:36.

For more infomation >> State funding for public education - Duration: 0:36.

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Victim Advocacy Group Questions Sexual Abuse Education In Schools - Duration: 2:36.

For more infomation >> Victim Advocacy Group Questions Sexual Abuse Education In Schools - Duration: 2:36.

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Finding Scholarly Articles in Education - Duration: 3:26.

Hi!

This is Lindsay Roberts, Education Librarian at CU Boulder.

Let's talk about finding scholarly articles in the field of education.

First, I'd like to mention the Education Research Guide, libguides.colorado.edu/education,

this is your first stop for the major databases and resources we have in Education.

I update this guide regularly, so it may look a bit different from the video!

The articles tab lists the major databases in Education and related fields.

My top two favorites for scholarly articles are ERIC, based off the federal

government's Education Resources Information Center, and Education Full Text.

Both will have coverage of the major journals in the field and each database will have some

unique information, too.

It never hurts to check both for a large project.

Let's take a quick look at ERIC, since many other databases will be similar.

Most of our databases have an advanced search screen like this, with more than one box.

This let's you enter terms in specific ways to powerfully search the content.

Another way to get to ERIC is from the University Libraries website, colorado.edu/libraries.

When you know the name of a resource, the A-Z Databases link is a quick way to get there.

As an example, let's try differentiation AND math instruction AND third grade

Only 3 results!

This is a pretty specific search.

If we try elementary instead of third grade, we may find some additional results.

Yes, 26!

Experimenting with keywords and being able to broaden or narrow your search in this way

can save so much time!

Two additional features of our databases that are worth knowing about are:

First, the Peer reviewed and scholarly journals buttons, which will help narrow your results

to work published in academic settings, as opposed to news articles, reports, or pamphlets

on the topic Second, is the option to limit by date of

publication, which can be important if you're looking for historical OR very current information.

With just a couple of clicks we can reduce a long list of results to a reasonable amount.

I like to try to get within 30-60 results for most topics.

This will be not too many, not too few to browse through for most projects.

And then you might select just a few from the list to download and read closely.

To find the entire article you might see a link below the title or you might see the Find it at CU logo

which will take you out of that database and look for the article PDF across our many

systems and journals.

Each system looks a bit different and there are sometimes errors getting to the article. Here we go!

Feel free to contact me or other Libraries staff for help when you receive an error or get stuck!

Hopefully this quick video will help you get going.

While we looked at ERIC specifically, most of our other databases will operate similarly.

For more in-depth help, here are a range of ways to get in touch with us, including email,

phone, chat service, face to face appointments or Zoom appointments or walk-up help at the

Research Desk in Norlin Library!

Have fun with your research!

For more infomation >> Finding Scholarly Articles in Education - Duration: 3:26.

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I want to find details of a Council education service - Duration: 8:08.

For more infomation >> I want to find details of a Council education service - Duration: 8:08.

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My Talking Tom with learn Colours for Kids Animation Education Cartoon Compilation video - Duration: 2:54.

talking tom

For more infomation >> My Talking Tom with learn Colours for Kids Animation Education Cartoon Compilation video - Duration: 2:54.

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Cartoons for Children😮 Animal Habitats. How they adapt? Science Education Videos for Kids 1st grade - Duration: 3:59.

Cartoons for Children😮 Animal Habitats. How they adapt? Science Education Videos for Kids 1st grade

For more infomation >> Cartoons for Children😮 Animal Habitats. How they adapt? Science Education Videos for Kids 1st grade - Duration: 3:59.

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The time when my education improved - Duration: 4:57.

For about eight years, my mom fought for my education and the head of the special education

was getting tired of seeing her at meetings.

Around 1978, the Board of Education had to put a parent on the board.

Guess who the parents have voted to be on it?

They elected my mom to be on it.

The people on the board hated it because they knew what my mom was like.

Every meeting she talked about the long bus ride I had and how it was against the law

for a child to be on the bus more than an hour.

Another thing she said was how I was not being taught.

Before I was born, my mom was a secretary of the regional director of Kodak.

So she talked to many important people while she worked.

Mom knew when she could put pressure on the board and when not to.

In the spring of 1980, I don't know what happened, but after a meeting, the head of the board

told her that I could go to a new school in the fall.

From what I gathered from my mom, he did it to see what she would do when I failed out.

The school was a lot closer to our home so the bus ride was shorter.

The program had actual grades.

I was put in fourth grade.

I was actually being taught and the teacher was pleased with how I was doing.

There was one subject that I was having trouble in, and the subject was reading.

Being nonverbal, reading is naturally harder for the person.

When a child starts to read, they read out loud.

I could not do that.

My teacher told her it might be helpful to get extra reading lessons after school.

That was what I did over three or four years.

Fourth and fifth grades were reverse mainstreaming, where the regular students came in our classroom

to learn.

It was pretty nice.

I then went to junior high.

I was mainstreamed in all regular classes except reading.

I was making a lot of friends and I had an aide in all of my classes.

In science and social studies, the same students were in both classes.

For me, that was the best thing that happened to me because we got to know each other.

We bonded better than any other grade or subject.

Since this was during sixth grade, I knew them for three years.

It was like I was making friends who liked me.

I was around the age of when boys noticed girls.

In science and social studies, there were several pretty girls.

Middle of seventh grade, my teacher of reading said let's try to put you in sixth grade reading.

I did really well so when I went to eighth grade, they put me in a regular eighth grade

reading.

When I graduated, I was on the honor roll.

In seventh and eighth grade, we had school dances at night.

My dad drove me to the dances and waited outside for me because it was not really close to

home.

My friend Mike, who also has Cerebral Palsy, always came to the dances.

We liked two girls.

It was our mission to talk to them.

That seldom happened, but it was fun trying.

Being nonverbal it is difficult to get dates because women don't really know how to intercept

with me.

It gets so frustrating to not find a girlfriend.

Even now it is difficult.

Sometimes it gets very lonely when you don't have something fun to do.

As I get older, it is not easy to say that I will meet someone after many years of trying.

Some friends keep saying it will happen.

In my heart, I want to believe it, but in my head, it says that it is not going to happen.

Looking back at my entire education.

I would say junior high was the best time for me because I had the help that I needed

and made a lot of friends.

Is the next video, you will see how high school was a lot different in a negative way.

Please remember to subscribe and share.

I really appreciate it.

For more infomation >> The time when my education improved - Duration: 4:57.

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Debate On Education Bill Underway - Duration: 2:35.

For more infomation >> Debate On Education Bill Underway - Duration: 2:35.

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Mike A. Myers on Family, Education and Philanthropy - Duration: 3:12.

My mother Audrey was one of these people that got up every morning and

tried to be helpful to those around her in different ways. She was a high school

teacher for about ten or twelve years before I came along and in the biggest

church not only she was a teacher for the young married woman's class. They

naturally had different kind of problems that couldn't sometimes even discuss

with her their mother or their best friend and she turned out to be the

person that they all came to. My grandfather who moved from Virginia to

Olney in 1895 was a world champion grandfather and father, not a businessman

per se, and he surrounded himself with his family and our grandfather had 17

grandchildren 16 out of 17 graduated from college and three of them got their

doctorate. I set up my own foundation when I was 28 years old and that was

because my mother. You know, I felt like God gave me talent and commitment and the

way I could pay back was to make money and give back and I was was my drive

started when I was young. That's as much fun as making money it's giving back

giving money to help others. Just like winning a football game or running in

a track event.

Well, you do it first with your family. You leave a legacy with your family.

how you lived your life and hopefully they will live it like you've

asked them to live it and hopefully their children their grandchildren will follow

that purpose. Secondly, after you get outside of family instead of leaving

a legacy as far as spaces and buildings and stadiums and that sort of thing how

it's affected other people that a lot of people don't even know about it's more

significant than your name on a stadium or building or whatever.

I think supporting Tarleton in different facets is leaving the kind of legacy

that you'd want your children and grandchildren to know you were involved

in, because it means giving back in a significant way

to some place that had an effect on your life. As I've gotten older the more

convinced I am that education is solution to majority of our problems and

I believe that with all my heart.

For more infomation >> Mike A. Myers on Family, Education and Philanthropy - Duration: 3:12.

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Rep. Skillicorn: SB 1 is About Pensions, Not Education - Duration: 0:59.

To the bill into the heart of this manner

This is about pensions

pensions and pensions, let's just look back in recent history back in 2001

Chicago public schools their pension fund was almost fully funded

Just a short time later today. That is not the case

The people of Illinois have already paid their fair share into those pensions

This is the definition of not fair

This is a Chicago pension bailout. I have said it. This is a Chicago pension bailout and

Since the people of Illinois have already paid into this they've already paid their fair share. This is also double taxation

Ladies and gentlemen I urge a no vote on this override

For more infomation >> Rep. Skillicorn: SB 1 is About Pensions, Not Education - Duration: 0:59.

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baby learn colors with my talking tom Colours for Kids Animation Education Cartoon Compilation - Duration: 5:17.

baby learn colors with my talking tom Colours for Kids Animation Education Cartoon Compilation