This document provides an introduction to comparative education, including definitions and concepts. It defines education as the transmission of knowledge between generations and the preparation of youth for society. Comparative education is summarized as the systematic study and comparison of different education systems and practices across cultures and countries in order to understand similarities and differences in how problems are addressed. The scope of comparative education includes subject matter, geographical units, ideologies, and historical development. Its purposes are to improve education systems by learning from other approaches and to understand factors that drive educational change.
This document discusses the information needs and seeking behavior of educational administrators in Pakistan. It finds that administrators require information to manage their institutions effectively but face several issues. There is a lack of available data and inconsistent policies impact education. Administrators rarely use libraries and have no formal method to find needed information. A national information system is recommended to fill gaps and allow administrators easy access to reliable information needed for planning and decision making.
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMMina Badiei
The document outlines the stages of curriculum development and evaluation involved in updating an entire curriculum. It discusses 1) establishing general aims from educational policies, 2) the tasks of curriculum developers in determining subject balance and time allocation, 3) defining major educational objectives, 4) important concepts like critical changes in society and minimum learning requirements, and 5) constraints like political, socio-cultural and psychological factors. It emphasizes evaluating objectives, content scope and sequence, teaching strategies, and instructional materials using expert reviews and trials to ensure the curriculum achieves its aims.
Organisational Structure of Secondary Education in PakistanR.A Duhdra
Objective
To Differentiate educational scenario before and after 18th amendment.
To differentiate role of Director Public Instruction schools and Colleges.
To know the curriculum development process and textbook development.
Types of Education Schools in Pakistan
A study on Revised Assessment & Accreditation Process of National Assessment ...BHEEM PAD MAHATO
This document discusses the revised assessment and accreditation process of teacher education institutions in India by the National Assessment and Accreditation Council (NAAC). It outlines the differences between NAAC, UGC, and NCTE and their respective roles in accreditation. The objectives of the study are to explain NAAC's assessment and accreditation process, assist teacher education institutions in achieving higher grades, and encourage continuous quality improvement. The document also details NAAC's revised framework, including the seven criteria and their weightages used to evaluate institutions. Scores are calculated using a combination of qualitative and quantitative metrics to determine an final grade point average and overall accreditation status.
Schon's models of curriculum disseminationDambar Khatri
Schon identified three models of curriculum dissemination:
1. The center-periphery model involves dissemination controlled from a central source spreading outward.
2. The proliferation of centres model establishes primary and secondary centers that both support and expand dissemination.
3. The shifting- centres method emerges from social movements and lacks clearly established secondary centers, instead dissemination responds to local demands.
This document provides an introduction to comparative education, including definitions and concepts. It defines education as the transmission of knowledge between generations and the preparation of youth for society. Comparative education is summarized as the systematic study and comparison of different education systems and practices across cultures and countries in order to understand similarities and differences in how problems are addressed. The scope of comparative education includes subject matter, geographical units, ideologies, and historical development. Its purposes are to improve education systems by learning from other approaches and to understand factors that drive educational change.
This document discusses the information needs and seeking behavior of educational administrators in Pakistan. It finds that administrators require information to manage their institutions effectively but face several issues. There is a lack of available data and inconsistent policies impact education. Administrators rarely use libraries and have no formal method to find needed information. A national information system is recommended to fill gaps and allow administrators easy access to reliable information needed for planning and decision making.
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMMina Badiei
The document outlines the stages of curriculum development and evaluation involved in updating an entire curriculum. It discusses 1) establishing general aims from educational policies, 2) the tasks of curriculum developers in determining subject balance and time allocation, 3) defining major educational objectives, 4) important concepts like critical changes in society and minimum learning requirements, and 5) constraints like political, socio-cultural and psychological factors. It emphasizes evaluating objectives, content scope and sequence, teaching strategies, and instructional materials using expert reviews and trials to ensure the curriculum achieves its aims.
Organisational Structure of Secondary Education in PakistanR.A Duhdra
Objective
To Differentiate educational scenario before and after 18th amendment.
To differentiate role of Director Public Instruction schools and Colleges.
To know the curriculum development process and textbook development.
Types of Education Schools in Pakistan
A study on Revised Assessment & Accreditation Process of National Assessment ...BHEEM PAD MAHATO
This document discusses the revised assessment and accreditation process of teacher education institutions in India by the National Assessment and Accreditation Council (NAAC). It outlines the differences between NAAC, UGC, and NCTE and their respective roles in accreditation. The objectives of the study are to explain NAAC's assessment and accreditation process, assist teacher education institutions in achieving higher grades, and encourage continuous quality improvement. The document also details NAAC's revised framework, including the seven criteria and their weightages used to evaluate institutions. Scores are calculated using a combination of qualitative and quantitative metrics to determine an final grade point average and overall accreditation status.
Schon's models of curriculum disseminationDambar Khatri
Schon identified three models of curriculum dissemination:
1. The center-periphery model involves dissemination controlled from a central source spreading outward.
2. The proliferation of centres model establishes primary and secondary centers that both support and expand dissemination.
3. The shifting- centres method emerges from social movements and lacks clearly established secondary centers, instead dissemination responds to local demands.
TASK FORCE ON THE RE-ALIGNMENT OF THE EDUCATION SECTOR TO THE CONSTITUTION O...KenyaSchoolReport.com
TASK FORCE ON THE RE-ALIGNMENT OF THE EDUCATION
SECTOR TO THE CONSTITUTION OF KENYA 2010
TOWARDS A GLOBALLY COMPETITIVE QUALITY EDUCATION FOR
SUSTAINABLE DEVELOPMENT
Curriculum criteria are guidelines used to make decisions about curriculum and evaluate learning achievement. They include clearly stating curriculum goals and using them to choose content, materials, and activities. The criteria also involve engaging students in planning goals and assessing whether goals relate to society, community, individual learners, and are used to select learning materials and evaluate achievement. Characteristics of a good curriculum are that it evolves over time, is based on community needs, involves democratic input, results from long-term efforts, includes detailed plans, sequences subjects logically, complements other community programs, has educational quality, and allows flexible administration.
The document summarizes the proceedings of Pakistan's first educational conference in 1947 after independence. The conference discussed topics such as compulsory primary education, literacy issues, technical/vocational training, and establishing educational boards. It proposed committees on adult education and literacy that aimed to make the entire population literate within 25 years through a combination of adult education programs and compulsory primary schooling. However, the conference failed to develop a comprehensive national education plan and had several weaknesses such as not prioritizing primary education, neglecting rural/female education, and having unrealistic timelines.
The Content and Method of Comparative EducationChe-Wei Lee
The document summarizes Kandell's 1955 article "The Content and Method of Comparative Education". It discusses key topics in comparative education including the historical context, aims and scope, importance of cultural and political forces, and challenges in establishing national education systems. The article also emphasizes that comparative education involves analyzing both similarities and differences between countries, as well as effective and ineffective cases, to better understand factors shaping different systems.
The document provides a timeline of key events in the development of special education in the United States from 1817 to 1994. Some of the major events include the establishment of the first special education school in 1817, compulsory education laws in the 1840s, the formation of advocacy groups for people with disabilities in the late 1800s, important court cases establishing rights to education in the 1970s, and the passage of legislation such as the Education for All Handicapped Children Act of 1975 which mandated free appropriate public education for all children with disabilities. The timeline shows the evolution of special education from isolated schools for specific disabilities to inclusive laws and programs.
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUMAlbin Caibog
The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.
This document provides definitions and concepts related to curriculum. It discusses curriculum from different points of view including traditional, progressive, and various models of curriculum development. Specifically, it defines curriculum as the total learning experiences for students, discusses Ralph Tyler's 4 basic principles for curriculum development and Hilda Taba's grassroots approach. It also outlines Allan Glatthorn's 7 types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums.
Change, Change Models and The Curriculum ed_093313.pptxIbnRasheedOkunmomi
The document discusses curriculum change, models of curriculum change, and the innovation process. It provides an overview of key topics and then discusses them in more detail. Some of the main points covered include:
1. Curriculum change can occur due to factors like changes in social values, knowledge, or education systems. Different types of change include hardware, software, substitution, alteration, addition, and restructuring.
2. Models for curriculum change include the social interaction approach, which emphasizes language development through social exchange, and the linkage approach, which aims to link research to user needs.
3. The innovation process involves identifying needs, developing and testing solutions, and implementing successful solutions more widely. Planning curriculum change requires identifying
TASK FORCE ON THE RE-ALIGNMENT OF THE EDUCATION SECTOR TO THE CONSTITUTION O...KenyaSchoolReport.com
TASK FORCE ON THE RE-ALIGNMENT OF THE EDUCATION
SECTOR TO THE CONSTITUTION OF KENYA 2010
TOWARDS A GLOBALLY COMPETITIVE QUALITY EDUCATION FOR
SUSTAINABLE DEVELOPMENT
Curriculum criteria are guidelines used to make decisions about curriculum and evaluate learning achievement. They include clearly stating curriculum goals and using them to choose content, materials, and activities. The criteria also involve engaging students in planning goals and assessing whether goals relate to society, community, individual learners, and are used to select learning materials and evaluate achievement. Characteristics of a good curriculum are that it evolves over time, is based on community needs, involves democratic input, results from long-term efforts, includes detailed plans, sequences subjects logically, complements other community programs, has educational quality, and allows flexible administration.
The document summarizes the proceedings of Pakistan's first educational conference in 1947 after independence. The conference discussed topics such as compulsory primary education, literacy issues, technical/vocational training, and establishing educational boards. It proposed committees on adult education and literacy that aimed to make the entire population literate within 25 years through a combination of adult education programs and compulsory primary schooling. However, the conference failed to develop a comprehensive national education plan and had several weaknesses such as not prioritizing primary education, neglecting rural/female education, and having unrealistic timelines.
The Content and Method of Comparative EducationChe-Wei Lee
The document summarizes Kandell's 1955 article "The Content and Method of Comparative Education". It discusses key topics in comparative education including the historical context, aims and scope, importance of cultural and political forces, and challenges in establishing national education systems. The article also emphasizes that comparative education involves analyzing both similarities and differences between countries, as well as effective and ineffective cases, to better understand factors shaping different systems.
The document provides a timeline of key events in the development of special education in the United States from 1817 to 1994. Some of the major events include the establishment of the first special education school in 1817, compulsory education laws in the 1840s, the formation of advocacy groups for people with disabilities in the late 1800s, important court cases establishing rights to education in the 1970s, and the passage of legislation such as the Education for All Handicapped Children Act of 1975 which mandated free appropriate public education for all children with disabilities. The timeline shows the evolution of special education from isolated schools for specific disabilities to inclusive laws and programs.
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUMAlbin Caibog
The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.
This document provides definitions and concepts related to curriculum. It discusses curriculum from different points of view including traditional, progressive, and various models of curriculum development. Specifically, it defines curriculum as the total learning experiences for students, discusses Ralph Tyler's 4 basic principles for curriculum development and Hilda Taba's grassroots approach. It also outlines Allan Glatthorn's 7 types of curriculum operating in schools, including the recommended, written, taught, supported, assessed, learned, and hidden curriculums.
Change, Change Models and The Curriculum ed_093313.pptxIbnRasheedOkunmomi
The document discusses curriculum change, models of curriculum change, and the innovation process. It provides an overview of key topics and then discusses them in more detail. Some of the main points covered include:
1. Curriculum change can occur due to factors like changes in social values, knowledge, or education systems. Different types of change include hardware, software, substitution, alteration, addition, and restructuring.
2. Models for curriculum change include the social interaction approach, which emphasizes language development through social exchange, and the linkage approach, which aims to link research to user needs.
3. The innovation process involves identifying needs, developing and testing solutions, and implementing successful solutions more widely. Planning curriculum change requires identifying
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This document summarizes the key findings of a joint opinion poll conducted by think tanks in Japan, the US, China, and South Korea regarding perceptions of the future of Northeast Asia. The poll found:
1) Majorities in all four countries believe China's influence in Asia will continue increasing in the next decade, while fewer see US influence increasing.
2) Opinions are divided on which countries can best handle world problems, with Japanese and Americans having more confidence in the US and EU while Chinese and South Koreans have more confidence in China.
3) There are also differences in perceptions of which countries should assume global leadership, with Japanese and Americans citing the US while Chinese cite Russia.
This document discusses two perspectives on the relationship between human rights and state sovereignty in international relations: the communitarian/statist perspective and the cosmopolitan/universal perspective. It also examines how international human rights conventions and declarations have expanded the domain of international law and eroded state sovereignty by establishing rights that individuals possess as humans rather than citizens. The document explores debates around humanitarian intervention and when it may be justified to interfere in a state's domestic affairs to protect human rights.
This document discusses domestic sources of influence on foreign policy. It outlines that a country's domestic society, including public opinion, interest groups, elites, and leaders, shapes its foreign policy preferences and objectives. Different social groups within a country may have differing stances on foreign policy issues based on their interests. A democratic government must consider these societal influences and seek public support when formulating foreign policy. However, a leader may also attempt to shape public opinion to build support for their policies. The document uses China's concept of "peaceful rise" as an example of how a country's strategic culture and shared beliefs can influence its foreign policy approach.
Understanding Taiwan Politics through the 2016 ElectionsWai-Kwok Wong
1. The document analyzes Taiwan's 2016 elections and political landscape, discussing factors like China's influence through business and media ties, Taiwan's two main political parties, and identity issues.
2. It notes misunderstandings around portrayals of Taiwan politics and examines the status of the opposition DPP party.
3. Major events that shaped politics in recent years included the 2014 Sunflower Movement protests and debates over Taiwan's relationship with China versus an independent Taiwanese identity.
This document appears to be a series of slides from a presentation given by Dr. Wai-Kwok Benson Wong of the Department of Government & International Studies at Hong Kong Baptist University on March 30, 2011. The presentation discusses current affairs in Hong Kong, noting that understanding current events requires examining them in their proper context and from multiple perspectives rather than relying on common sense or personal views. One reference from a 2011 report on the state of Hong Kong's political system after the first decade of the 21st century is included.
This document summarizes the results of a poll survey conducted by Genron-NPO in Japan on public opinions regarding the future challenges in Northeast Asia. Over 1,000 respondents were polled in each of China, Japan, South Korea, and the US between April and September 2015. The poll aimed to understand public perceptions of each country's economic influence, cultural exchange, political/diplomatic relations, and territorial disputes. It also examined the role of public opinion and elite leaders in shaping foreign policies in the region. The analysis found that China's growing economic impact is a major factor, and that China is viewed with some skepticism regarding its assertiveness in international affairs and moral approach to conflict resolution. Strengthening high-level
Umbrella Movement and Hong Kong IdentityWai-Kwok Wong
The document discusses the Umbrella Movement and Hong Kong identity. It provides context on how local Hong Kong identity is used as an energy and discourse to justify protest actions. It examines the influence of Taiwan's Sunflower Movement in resisting Chinese influence. It then visualizes and redefines the local identity of Hong Kong people through the Lion Rock Spirit of persistence despite suppression. Finally, it analyzes three dimensions of local identity: identity for empowerment through political aspiration; identity as a goal to challenge Chinese dominance and dependence; and identity as a strategy to deploy Lion Rock Spirit and critique the government.
A book being banned in Mainland China showing how the CCP fails to keep its promise by referring to the past articles on advocating and supporting democracy in China
Analytical Framework for Education IssuesWai-Kwok Wong
This document discusses conceptual foundations of educational issues from both a policy and sociological perspective. It covers topics such as policy definitions, the policy process including formulation, adoption, implementation and evaluation. It also examines stakeholders in the policy process and the sociological perspective on the functions of schooling in society. Specifically, it describes functionalism theory which posits that schools play a role in maintaining social harmony and cultural transmission by socializing students and preparing them for their future adult roles.
This document discusses media perception of local education. It aims to understand how mass media reports on education and the possible impacts of different reporting approaches. It notes media may focus on positive topics like student results or reforms, or negative topics like poor performance or protests. The document also discusses some challenges in media reporting, like a "politics of scapegoating" that blames stakeholders for issues. It questions whether media accurately reflects public views or distorts reality, and whether reporting is objective and truthful.