ThinkTank Preparatory Academy is a proposed charter school that aims to prepare low-income urban youth for college and careers through an entrepreneurship-focused education. The school would serve 9th-12th grade students in Compton and utilize extended learning time, targeted instruction, experiential learning and career pathways in arts, science and business. Students would develop and pilot their own micro-businesses. Key partners include NFTE to provide entrepreneurship curriculum and local companies for internships and funding. The goal is for students to gain the skills and mindset to lift themselves out of poverty through entrepreneurship.
The document provides an overview of Denmark Technical College's new president's bold vision to transform the college into a premier institution recognized around the world for excellence. The president aims to strengthen academic programs, expand online offerings, improve career preparation, foster partnerships, and grow enrollment and funding. Recent initiatives include a summer high school program and robotics camp engaging local students in STEM fields. The president invites alumni and supporters to help achieve the goals of preparing every student for success.
This document summarizes an NSF presentation about funding opportunities for community colleges. It discusses several NSF programs that support STEM education projects involving community colleges, such as the Advanced Technological Education (ATE) program, which has provided over $650 million for community college technician education programs since 1994. It also briefly describes the goals and application processes for additional programs like STEM Talent Expansion Program (STEP), NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), and Transforming Undergraduate Education in STEM (TUES). The presentation emphasizes starting the proposal process early and following all guidelines to submit a compliant and competitive application.
This document provides information on educational linkages between universities in the Philippines, Australia, and New Zealand. It begins with background information and definitions of terms. The document then lists specific partnerships between 30 Philippine universities and colleges with Australian and New Zealand institutions. For each partnership, it provides details on the nature of the linkage such as student exchange programs, offshore programs, and articulation agreements. It analyzes the partnerships based on location of schools, types of institutions, and number of partnerships. The conclusion and recommendations for future actions are still to come in the following sections.
The Importance of School District Leadership and Data Driven Decision Making ...NAFCareerAcads
This workshop will illustrate the importance of data-driven decision making in creating pathways to academic success. Further it will share insighs as to how to build district leadership buy in and support through integrating academies into a district strategic planning process.
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
C:\Fakepath\Ed D 415 Higher Education In Cambodia 1997 2003 Editiondenan
The document provides an overview of Cambodia's education system and higher education developments. It discusses that Cambodia aims to provide universal basic education for its citizens and is working to reform its higher education system. It summarizes that higher education institutions in Cambodia are undergoing reforms to improve quality, increase autonomy, and better meet the needs of the labor market through regulations and an accreditation process. However, the system remains fragmented under multiple ministries and faces challenges of capacity and coordination.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
The document provides an overview of Denmark Technical College's new president's bold vision to transform the college into a premier institution recognized around the world for excellence. The president aims to strengthen academic programs, expand online offerings, improve career preparation, foster partnerships, and grow enrollment and funding. Recent initiatives include a summer high school program and robotics camp engaging local students in STEM fields. The president invites alumni and supporters to help achieve the goals of preparing every student for success.
This document summarizes an NSF presentation about funding opportunities for community colleges. It discusses several NSF programs that support STEM education projects involving community colleges, such as the Advanced Technological Education (ATE) program, which has provided over $650 million for community college technician education programs since 1994. It also briefly describes the goals and application processes for additional programs like STEM Talent Expansion Program (STEP), NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), and Transforming Undergraduate Education in STEM (TUES). The presentation emphasizes starting the proposal process early and following all guidelines to submit a compliant and competitive application.
This document provides information on educational linkages between universities in the Philippines, Australia, and New Zealand. It begins with background information and definitions of terms. The document then lists specific partnerships between 30 Philippine universities and colleges with Australian and New Zealand institutions. For each partnership, it provides details on the nature of the linkage such as student exchange programs, offshore programs, and articulation agreements. It analyzes the partnerships based on location of schools, types of institutions, and number of partnerships. The conclusion and recommendations for future actions are still to come in the following sections.
The Importance of School District Leadership and Data Driven Decision Making ...NAFCareerAcads
This workshop will illustrate the importance of data-driven decision making in creating pathways to academic success. Further it will share insighs as to how to build district leadership buy in and support through integrating academies into a district strategic planning process.
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
C:\Fakepath\Ed D 415 Higher Education In Cambodia 1997 2003 Editiondenan
The document provides an overview of Cambodia's education system and higher education developments. It discusses that Cambodia aims to provide universal basic education for its citizens and is working to reform its higher education system. It summarizes that higher education institutions in Cambodia are undergoing reforms to improve quality, increase autonomy, and better meet the needs of the labor market through regulations and an accreditation process. However, the system remains fragmented under multiple ministries and faces challenges of capacity and coordination.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
The Network for Teaching Entrepreneurship's mission is to provide programs that inspire young people from low-income communities to stay in school, to recognize business opportunities and to plan for successful futures.
This document outlines 12 principles for replicating an idea on a large scale, as shared by Steve Mariotti. The principles include: recognizing the idea as an agent of change; defining the mission and strategy; marshaling resources for greater impact; protecting the integrity of the idea through branding; knowing and telling the story behind the idea effectively; establishing measurable units of change; partnering for leverage to create a movement; continuously researching; thinking long-term; operating in "pilot mode" to embrace change; joining influential organizations; and allowing the idea to expand beyond the original founder. Mariotti uses his organization NFTE, which teaches entrepreneurship to low-income youth, as an example throughout.
Nfte Business Plan Competition Middle School Curriculum 1tpoyser
Seven 6th grade students at Blackham Middle School in Bridgeport, CT participated in an entrepreneurship program from October 2010 to May 2011 where they formed three businesses - Star Pillowz, Crazy Chocolate Creations, and Chris & Joes Sweets to Go. The students learned about career clusters, opportunity recognition, business goals and marketing. They presented their business ideas to judges and were encouraged to use promotional tactics, with one team raffling a product sample and using a mascot. Awards were given for best marketing, business pitch, and most innovative idea.
Steve mariotti: 24 concepts every young person should know about businessZakhariya Jamal
The document outlines 24 concepts that the author believes every young person should know about business. Some of the key concepts include: understanding entrepreneurship as being opportunity-obsessed and leadership-balanced; learning how to start, finance, and manage a small business to gain important skills; and recognizing that business is fun and involves coordinating resources to provide a product or service at a profit. The author advocates for these concepts to be taught in schools to help reduce poverty and empower youth.
The document outlines the steps of the feasibility study process for starting a new business, including developing the initial business idea, analyzing the market and industry, determining required resources, and making a final decision on whether to proceed. It discusses evaluating questions around available technology, financial capabilities, and other resources as part of the feasibility process. The process involves researching the industry, market potential, competition, startup costs, operating costs, and calculating the breakeven point before deciding to proceed with a business plan or re-evaluate the initial idea.
A look at ourselves, our stories and the next generation of young entrepreneurs and business leaders...
Founded in 1987 by Steve Mariotti, a former business owner and New York City public high school teacher, the mission of NFTE is to provide entrepreneurship education programs to youth from low-income communities. Our vision is that every young person will find a pathway to prosperity. As a math teacher in the South Bronx, Mariotti first established NFTE as a literacy and dropout prevention program for at-risk youth when he noticed that many of his students who could not read or write and had essentially been “written off” by the system, demonstrated a natural talent for entrepreneurship. Further, he discovered that his “troubled” students had skills that, if fostered, could benefit them in business and in life. These insights led him to formalize an entrepreneurship curriculum and establish NFTE as a way to introduce concepts of wealth creation and ownership to low-income young people worldwide.
NFTE uses entrepreneurship as a vehicle to engage students in school, expose them to the market economy and help them to create an entrepreneurial mindset in order to remain competitive in the increasingly global marketplace. NFTE believes that schools must provide students with opportunities outside the classroom to realize their academic, social, and economic potential. By fostering learning connected to student interests and to life outside the school, NFTE provides students with tools for future success.
This slidedeck is Steve's story, you might see some of your own families' story here, and much about the hopes and aspirations we all have for the next generation.
The 1st rule in startup investing: How investors lower risk and boost returns...OurCrowd
Investing in startup companies is risky. Experienced angel investors know how to manage this risk.
This presentation -- given by OurCrowd's Zack Miller and David Stark -- explains where risk comes from investing in early stage companies and uses cutting-edge research to describe methods to lower risk, boosting investment returns as a result.
What kind of returns can you expect with -- and without -- diversification?
How to build a portfolio of startups
Other methods professional investors use to de-risk investing in early stage companies
DepEd TLE Computer Hardware Servicing Curriculum Guide Grade 7-10Bogs De Castro
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to computer hardware servicing as a potential career path.
The 7-habits-of-highly-effective-people (summary)nsziszo
The document summarizes Stephen R. Covey's book "The 7 Habits of Highly Effective People". It describes the 7 habits that Covey says are essential for success: 1) Be Proactive, 2) Begin with the End in Mind, 3) Put First Things First, 4) Think Win-Win, 5) Seek First to Understand, Then to Be Understood, 6) Synergize, and 7) Sharpen the Saw. The summary emphasizes that adopting these habits can help one replace bad habits with habits that lead to effectiveness, happiness, and trust-based relationships.
Blake.Efc Presentation2010.Ms Career ExplorationDanBlake
The document discusses middle school career exploration programs. It recommends making career exploration hands-on, relevant, and engaging for students. Research shows linking schoolwork to future careers increases student effort. The document outlines program goals of expanding career and education options knowledge. It recommends career exploration begin in middle school to inform course planning and prevent early limiting of options.
High School Career Development ProgramsErica Swallow
During my final quarter at the MIT Sloan School of Management, I conducted an independent study about social entrepreneurship in the education sector, primarily focused on current players and existing opportunities in the space. I collaborated with education non-profit Noble Impact to determine how the high school education system might be transformed by greater involvement from communities and businesses.
My research entailed three stages: Internet research, phone and in-person interviews with key players at non-profits and businesses, and creation of a final report, which you’ll find attached to this email.
My research was focused on four questions:
- How are high school students currently engaged in career development?
- Which businesses are most engaged in K-12 education? How and why?
- What scalable opportunities exist to solve the skills gap between the classroom and workforce?
- What should I do after MIT Sloan to have the greatest impact in education?
The final report covers my key findings for the first two questions – insights were pulled from interviews with recruiters, students, non-profit leaders, and corporate giving professionals. The report also covers potential opportunities that Noble Impact or other organizations could implement to improve career-oriented programming offered to high school students. Lastly, the report gives a very brief insight into where my head’s at for post-Sloan plans.
INSPIRATION FOR THIS PROJECT
I was inspired to conduct this project for two key reasons: Education has been a life-changer for me, and Noble Impact’s work inspired me to think harder about how I could contribute to improving education in America.
As a first-generation college (and graduate) student, I’ve observed and relished in the difference furthering my education has made in my life, as compared with the trajectories of my siblings, cousins, and elders. Education not only pulled me out of poverty, but it also opened my mind to the many ways in which I could l contribute to the world.
Last year, I was invited to judge Noble Impact’s Arkansas High School Startup Weekend, and I was amazed by what the students were capable of producing: Full product prototypes, pitch presentations, and compelling arguments for why their business ideas were important. At the time, I didn’t consider how I might contribute to their experience beyond my duty as a judge, but as my second year of Sloan began to wrap up, I reflected upon my two years in business school and realized that my time in Little Rock with those motivated, talented students was the most inspiring time of my MBA. After starting a dialogue with Noble Impact CEO Eric Wilson, I decided I couldn’t end my semester without a deep dive into the education world. And thus, this project was born.
Strengthening the Edupreneurship Ecosystem in South Africa 2015 - PRESENTATIONZoraida Velasco
The document summarizes research conducted on the edupreneurship ecosystem in South Africa. Interviews with experts and stakeholders identified several challenges: lack of funding, human capital gaps, regulatory barriers, insufficient infrastructure and technologies, and an early-stage market. Opportunities include developing blended capital models, establishing support platforms, replicating successful models, and focusing solutions on public schools. The report will inform an event organized by ANDE to strengthen the ecosystem through collaboration, knowledge sharing, and investment in root solutions.
1) Ivy Tech Community College's East Central Region implemented an Early Alert program to identify students struggling academically and refer them to support services.
2) The program experienced challenges with follow-up due to limited staffing, but recently received Perkins Grant funding to hire a coordinator.
3) An evaluation of the program found it successfully identified at-risk students, though improvements could be made to data collection and faculty participation.
The document discusses career ladder approaches and workforce development strategies. It outlines a vision for a unified workforce system in California based on career ladders that provide opportunities for job and wage advancement. Examples are provided of career ladder programs and partnerships between community colleges, workforce agencies, and employers in sectors like biotechnology and construction. Key elements of effective career ladder designs incorporating elements like basic skills education and industry involvement are also highlighted.
This document provides an outline for a presentation on economic and community development in Southern Indiana. The presentation includes three sections: regional tourism development, regional workforce development, and the proposed Indiana University Rural Center of Excellence. For regional tourism development, topics include building a regional brand, targeted marketing, increasing collaboration between tourism groups, and an interactive tourism mapping project. For workforce development, utilizing existing state resources through WorkOne Indiana and suggestions for afterschool/summer education programs are discussed. The final section proposes that Indiana University establish a Rural Center of Excellence focused on rural business/cooperatives, STEM, health/substance abuse, and technology/broadband.
This document provides an overview of the K-12 education system in the Philippines and the STEC SHS program. It discusses that the current 10-year basic education program results in poor quality education and inadequate preparation for work, entrepreneurship, or higher education. The K-12 system expands basic education to 12 years to address these issues. It then describes the STEC SHS program, which aims to develop well-rounded graduates with skills relevant to the job market or higher education through an enhanced curriculum focusing on mastery learning, hands-on activities, and leadership. The core values of the program are also outlined.
The webinar provided best practices for colleges and community-based organizations (CBOs) to develop partnerships to support first-generation students. The panelists from various colleges and CBOs discussed finding and researching CBOs, developing communication systems, evaluating relationships, and lessons learned. They emphasized the importance of commitment, flexibility, transparency, and creating long-term relationships to improve college access and completion rates. Contact information was provided for representatives from Lawrence University, Holy Names University, College Track, and College Possible.
The document outlines Dominican University of California's strategic plan for 2011-2015. The plan aims to transform the university through initiatives focused on capacity building, accountability, agility, and innovation. Key goals include strengthening academic programs, expanding enrollment in targeted areas, improving student outcomes, and ensuring financial sustainability to allow the university to adapt to future challenges. The strategic plan was developed through extensive consultation and identifies specific initiatives, metrics, and responsibilities to guide the university's development over the five-year period.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
This document provides information about Outcomes-Based Education (OBE) for educators in the field of Information Technology. It discusses the speaker's training in OBE and benchmarking visits to other universities. Key points about OBE include that it is a learner-centered initiative requiring participation from all levels of an institution. OBE focuses on clearly defining learning outcomes for students to achieve by the end of their program. Reasons for adopting OBE in the Philippines include alignment with international standards and requirements of professional accreditation bodies. The document outlines the process of developing an OBE system, including defining institutional and program outcomes.
The document discusses integrating English language instruction with workforce skills training through career pathways models. It describes four models - sequential, concurrent, coordinated, and integrated - ranging from basic skills preceding technical training to fully integrated instruction. The coordinated and integrated models that combine basic skills and technical content instructors are recommended for ESL students. Benefits include acquiring both language and workforce skills, and increasing retention and credential attainment. Virtual enterprise software is presented as a technology-enhanced approach.
The Network for Teaching Entrepreneurship's mission is to provide programs that inspire young people from low-income communities to stay in school, to recognize business opportunities and to plan for successful futures.
This document outlines 12 principles for replicating an idea on a large scale, as shared by Steve Mariotti. The principles include: recognizing the idea as an agent of change; defining the mission and strategy; marshaling resources for greater impact; protecting the integrity of the idea through branding; knowing and telling the story behind the idea effectively; establishing measurable units of change; partnering for leverage to create a movement; continuously researching; thinking long-term; operating in "pilot mode" to embrace change; joining influential organizations; and allowing the idea to expand beyond the original founder. Mariotti uses his organization NFTE, which teaches entrepreneurship to low-income youth, as an example throughout.
Nfte Business Plan Competition Middle School Curriculum 1tpoyser
Seven 6th grade students at Blackham Middle School in Bridgeport, CT participated in an entrepreneurship program from October 2010 to May 2011 where they formed three businesses - Star Pillowz, Crazy Chocolate Creations, and Chris & Joes Sweets to Go. The students learned about career clusters, opportunity recognition, business goals and marketing. They presented their business ideas to judges and were encouraged to use promotional tactics, with one team raffling a product sample and using a mascot. Awards were given for best marketing, business pitch, and most innovative idea.
Steve mariotti: 24 concepts every young person should know about businessZakhariya Jamal
The document outlines 24 concepts that the author believes every young person should know about business. Some of the key concepts include: understanding entrepreneurship as being opportunity-obsessed and leadership-balanced; learning how to start, finance, and manage a small business to gain important skills; and recognizing that business is fun and involves coordinating resources to provide a product or service at a profit. The author advocates for these concepts to be taught in schools to help reduce poverty and empower youth.
The document outlines the steps of the feasibility study process for starting a new business, including developing the initial business idea, analyzing the market and industry, determining required resources, and making a final decision on whether to proceed. It discusses evaluating questions around available technology, financial capabilities, and other resources as part of the feasibility process. The process involves researching the industry, market potential, competition, startup costs, operating costs, and calculating the breakeven point before deciding to proceed with a business plan or re-evaluate the initial idea.
A look at ourselves, our stories and the next generation of young entrepreneurs and business leaders...
Founded in 1987 by Steve Mariotti, a former business owner and New York City public high school teacher, the mission of NFTE is to provide entrepreneurship education programs to youth from low-income communities. Our vision is that every young person will find a pathway to prosperity. As a math teacher in the South Bronx, Mariotti first established NFTE as a literacy and dropout prevention program for at-risk youth when he noticed that many of his students who could not read or write and had essentially been “written off” by the system, demonstrated a natural talent for entrepreneurship. Further, he discovered that his “troubled” students had skills that, if fostered, could benefit them in business and in life. These insights led him to formalize an entrepreneurship curriculum and establish NFTE as a way to introduce concepts of wealth creation and ownership to low-income young people worldwide.
NFTE uses entrepreneurship as a vehicle to engage students in school, expose them to the market economy and help them to create an entrepreneurial mindset in order to remain competitive in the increasingly global marketplace. NFTE believes that schools must provide students with opportunities outside the classroom to realize their academic, social, and economic potential. By fostering learning connected to student interests and to life outside the school, NFTE provides students with tools for future success.
This slidedeck is Steve's story, you might see some of your own families' story here, and much about the hopes and aspirations we all have for the next generation.
The 1st rule in startup investing: How investors lower risk and boost returns...OurCrowd
Investing in startup companies is risky. Experienced angel investors know how to manage this risk.
This presentation -- given by OurCrowd's Zack Miller and David Stark -- explains where risk comes from investing in early stage companies and uses cutting-edge research to describe methods to lower risk, boosting investment returns as a result.
What kind of returns can you expect with -- and without -- diversification?
How to build a portfolio of startups
Other methods professional investors use to de-risk investing in early stage companies
DepEd TLE Computer Hardware Servicing Curriculum Guide Grade 7-10Bogs De Castro
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to computer hardware servicing as a potential career path.
The 7-habits-of-highly-effective-people (summary)nsziszo
The document summarizes Stephen R. Covey's book "The 7 Habits of Highly Effective People". It describes the 7 habits that Covey says are essential for success: 1) Be Proactive, 2) Begin with the End in Mind, 3) Put First Things First, 4) Think Win-Win, 5) Seek First to Understand, Then to Be Understood, 6) Synergize, and 7) Sharpen the Saw. The summary emphasizes that adopting these habits can help one replace bad habits with habits that lead to effectiveness, happiness, and trust-based relationships.
Blake.Efc Presentation2010.Ms Career ExplorationDanBlake
The document discusses middle school career exploration programs. It recommends making career exploration hands-on, relevant, and engaging for students. Research shows linking schoolwork to future careers increases student effort. The document outlines program goals of expanding career and education options knowledge. It recommends career exploration begin in middle school to inform course planning and prevent early limiting of options.
High School Career Development ProgramsErica Swallow
During my final quarter at the MIT Sloan School of Management, I conducted an independent study about social entrepreneurship in the education sector, primarily focused on current players and existing opportunities in the space. I collaborated with education non-profit Noble Impact to determine how the high school education system might be transformed by greater involvement from communities and businesses.
My research entailed three stages: Internet research, phone and in-person interviews with key players at non-profits and businesses, and creation of a final report, which you’ll find attached to this email.
My research was focused on four questions:
- How are high school students currently engaged in career development?
- Which businesses are most engaged in K-12 education? How and why?
- What scalable opportunities exist to solve the skills gap between the classroom and workforce?
- What should I do after MIT Sloan to have the greatest impact in education?
The final report covers my key findings for the first two questions – insights were pulled from interviews with recruiters, students, non-profit leaders, and corporate giving professionals. The report also covers potential opportunities that Noble Impact or other organizations could implement to improve career-oriented programming offered to high school students. Lastly, the report gives a very brief insight into where my head’s at for post-Sloan plans.
INSPIRATION FOR THIS PROJECT
I was inspired to conduct this project for two key reasons: Education has been a life-changer for me, and Noble Impact’s work inspired me to think harder about how I could contribute to improving education in America.
As a first-generation college (and graduate) student, I’ve observed and relished in the difference furthering my education has made in my life, as compared with the trajectories of my siblings, cousins, and elders. Education not only pulled me out of poverty, but it also opened my mind to the many ways in which I could l contribute to the world.
Last year, I was invited to judge Noble Impact’s Arkansas High School Startup Weekend, and I was amazed by what the students were capable of producing: Full product prototypes, pitch presentations, and compelling arguments for why their business ideas were important. At the time, I didn’t consider how I might contribute to their experience beyond my duty as a judge, but as my second year of Sloan began to wrap up, I reflected upon my two years in business school and realized that my time in Little Rock with those motivated, talented students was the most inspiring time of my MBA. After starting a dialogue with Noble Impact CEO Eric Wilson, I decided I couldn’t end my semester without a deep dive into the education world. And thus, this project was born.
Strengthening the Edupreneurship Ecosystem in South Africa 2015 - PRESENTATIONZoraida Velasco
The document summarizes research conducted on the edupreneurship ecosystem in South Africa. Interviews with experts and stakeholders identified several challenges: lack of funding, human capital gaps, regulatory barriers, insufficient infrastructure and technologies, and an early-stage market. Opportunities include developing blended capital models, establishing support platforms, replicating successful models, and focusing solutions on public schools. The report will inform an event organized by ANDE to strengthen the ecosystem through collaboration, knowledge sharing, and investment in root solutions.
1) Ivy Tech Community College's East Central Region implemented an Early Alert program to identify students struggling academically and refer them to support services.
2) The program experienced challenges with follow-up due to limited staffing, but recently received Perkins Grant funding to hire a coordinator.
3) An evaluation of the program found it successfully identified at-risk students, though improvements could be made to data collection and faculty participation.
The document discusses career ladder approaches and workforce development strategies. It outlines a vision for a unified workforce system in California based on career ladders that provide opportunities for job and wage advancement. Examples are provided of career ladder programs and partnerships between community colleges, workforce agencies, and employers in sectors like biotechnology and construction. Key elements of effective career ladder designs incorporating elements like basic skills education and industry involvement are also highlighted.
This document provides an outline for a presentation on economic and community development in Southern Indiana. The presentation includes three sections: regional tourism development, regional workforce development, and the proposed Indiana University Rural Center of Excellence. For regional tourism development, topics include building a regional brand, targeted marketing, increasing collaboration between tourism groups, and an interactive tourism mapping project. For workforce development, utilizing existing state resources through WorkOne Indiana and suggestions for afterschool/summer education programs are discussed. The final section proposes that Indiana University establish a Rural Center of Excellence focused on rural business/cooperatives, STEM, health/substance abuse, and technology/broadband.
This document provides an overview of the K-12 education system in the Philippines and the STEC SHS program. It discusses that the current 10-year basic education program results in poor quality education and inadequate preparation for work, entrepreneurship, or higher education. The K-12 system expands basic education to 12 years to address these issues. It then describes the STEC SHS program, which aims to develop well-rounded graduates with skills relevant to the job market or higher education through an enhanced curriculum focusing on mastery learning, hands-on activities, and leadership. The core values of the program are also outlined.
The webinar provided best practices for colleges and community-based organizations (CBOs) to develop partnerships to support first-generation students. The panelists from various colleges and CBOs discussed finding and researching CBOs, developing communication systems, evaluating relationships, and lessons learned. They emphasized the importance of commitment, flexibility, transparency, and creating long-term relationships to improve college access and completion rates. Contact information was provided for representatives from Lawrence University, Holy Names University, College Track, and College Possible.
The document outlines Dominican University of California's strategic plan for 2011-2015. The plan aims to transform the university through initiatives focused on capacity building, accountability, agility, and innovation. Key goals include strengthening academic programs, expanding enrollment in targeted areas, improving student outcomes, and ensuring financial sustainability to allow the university to adapt to future challenges. The strategic plan was developed through extensive consultation and identifies specific initiatives, metrics, and responsibilities to guide the university's development over the five-year period.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
This document provides information about Outcomes-Based Education (OBE) for educators in the field of Information Technology. It discusses the speaker's training in OBE and benchmarking visits to other universities. Key points about OBE include that it is a learner-centered initiative requiring participation from all levels of an institution. OBE focuses on clearly defining learning outcomes for students to achieve by the end of their program. Reasons for adopting OBE in the Philippines include alignment with international standards and requirements of professional accreditation bodies. The document outlines the process of developing an OBE system, including defining institutional and program outcomes.
The document discusses integrating English language instruction with workforce skills training through career pathways models. It describes four models - sequential, concurrent, coordinated, and integrated - ranging from basic skills preceding technical training to fully integrated instruction. The coordinated and integrated models that combine basic skills and technical content instructors are recommended for ESL students. Benefits include acquiring both language and workforce skills, and increasing retention and credential attainment. Virtual enterprise software is presented as a technology-enhanced approach.
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
Teach First is a UK organization that aims to address educational disadvantage by recruiting exceptional graduates to teach for two years in low-income schools. It was founded in 2002 based on a recommendation from a McKinsey study. Teach First has grown significantly and now places over 1,000 teachers per year in challenging schools across several regions of the UK. In addition to teaching, participants take part in a leadership development program and many remain engaged after the two years as ambassadors working to further Teach First's mission of improving access to education. Teach First's 2012 strategy outlines plans to continue expanding placements, strengthening its leadership program, and increasing engagement of former participants as advocates for educational reform.
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The document summarizes the 2009 Institute for Staff Development presentation on the Lancaster High School Academy of Finance. It outlines the academy's curriculum, student projects, and successes. Some of the projects discussed include a mock interview project to prepare students for internships, a financial literacy project for elementary students, and a senior credit card seminar. The academy has seen growth in developing real-world projects that apply classroom lessons and provide leadership opportunities for students.
The document discusses an E-learning Planning Framework (ELPF) that is intended to help schools evaluate their e-learning capabilities and identify next steps for development. It includes 5 dimensions that are assessed at different phases of ICT integration from emerging to empowering. The framework is intended as a self-review tool for principals, e-learning leaders and teachers to gauge effectiveness and needs for professional development. An example is provided of how the framework was applied at Snells Beach School.
This document discusses initiatives at Mishicot High School and Middle School to improve student outcomes. It describes implementing advisement, student portfolios, career exploration lessons, student-parent conferences, and increasing graduation requirements. These changes aimed to improve standardized test scores, career planning, and the post-secondary transition. Data shows increases in the high school completion rate, number of students taking the ACT, and college credits earned while in high school. The author concludes that despite additional work, the changes have benefited students.
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Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
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5. Other members of the Charter Development team
Mrs. Diana Cancel: Sr. Human Resource Manager, County of Riverside, CA – MBA
Mr. Joseph Mitchell: UHY Advisors - CPA, MBA
Mrs. Maritza Rivera: Payroll Manager for Western Region of a National Consulting Firm - MS
6. Charter Development Nonprofit Partnerships
California Charter School Association
ExEd – Charter School Business Operation
7. VISION
Every youth will directly influence his emergence from
poverty, do his best work and be his best ethical self.
8. MISSION
Through a small and academically rigorous but nurturing
environment, ThinkTank’s mission is to prepare youths in grades 9th –
12th to become accountable for their actions and further, to use those
actions to better their own environment and to compete in the global
economy.
The school encourages low-income youth to become knowledgeable
and self-motivated, and to employ critical thinking skills to merge
theory with practice. Students are encouraged to create and pilot
small-scale businesses on campus and in the community while being
socially responsible.
9. BOARD MEMBERS
Mrs. Betsy Blanchard – National Foundation of Entrepreneurship: Teaching
Entrepreneurship in Schools
Mr. John Dowsing – Engineer, Northrup Grumman Aerospace, Redondo Beach, CA
Mr. Greg Koffman - Rosenberg & Koffman Law Group
Mrs. Maggie McCrumby – Retired Educator
Dr. Robert Sinclair – Ph.D Economics, Vice President of Risk Architecture – Citigroup
Ms. Linda White – Director of Special Education, San Marino, CA
Mr. Yale Wishnick - Retired Program Director to California Teachers Association
Institute for Teaching (IFT)
11. SPECIAL CHARACTERISTICS OF
PROPOSED AREA
28% or higher of
Compton residents are
living below the
national poverty level
Median Income
$13,972
annually
Population
58% Hispanic
40% African American
California Poverty level
14%
Graduation rate
38%
45% overall (high school
dropouts are 3.5 times more
likely than high school
graduates to be arrested in
their lifetime).
CUSD is the
#1
Employer
Food Industry being #2
CUSD approved $40
million budget cut
2010 Layoff notices
Only 5% achieving a Bachelors
degree
12. Surrounding District
Academic DataCDE data also shows a consistency of academically low performing districts in
middle and high schools; with Compton Schools receiving API decile rankings of 1 and 2 respectively.
Districts API
API
Rank Similar PI - YR Free & Subgroups
Schools Status reduced Hispanics African Other # of
API Lunch Americans Students
CUSD (ALL) (ALL) (ALL) (ALL)
Middle 535 1 5 5 70% 75% 23% 1% 28,538
High 537 1 5 5
School
LAUSD
Lynwood
Middle 629 2 3 3 89% 93% 6% 12973
High School 585 1 1 4
PARAMOUNT
Middle 568 2 8 2 85% 88% 10% 5% 12410
High School 492 1 2 1
13. Instructional Framework
& Program
Summer Preparatory Programs (SPA –DAYS) Targeted Instruction (TI) built directly into
students’ schedule
Three Career Pathways
Arts
Science
Business and Entrepreneurship
4 classes/day = 90 Minutes each
Career Pathway begins the day
Extended Learning Time
180 + 2 middle terms = 210 days
Experiential (Hands-on) Learning
With Master Teachers
Entrepreneurship in every classroom Student designed businesses
Pilot Micro-businesses on Campus Step into
ThinkTank’s Capital VENTURE TANK
14. PROPOSED ENROLLMENT
GRADE 9 10 11 12 ENROLLEMENT
YEAR 1 125 125
YEAR 2 90 125 205
YEAR 3 90 90 125 305
YEAR 4 90 90 90 125 395
15. Preparatory Accountability
Support by Enacting
Students are expected to attend tutorials and encouraged to attend SPA, PAP, BOSS
and TWT programs to ensure successful achievement
SPA: Summer Preparation Academy - Training program for accelerated study
includes student design and management of academic and professional
portfolios.
PAP: Preparation for Advanced Placement Classes
BOSS: Business Opportunity Success Story – Seminars
TWT: ThinkTank Workshop Training in portfolio design in Arts, Science and
Business.
16. MOST INNOVATIVE
PROGRAM
** A small school environment (400 students over 4
years), hosted in an environment reflective of the
seven identifiable factors demonstrated on
successful high school campuses.
17. INNOVATIVE
PROGRAM II
Extended Instructional Year - 210 days of balanced instruction that includes:
Traditional Instructional Days + Two Middle Terms (30 days)
180 [Eight periods/day] 15 + 15 = 210 days
**Middle Terms are full day schedules – remedial and enrichment activities, field trips,
community service, full and half credit electives.
18. INNOVATIVE
PROGRAM III
Three Unique Academy Career Pathways: College prep with emphasis in business
development
ThinKTank Preparatory Academy of Arts
ThinkTank Preparatory Academy of Math – Science
ThinkTank Preparatory Academy of Business & Entrepreneurship
19. INNOVATIVE
PROGRAM IV
Core + Experiential + (Network for Student + School
Subjects Learning Teaching Success Success
Areas Entrepreneurship
(Career path) Curriculum - NFTE)
ThinkTank will drive Experiential Learning with the use of
NFTE’s Entrepreneur Curriculum
20. INNOVATIVE
PROGRAM V
Identify Academic Problem + Targeted Instruction Higher Achievement
(Test Scores)
Tutorial sessions are built directly into
each student’s schedule for the year.
21. INNOVATIVE
PROGRAM VI
Learn about + Explore + Plan for College/ + Start
Business/self Occupation Future University Job/Career
Kuder Career Navigation program to help students identify they’re best traits,
skills, and occupation
22. INNOVATIVE
PROGRAM VII
ThinkTank Knowledge + Business + Seed Self-Sufficiency + Financial
Base Plan Money Sustainability
Students use entrepreneur tools to design and pilot businesses on campus and in the
community
23. INTERVENTION FOR
TARGETED GROUP
Experiential teaching through strength based learning
Business ownership incentive
Two middle terms for targeted instruction
Tutorials built directly into schedules
Mentor Teacher program (10 students/teacher)
Relevant & aligned benchmark testing
Individual learning plans based on major pathway
24. Entrepreneur/Micro-Business Component
Though Entrepreneurship will be integrated into all core classes and
students are required to complete an e-portfolio prior to grade-level
promotion. Those students interested in business, leadership or
entrepreneurship will utilize NFTE direct curriculum on How to Start a
Business.
25. How the NFTE program works?
Students are given a proposed situation that affects the school and are asked
to brainstorm ideas to address the situation.
Once the ideas are generated they are taught to utilize:
Research, market analysis, financial plan, design a business, implementation and
maintenance plan. Maintenance plan involves SWOT analysis.
SWOT looks at the strenghts, weakness, opportunities and threats that may face the business.
Micro businesses are piloted on campus; thus allowing students the opportunity to tweek or adjust
mistakes. Senior students who successfully run their microbusinesses will step into the ThinkTank’s
Venture Experience where they will present their business plan and financial numbers to prospective
investors. Businesses that are successful will be implemented in the Compton Communiity.
In brief, utilizing NFTE Entrepreneurship curriculum throughout all courses, brings together a series of activities to
support an area that is regarded as strategically important to the community and US economy - in this case student
entrepreneurship.
27. CST AND API GOALS
15%
improvement
each year
until average
is 80%
proficient on
CST for
English &
Math
15 %
improvement
each year for
FBB and BB for
every
disaggregated
group
75% of
students
move 1 ELD
level each
year
Base Target
of 700 for
2013 – 2014
30 points
growth each
year
thereafter
29. STUDENT RECRUITMENT
Place information ads on community news portal – HubCity, paper,
community center, radio, cable stations and churches
School website – parent and students may fill out application and
submit directly online
Direct presentations to middle schools
Direct Mail list
Bilingual English/Spanish Materials
Collected parent signature surveys and letters of support
31. FUNDING SOURCE
Public Charter Grant Program $600,000
Walton Family Foundation $250,000
Chase Manhattan
Citibank
Wells Fargo
Anthony Robbins Foundation