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Education Department Jobs

ایجوکیشن ڈیپارٹمنٹ اشتہارنوکری

Latest Education Department Jobs 2024 Pakistan

Education department.

Education Department is a government organization. Education Department jobs industry includes Teaching, Education, Management, Admin Clerical, Medical. Education Department jobs are for cities of Pakistan including Muzaffarabad, Rawalpindi, Skardu, Mirpur, Gilgit, Multan, Lahore. View list of latest vacancies in Education Department 2024 for fresh students and experienced job seekers. Qualified and eligible male & female candidates having qualifications ranging from Primary, Middle, Matric, Intermediate, Bachelor, Master, M.ed, Mphil, Phd, B.ed, BA, B.com, MCS, BBA, M.com, BCS, MBA, BIT, MIT, MA, I.com, DAE, MBBS, CA, LLM, LLb, ACCA, ITI, MCA, B.E, P.G Diploma, M.sc, M.Tech, B Pharmacy, BDS to MS can apply for jobs. Education Department is a government department providing services to public of Pakistan. Mostly Education Department govt or private jobs are from Lahore, Karachi, Rawalpindi, Islamabad, Multan, Faisalabad, Peshawar, Hyderabad, Quetta. Education Department Government jobs (www .gov.pk) from Punjab, Balochistan, Quetta, KPK, AJK, FATA are also covered. How to Apply Education Department jobs : Read Education Department Job advertisement and apply before the due date or last date of job ad. In most of the cases you can apply online, Apply Job .

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• 6200+ New Govt Jobs in Punjab Education Department 2022
• Government Jobs

Jobcity.pk posted a new job alert 6200+ New Govt Jobs in Punjab Education Department 2022

About Punjab Education Department (Introduction)

According to the Punjab Education Foundation Act of 1991, the Punjab Education Foundation was established as a separate statutory organization to support and advance education on a non-profit, non-commercial basis. Since then, a lot has changed in terms of bringing free, top-notch education to the doorsteps of eligible youngsters. In order to develop education, the Punjab Education Foundation was reorganized under the Punjab Education Foundation Act-XII of 2004. This was done, in part, to support and promote private sector efforts to use public-private partnerships to deliver education to the poor.

Latest Jobs announcement in Punjab Education Department:

Advertisements are issued by the Chairperson, District Recruitment Committee (DRC) for recruitment against the posts of Non-Teaching Staff (BS-1 to BS-4) clearly indicating category-wise quota i.e. 3% for disabled persons, 5% for minorities, 15% for women, 20% for the children of serving / retired Government employees (BS-1 to BS-11) and general quota/ open merit. You all be well advised to follow the standardized template of advertisement for co-existence purposes annexure-C).

Punjab Education Department has announced new government job vacancies for all residents of Punjab Province. Pakistani nationals possessing degree qualifications ranging from  Primary, Middle, Matric are encouraged to apply for newly announced vacant job vacancies. Here, you can see the job spotlight having highlighted information:

Job Spotlight

Available new government job vacancies in punjab education department:.

Candidates having qualifications Primary, Middle, Matric are eligible to apply for the following vacant posts:

• Naib Qasids
• Lab Attendants
• Sanitary Workers
• Security Guards

Applying Process & terms for Vacant Job Posts in Punjab Education Department:

The enrollment process for receiving job applications in “Punjab Education Department” will be continued till the last date to apply 30 November 2022. To apply for available vacant job posts, applicants/Job Seekers must follow these steps:

• Candidates who are interested in applying can do so by following the directions in each advertisement. Here, application forms may be found. Candidates may submit their applications using this Application Form.
• Applications must be accompanied by attested copies of all supporting documents, such as the CNIC, academic transcripts, residency documentation, and experience certificates.
• The expiration date of each advertisement is stated. Because of this, applicants must submit their materials by the deadline listed in the notification.
• Applicants may also send their queries & suggestions to officials of Punjab Education Department by an  Email address is [email protected]
• Candidates must read the complete applying procedure & detailed eligibility conditions for all vacant job posts officially announced by Punjab Education Department in the below Job Advertisement paper (originally published by newspaper*s in Pakistan) .

JOB ADVERTISEMENT

From this advertisement picture, you can read Applying method, Salary information, Eligibility criteria, Number of vacancies & Required Age, Qualification and Experience, etc 

“Share this Job with your Friends”

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Teaching Jobs

Govt education department jobs 2022 for teaching and non teaching staff.

Govt Education Department Jobs 2022 for Teaching and Non-Teaching Staff has been announced today on 5 July 2022 in Jang Newspaper for males & females. These jobs are in Girls Cadet College Quetta Balochistan. Males & females having Balochistan domicile can apply for these jobs.

Details of Govt Education Department Jobs 2022 for Teaching and Non Teaching Staff

List of vacancies.

• Bursar BPS-17
• Lecturer Biology BPS-17
• Lecturer Chemistry BPS-17
• Lecturer Physics BPS-17
• Lecturer Math BPS-17
• Lecturer Computer Science BPS-17
• Lecturer Urdu BPS-17
• Lecturer Islamiat BPS-17
• Lecturer Pak Studies BPS-17
• Lecturer English BPS-17
• Admin Officer BPS-17
• Messing Officer BPS-16
• Stenographer BPS-14
• Senior Clerk BPS-14
• Personal Assistant BPS-12
• Computer Lab Supervisor BPS-11
• AV Lab Assistant BPS-11
• Junior Clerk BPS-11
• Cashier BPS-11
• Generator Operator BPS-08
• Martial Arts Instructor BPS-07
• Lab Assistant BPS-07
• Sports Incharge BPS-07
• Marker BPS-06
• Head Cook/Cook BPS-06
• Storekeeper BPS-05
• Pump Operator BPS-05
• Telephone Operator BPS-05
• Driver BPS-04
• Head Mali BPS-04
• Head Bearer BPS-02
• Masalchi / Nanbai BPS-01
• Naib Qasid BPS-01
• Bus Conductor BPS-01
• Security Guards BPS-01
• Bearers BPS-01
• Helper BPS-01
• Wing Bearer (Ayah) BPS-01
• Orderly BPS-01
• Butler / Cook BPS-01

Required Qualification

• Under Matric
• Intermediate

How to Apply

• Interested candidates need to apply ONLINE through Job Portal  bact.org.pk
• The deadline for application is 20 July 2022.
• Only short-listed candidates will be contacted.

Govt Education Department Jobs 2022 for Teaching and Non Teaching Staff Advertisements

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New Jersey Department of Education

Official site of the state of new jersey.

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N.J. Department of Education Job Opportunities

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Summit School District failed to meet needs of a group of students with disabilities, says Colorado Department of Education

News News | Mar 31, 2024

Kit Geary   

[email protected]

The Summit School District improperly removed a specific type of class, co-taught by a general education teacher and a special education teacher, from the special education plans of ninth grade students “without regard for those students’ individualized needs,” according to a recent ruling by the Colorado Department of Education.

The issue was systemic, affecting 20 ninth graders with learning disabilities this school year, the ruling said. The state education department demanded Summit School District correct the violation, including offering the affected students additional services to make up for what they missed in the co-taught classes.

Most of the students in this case, around 80%, speak Spanish as their primary language.

The Summit School District said in a statement that it has “taken immediate steps to address the concerns raised and evaluate our practices for opportunities to enhance our service quality. This reflection is part of our unwavering dedication to continuous improvement and our belief in the power of collaborative efforts with our parents and guardians to foster an environment of growth and learning.”

The ruling stems from a state-level complaint made in September on behalf of a group of Summit County students with learning disabilities who graduated from eighth grade at the end of the 2022-2023 school year and now attend ninth grade in the 2023-2024 school year. 

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Originally, the complaint featured just a couple then-eighth grade students, but the case grew as the Colorado Department of Education began investigating. 

The case began with allegations that the district was not following through on services promised in some students’ individualized education plans. These plans are created to be tailored to an individual’s learning needs. They lay out exactly what support and services a student requires to learn and how the school will carry those out. 

In the students’ learning plans, they were entitled to “co-taught, push-in instruction minutes.” 

That means the students would have additional support in their general education math and English language arts classes through a specialist who co-taught the class alongside a general education teacher. The 20 students were supposed to have that support in both eighth and ninth grades.

But the Colorado Department of Education found the district “removed 20 students’ co-taught, push-in instruction minutes at the end of those students’ eighth-grade year as a regular practice without regard for those students’ individualized needs.”

At first, the district reportedly told state investigators that it did not offer co-taught classes in ninth grade and any plans that stated it did “must be in error.” But partway through the investigation, the district reversed course and said it did. 

The co-taught classes the district referenced, however, involved an English language development specialist co-teaching math and science classes with a general education teacher. English language development specialists are meant to support students who are learning English, not students with learning disabilities.

Reportedly, at least three students in these co-taught classes with an English language development specialist were fluent in English and were not English learners. 

The investigation found that the co-taught classes offered in the high school did not constitute adequate co-taught classes as promised in students’ education plans. 

Additionally, the state education department found that the district was falling short on another requirement included in the students’ learning plans related to services outside the classroom. According to the complaint, a handful of students were supposed to receive help with skills such as organization, time management, and self advocacy in addition to receiving help with classwork and homework. 

The investigation found the services that the district offered in ninth grade did not meet the requirements detailed in students’ learning plans.

During the investigation, the district told the state that the discrepancy between the learning plans and the services was because some of the students’ plans were “in progress,” meaning the district was in the midst of meeting with students’ parents to sort out the details. 

In its decision, the Colorado Department of Education said there are no exceptions for plans that are “in progress.”

“The District attempts to shift this burden onto parents, who are expected to attend informal meetings and sort out the discrepancies in person, with inaccurate documentation,” the ruling stated.

The Summit School District must comply with a list of remedies mandated by the Colorado Department of Education. One remedy requires the district to submit a corrective action plan that addresses how its noncompliance with the Individuals with Disability Education Act will be corrected. 

Additionally certain staff members must attend training regarding the development and implementation of individualized education plans. The district also must audit individual education plans to ensure accuracy and provide each impacted student compensatory education services. 

The district also had to notify the families of the students included in the complaint that they did not meet their student’s learning needs. 

In a statement, the district said, “In response to the State Complaint Officer’s (SCO’s) decision, we are fully committed to implementing the recommended remedies with integrity.”

“Together, we are confident that we can continue supporting our students in achieving personal and academic success,” the district said. “Our commitment to our student’s well-being and growth remains our highest priority, and we are grateful for our families’ continued partnership and trust in this journey.”

Mar 31, 2024

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DBE Vacancies

The Department of Basic Education is committed to providing equal opportunities and practising affirmative action employment. It is our intention to promote representivity (race, gender, disability) in the Department through the filling of this post and a candidate whose  transfer/promotion/appointment will promote representivity will receive preference. Preference will firstly be given to excess employees and secondly to current Public Service employees. An indication in this regard will facilitate the processing of applications.

Applications must be submitted on form Z83 obtainable from any Public Service Department and must be accompanied by a comprehensive CV and certified copies of qualifications. NB as of 1st July 2006, all new appointments in the public service have to be part of the Government Employee Medical Scheme (GEMS) in order to qualify for a Government Medical Subsidy. Correspondence Will Only Be Entered Into With Short-Listed Applicants.

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Child Welfare Education Program Graduating Class 2024-DCS SPCT TRNE

• DEPT OF CHILD SAFETY
• Closing at: Apr 7 2024 at 23:55 MST

DEPARTMENT OF CHILD SAFETY

The arizona department of child safety (dcs) is a social and human services agency whose mission is to successfully engage children and families to ensure safety, strengthen families, and achieve permanency. dcs has field office locations located throughout the state of arizona, with its central office located in downtown phoenix. dcs employs over 2,800 employees who share the common vision of ensuring children thrive in family environments free from abuse and neglect., child welfare education program, graduating class 2024 - child safety specialist trainee, salary: $22.5962 hourly, closing date: 4/7/2024.

This job announcement is only for applicants that are currently under CWEP contract and graduating in 2024 The job functions of a DCS Specialist include, but are not limited to, the following: • Assessing child safety and risk. • Conducting interviews and gathering information. • Making in-and-out of home contacts with families and children. • Attending Court hearings. • Preparing case plans and conducting case plan staffing. • Authoring professional reports and filling-out documentation. • Coordinating and monitoring services. • Placing children, transporting children, and moving a child’s possessions when needed. • Managing cases throughout the respective county and assigned area. • Using a computer and the Department’s Child Welfare Software Programs. During the first 22 weeks of employment you will be classified as a DCS Specialist Trainee, and will be in training full time. Your training will be a mix of classroom and on-the-job training. Classroom training will take place at our Downtown Phoenix, Learning and Development facility. Hotel accommodations will be paid for, and staff will be reimbursed at the State rate for meals and mileage, if eligible. The on-the-job training will require you to report to a regional field office location. It is important that staff complete the required training uninterrupted and as scheduled to ensure successful completion of the Learning and Development training tracks, region-specific trainings, and acquisition of a CPR certification.

Investigative Specialist: Investigate claims of child abuse and neglect and document all information assessed. Interview and gather information in order to assess the family, in order to determine if abuse or neglect claim is substantiated. Respond to crisis situations and explore options of child removal if warranted. Explore placement options such as foster homes, kinship homes, or group homes when a child is removed. Ongoing Specialist: Assist families in achieving permanency through reunification, guardianship, adoption, or the Young Adult Program. Assess and facilitate services to assist families in making changes to protect and ensure their children’s safety. Help families engage with community partners and contracted agencies to assist in achieving safety for their children. Organize Child and Family Team (CFT) meetings to ensure all participants are aligned on the goal of helping the children. Continuously document client activity to ensure accuracy and consistency.

Knowledge of: Federal and State laws, regulations and directives pertaining to DCS Risk assessment practices and procedures Supervisory techniques; personality development and adjustment Foster care programs Policies and procedures of court system Resources available in the community Policies and procedures established for the work system Personal Computers; Microsoft Office Suite Skill in: Verbal and written communication Establishing and maintaining interpersonal relationships with internal and external customers Time management and organization Resolving problems related to work Speaking to small or large groups; public speaking Ability to: Interview to elicit information

Must currently be under contact with the Child Welfare Education Program. Employment is contingent on the CWEP applicant passing a background investigation.    

Must provide BSW or MSW awarded transcripts within 30 days of graduation.

Employees may be required to use their own transportation as well as maintain valid motor vehicle insurance and current Arizona vehicle registration; however, mileage will be reimbursed. Must be able to secure and maintain an Arizona Fingerprint Clearance card. Must be able to secure and maintain clearance from the DCS Central Registry.

If this position requires driving or the use of a vehicle as an essential function of the job to conduct State business, then the following requirements apply:  Driver’s License Requirements.

All newly hired State employees are subject to and must successfully complete the Electronic Employment Eligibility Verification Program (E-Verify).

As an employee of the Department of Child Safety you will be entitled to a comprehensive benefits package that can become effective as soon as two weeks after starting! Benefits include: - Paid sick leave. - Paid vacation that includes ten (10) holidays per year. - Competitive health and dental insurance plans. - Life insurance and long-term disability insurance. We also offer optional employee benefits that include: - Vision coverage. - Short-term disability insurance. - Deferred compensation plans. - Supplemental life insurance. - Employee wellness plans

Learn more about the Paid Parental Leave pilot program  here . For a complete list of benefits provided by The State of Arizona, please visit our benefits page

All DCS Specialist positions participate in the Arizona State Retirement System (ASRS). Eligibility becomes effective after 27 weeks of State employment.

Persons with a disability may request a reasonable accommodation such as a sign language interpreter or an alternative format by contacting 602-255-3141 Requests should be made as early as possible to allow time to arrange the accommodation. Arizona State Government is an AA/EOE/ADA Reasonable Accommodation Employer.

ARIZONA MANAGEMENT SYSTEM (AMS)

All Arizona state employees operate within the Arizona Management System (AMS), an intentional, results-driven approach for doing the work of state government whereby every employee reflects on performance, reduces waste, and commits to continuous improvement with sustainable progress.  Through AMS, every state employee seeks to understand customer needs, identify problems, improve processes, and measure results.   State employees are highly engaged, collaborative and embrace a culture of public service.

The State of Arizona is an Equal Opportunity/Reasonable Accommodation Employer.

If this position requires driving or the use of a vehicle as an essential function of the job to conduct State business, then the following requirements apply: Driver’s License Requirements

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Maryland State Department of Education Publishes Graduation and Dropout Rates for the 2022-2023 School Year

FOR IMMEDIATE RELEASE:

MEDIA CONTACT: John White, 410-767-0486   [email protected]  

Maryland State Department of Education Publishes Graduation and Dropout Rates for the 2022-2023 School Year  

The percentage of students who graduated within four years from Maryland public schools was 85.8% in the 2022-2023 school year 

BALTIMORE (March 26, 2024) – The Maryland State Department of Education today released data on the four-year cohort graduation rate for students graduating from Maryland public schools in the spring of 2023.  

The four-year 2023 cohort graduation rate was 85.8%, down from 86.3% in the prior year. Students in the 2023 cohort entered ninth grade in the 2019-2020 school year and a critical portion of their high school experience was impacted by the COVID-19 pandemic. Starting in the spring of 2020, this cohort of students experienced primarily virtual learning methods, until they returned to in-person learning in their 11th grade.  

“Maryland’s students are among the best and brightest in the world and while our graduation rates are good, they can be better,” said Interim State Superintendent Carey M. Wright. “We have an opportunity to build upon our education system’s strong foundation to achieve the equitable and successful outcomes we want for all students.”  

For most student groups, the 2023 four-year cohort graduation rates remained stable as compared to the 2022 cohort rate. An exception was the graduation rate for economically disadvantaged students, which increased from 75.7% in the 2021-2022 school year to 80.8% in the 2022-2023 school year. In addition, the four-year cohort graduation rate increased slightly for Black/African American students, reaching 84.7% in the 2022-2023 school year, up from 84% in the prior year.   

“The most recent graduation rate data brings to the fore the urgency of our work to fully implement the Blueprint for Maryland’s Future and our Strategic Plan priorities. Only through a system-wide transformation from early childhood through grade 12 can we ensure that all Maryland students graduate from high school and that they do so prepared to succeed in college, careers, and life.” said Maryland State Board of Education President Clarence C. Crawford “This work is already happening in many schools across the state. It’s time to share what we learned and remain committed day in and day out to transform Maryland into a system of world-class schools.”   

The Maryland State Department of Education also released the five-year cohort graduation rate, which is the percentage of students who graduate within five years. Out of the 67,072 students who started ninth grade in the 2018-2019 school year, 88.2% graduated by the 2022-2023 school year, a decrease from 89% the prior year. Maryland’s cohort graduation rates follow a cohort of students from their freshman year through their senior year, as required by federal reporting standards.  

Data on Maryland’s four-year and five-year cohort graduation rates, as well as the four-year cohort dropout rate, for the State as a whole, local education agencies, and individual high schools can be found on the Maryland Report Card website, at MDReportcard.org .  

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• Arts and Cultural Production Satellite Account, U.S. and States, 2022
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Arts and Cultural Production Satellite Account, U.S. and States, 2022 New statistics for 2022; 2017—2021 updated

The Arts and Cultural Production Satellite Account released today by the U.S. Bureau of Economic Analysis (BEA) shows that arts and cultural economic activity, adjusted for inflation, increased 4.8 percent in 2022 after increasing 10.8 percent in 2021 (table 1). By comparison, the broader economy, as measured by real gross domestic product (GDP), increased 1.9 percent in 2022 after increasing 5.8 percent in 2021. Arts and cultural economic activity accounted for 4.3 percent of GDP, or $1.10 trillion, in 2022 (tables 2 and 3).

Real (inflation-adjusted) value added for core arts and cultural production industries, which include performing arts, museums, design services, fine arts education, and education services, increased 18.2 percent in 2022. Supporting arts and cultural production industries, which include art support services and information services, increased 1.4 percent in 2022 (table 1).

• Performing arts increased 39.2 percent in 2022 after increasing 12.4 percent in 2021. The leading contributor to the increase was performing arts companies, which increased 76.5 percent in 2022 after decreasing 27.8 percent in 2021.
• Museums increased 6.9 percent in 2022 after decreasing 10.9 percent in 2021.
• Design services increased 8.5 percent in 2022 after increasing 13.6 percent in 2021.
• Fine arts education increased 24.0 percent in 2022 after increasing 21.4 percent in 2021.
• Education services increased 7.3 percent in 2022 after decreasing 3.1 percent in 2021.

Nominal value added

Nominal value added (not adjusted for inflation) increased 7.8 percent nationally in 2022 (table 2). The leading contributor to the increase was core arts and cultural production industries (table 4). Supporting arts and cultural production industries increased 4.1 percent to a level of $825.6 billion; the leading contributor to the increase was information services. Core arts and cultural production industries increased 21.8 percent in 2022 to a level of $249.0 billion; the leading contributors to the increase were performing arts and design services.

In 2022, nominal value added in arts and cultural production industries increased in every state and the District of Columbia. The percent change across all states ranged from 23.9 percent in Connecticut to 2.0 percent in Nebraska (table 2).

In Connecticut—the state with the largest increase in value added—broadcasting, other information services, and design services were the leading contributors to the increase in value added. In Nebraska—the state with the smallest increase in value added—a decrease in other information services mitigated the increase (table 4).

For all states and the District of Columbia, the arts and cultural share of total GDP ranged from 9.5 percent in Washington to 1.3 percent in Delaware. The share for most states ranged between 2 and 5 percent. Washington, the District of Columbia, California, and New York were the only areas where the arts and cultural share of total GDP exceeded 5 percent (table 3).

The top arts and cultural production industries varied among the states. In Washington, publishing and retail industries were the leading contributors to the share of total state GDP. Government and broadcasting were the leading contributors in the District of Columbia. Other information services and motion pictures were the leading contributors in California. Broadcasting and other information services were the leading contributors in New York (table 3).

Arts and cultural employment nationwide increased 6.4 percent in 2022. The total number of arts and cultural jobs for the nation was 5.2 million. Arts and cultural employment increased in 45 states and the District of Columbia. The percent change across all states ranged from 14.5 percent in Louisiana to −2.8 percent in Oregon (table 8).

Louisiana had 55,212 jobs related to arts and culture, representing 2.8 percent of all jobs in the state. Retail industries and motion pictures were the leading contributors to the increase in arts and cultural employment in Louisiana. In Oregon, retail industries and publishing were the leading contributors to the decrease in arts and cultural employment (table 9).

Compensation

Arts and cultural compensation nationwide increased 4.3 percent in 2022. Arts and cultural compensation increased in all 50 states and the District of Columbia. The percent change across all states ranged from 17.2 percent in Michigan to 0.3 percent in California (table 8).

Update of arts and cultural production statistics

Today, BEA also released updated national-level arts and cultural production statistics on output, value added, intermediate inputs, employment, and compensation from 2017 to 2021, with new statistics for 2022, and updated state-level statistics on value added, employment, and compensation from 2017 to 2021, with new statistics for 2022. These revised and newly available statistics primarily reflect the incorporation of revised and newly available source data from the 2023 comprehensive updates of BEA’s National and Regional Economic Accounts. Combined with new and revised arts and cultural production-specific source data, these improvements allow the arts and cultural production statistics to capture the dynamics of this sector more accurately.

The reference year for the chained-dollar estimates of national-level arts and cultural production statistics is updated to 2017 from 2012.

BEA’s Arts and Cultural Production Satellite Account is supported by funding from the National Endowment for the Arts.

Next release: March 2025 Arts and Cultural Production Satellite Account, U.S. and States, 2023

Full Release & Tables (PDF)

Release tables only (excel), interactive tables.

• Technical (National) Kenneth Beatty 301-278-9572 [email protected]
• Technical (Regional) Clifford Woodruff 301-278-9234 [email protected]
• Media Connie O’Connell 301-278-9003 [email protected]
• Stay informed about BEA developments by reading The BEA Wire , signing up for BEA’s email subscription service , or following @BEA_News on X, formerly known as Twitter.
• The time series of detailed annual statistics for 2017 through 2022 are available at “ Arts and Culture .”
• Access BEA data by registering for BEA’s Data Application Programming Interface .
• For more on BEA’s statistics, see our online journal, the Survey of Current Business .
• For upcoming economic indicators, see BEA’s news release schedule .
• For complete information on the sources and methods used to estimate arts and cultural production, see BEA’s arts and cultural production methodology .

Definitions

“Culture” in the context of input-output tables for the Arts and Cultural Production Satellite Account can be defined in a variety of ways, including language, traditions, beliefs, and values. For this account, arts and cultural production is defined narrowly to include creative artistic activity—the goods and services produced by it, the goods and services produced in support of it, and the construction of buildings in which it takes place. The input-output table is a valuable tool to identify and estimate the value of the “creative chain.” This chain captures the economic value of the creation of a cultural product (composing a symphony) from its production (the performance being recorded in a studio), distribution (by various modes), and final consumption (by the listener).

Arts and cultural production output consists of all domestically produced goods and services purchased (for example, movie tickets or design services).

Arts and cultural production employment consists of all wage and salary jobs in which the workers are engaged in the production of arts and cultural production- related goods and services.

Arts and cultural production compensation consists of the remuneration (including wages and salaries as well as benefits, such as employer contributions to pension and health funds) payable to employees in return for their arts and cultural production-related work during a given year.

Arts and cultural production value added consists of output less intermediate consumption (for example, costumes rented by performing arts companies or printing of the program for the show).

Gross domestic product (GDP) is the value of the goods and services produced by the nation’s economy less the value of the goods and services used up in production. GDP is also equal to the sum of personal consumption expenditures, gross private domestic investment, net exports of goods and services, and government consumption expenditures and gross investment.

Core arts and cultural production industries are originators of ideas and content associated with the creation of arts and culture. Supporting industries produce and disseminate arts and cultural commodities.

Current-dollar estimates are valued in the prices of the period when the transactions occurred—that is, at “market value.” Also referred to as “nominal estimates” or “current-price estimates.”

Real values are inflation-adjusted estimates—that is, estimates that exclude the effects of price changes.

Statistical conventions

Quantities, or “real” measures, and prices are expressed as index numbers with a specified reference year equal to 100 (currently 2017). Quantity and price indexes are calculated using a Fisher chain-weighted formula that incorporates weights from two adjacent periods (quarters for quarterly data and annuals for annual data). “Real” dollar series are calculated by multiplying the published quantity index by the current-dollar value in the reference year (2017) and then dividing by 100. Percent changes calculated from chained-dollar levels and quantity indexes are conceptually the same; any differences are due to rounding.

Chained-dollar values are not additive, because the relative weights for a given period differ from those of the reference year. In tables that display chained-dollar values, the value of the "not allocated by industry" line reflects the difference between the first line and the sum of the most detailed lines. For the real value added by industry table, this value also reflects differences in source data used to estimate GDP by industry and the expenditures measure of real GDP.