Between 2015–16 and 2017–18, ATI members increased enrollment of students who receive Pell grants by 7,291, nearly 15 percent of ATI’s 50,000-by-2025 goal.
The data presented in this report show that progress has been achieved in important areas such as legislation, vehicle standards and improving access to post-crash care. This progress has not, however, occurred at a pace fast enough to compensate for the rising population and rapid motorization of transport taking place in many parts of the world.
The framework identifies four global learning outcomes—appreciation for diversity, cultural understanding, global knowledge, and global engagement—and five general learning outcomes— digital literacy, language communication, self-efficacy, academic engagement, and critical thinking. Together these outcomes provide a definition of global competency for K-12 students and constitute standards for assessing global digital exchange programs.
The Macro-Economic And Welfare Benefits of Reducing Road Traffic Injuries in Low- & Middle-Income Countries