Responsive curricula

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  • THERE IS probably no single course in “laboratory safety or chemical safety” at your college or university. Why not? Chemistry curricula have developed over many decades with a focus on the main topics of chemistry: organic, inorganic, physical chemistry, analytical chemistry, and (more recently) biochemistry. For decades, the topic of chemical safety was included at the margins of lab courses, mostly taught in a small way as a footnote to various lab experiments and procedures. Some chemists and chemistry teachers were aware of the importance of safety, while many were not.

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  • Why the workforce is important In this first decade of the 21st century, immense advances in human well-being coexist with extreme deprivation. In global health we are witnessing the benefits of new medicines and technologies. But there are unprecedented reversals. Life expectancies have collapsed in some of the poorest countries to half the level of the richest – attributable to the ravages of HIV/AIDS in parts of sub-Saharan Africa and to more than a dozen “failed states”.

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  • The preceding paragraph is not an indictment of application-oriented curricula per se, only of the particular way [N1] wants such a curriculum implemented: it allows the utilitarian impulse to overwhelm the basic ed- ucational mission, with the result that basic ideas and skills not directly related to the so-called real world problems often get left out. By yielding to the temptation of “doing just enough to get the problems solved”, the curriculum of [N1] ends up presenting a fragmented and amorphous version of mathematics.

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  • The government aims for 100% enrollment as part of the MDG targets for 2015, with girls' enrollment share being 50%. Various obstacles to achieving this goal exist, such as lack of school facilities, in particular girls' schools in rural areas. The problem is even greater for girls' secondary schools, which are very few and scattered. Insecurity, combined with distance and lack of transport, prevents especially girls from accessing school facilities.

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  • In addition to an in-depth knowledge and understanding of the scientific and clinical aspects, veterinary students also need to have a grasp of the legal, ethical and social elements of veterinary practice. Thus, communication and interpersonal skills; responsible and professional behaviour, and an understanding of the business context of veterinary practice are now recognized as important areas that should be incorporated into veterinary curricula.

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  • As students juggle many responsibilities, education and training in such a system would be provided in a flexible manner with appropriate services to help students stay in school. Programs would be built on appropriate and innovative curricula and pedagogy, and those that are occupationally-focused developed in close collaboration with local employers and other workforce stakeholders. The funding streams and reporting requirements of Federal and state workforce programs would allow for innovation in the delivery of services.

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  • Strong elementary and secondary schools are the next building block of a strong foundation for future workforce success. At each level, effective principals and teachers are at the core of helping students to master new material and mature into creative, highly capable, responsible adults. Along with quality instruction, high standards, rigorous assessments, and strong accountability can also significantly improve academic performance. 46 The secondary school goals and curriculum must be aligned with the goals and curricula of post-high school institutions.

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