Disclaimer
The opinions expressed in this presentation are my personal opinions and must not be construed as representing the opinion of the AACCUP or any institution with which I am or have been affiliated in my professional life.
This document contains information about Lurugan National High School's School Improvement Plan for 2013-2014. The plan aimed to increase student achievement rates on national exams and reduce dropout rates through programs like dropout reduction and retrieving students who left school. Some objectives included improving the learning environment by building concrete tables and benches. The Parent Teachers Association also initiated constructing a roof walkway for student protection from weather. The school employed principles of school-based management and provided documentation of various school operations, performance indicators, programs, finances, and more to inform stakeholders and guide school duties and functions.
The document introduces the guest of honor and speaker, San Carlos City Mayor Julian "Ayoy" Resuello. It provides details about Mayor Resuello such as being born on June 20, 1978 in San Carlos City to Emeteria Corpuz and the late Julian Resuello. It outlines his educational background and lists his accomplishments as a public servant including being elected to several youth leadership positions before becoming Vice Mayor in 2004 and Mayor of San Carlos City in 2007.
This document outlines Philippine civil service leave policies and procedures. It discusses entitlement to annual vacation and sick leave, computation of leave credits, various types of leave (vacation, sick, maternity), and conversion of leave credits between teaching and non-teaching positions. Key points include employees earning 15 days each of vacation and sick leave annually, leave credits computed based on 24 days of actual service, and formulas for converting leave credits when transferring between teaching and non-teaching roles.
Presentation in School Governance and Control on recognition and accreditation of private schools and higher education institutions based on the Manual of Regulations by DEPED and CHED
The document discusses instructional supervision, which aims to improve teacher competence through guidance and development activities. It describes the goals of instructional supervision as providing objective feedback, diagnosing and solving teaching problems, helping teachers develop strategies and skills, and maintaining a positive attitude. Approaches to instructional supervision include directive, collaborative, and self-directed supervision. Challenges include selecting supervisors and excessive workloads.
This document outlines a policy for implementing Learning Action Cells (LACs) as a school-based continuing professional development strategy in the Philippines Department of Education (DepEd). The three key points are:
1. LACs are intended to improve teaching and learning through collaborative problem-solving among teachers. They allow teachers to identify needs, prioritize topics, and develop interventions to address challenges.
2. LAC sessions should focus on key areas like student diversity, curriculum content and pedagogy, assessment, 21st century skills, and curriculum localization. They are meant to strengthen teachers' skills and align their practices with the K-12 education program.
3. The policy provides guidance for forming LAC
This document provides a 1000 question national qualifying exam for principals covering topics like child-friendly schools, procurement processes, DepEd programs, and school site planning. It includes sample questions testing knowledge of laws, regulations, and best practices for principals. Additional reading materials are suggested for further review on subjects relevant to becoming an effective school leader.
This document summarizes the Enhanced Basic Education Continuity Plan of Baliwasan Senior High School Stand-Alone in Zamboanga City for School Year 2021-2022. It outlines the school's best practices, challenges, and interventions in areas like learning delivery, learning resources, learning modalities, and health protocols. Key points include mapping learners' locations and needs, providing orientation on distance learning, producing self-learning materials both printed and digital, upskilling teachers, and ensuring safety measures like disinfection and developing a support system for COVID-19 cases. The school implements a blended modular distance learning approach supplemented by a school portal while addressing needs like a shortage of teachers and high repetition rates through recommended policies
This document contains information about Lurugan National High School's School Improvement Plan for 2013-2014. The plan aimed to increase student achievement rates on national exams and reduce dropout rates through programs like dropout reduction and retrieving students who left school. Some objectives included improving the learning environment by building concrete tables and benches. The Parent Teachers Association also initiated constructing a roof walkway for student protection from weather. The school employed principles of school-based management and provided documentation of various school operations, performance indicators, programs, finances, and more to inform stakeholders and guide school duties and functions.
The document introduces the guest of honor and speaker, San Carlos City Mayor Julian "Ayoy" Resuello. It provides details about Mayor Resuello such as being born on June 20, 1978 in San Carlos City to Emeteria Corpuz and the late Julian Resuello. It outlines his educational background and lists his accomplishments as a public servant including being elected to several youth leadership positions before becoming Vice Mayor in 2004 and Mayor of San Carlos City in 2007.
This document outlines Philippine civil service leave policies and procedures. It discusses entitlement to annual vacation and sick leave, computation of leave credits, various types of leave (vacation, sick, maternity), and conversion of leave credits between teaching and non-teaching positions. Key points include employees earning 15 days each of vacation and sick leave annually, leave credits computed based on 24 days of actual service, and formulas for converting leave credits when transferring between teaching and non-teaching roles.
Presentation in School Governance and Control on recognition and accreditation of private schools and higher education institutions based on the Manual of Regulations by DEPED and CHED
The document discusses instructional supervision, which aims to improve teacher competence through guidance and development activities. It describes the goals of instructional supervision as providing objective feedback, diagnosing and solving teaching problems, helping teachers develop strategies and skills, and maintaining a positive attitude. Approaches to instructional supervision include directive, collaborative, and self-directed supervision. Challenges include selecting supervisors and excessive workloads.
This document outlines a policy for implementing Learning Action Cells (LACs) as a school-based continuing professional development strategy in the Philippines Department of Education (DepEd). The three key points are:
1. LACs are intended to improve teaching and learning through collaborative problem-solving among teachers. They allow teachers to identify needs, prioritize topics, and develop interventions to address challenges.
2. LAC sessions should focus on key areas like student diversity, curriculum content and pedagogy, assessment, 21st century skills, and curriculum localization. They are meant to strengthen teachers' skills and align their practices with the K-12 education program.
3. The policy provides guidance for forming LAC
This document provides a 1000 question national qualifying exam for principals covering topics like child-friendly schools, procurement processes, DepEd programs, and school site planning. It includes sample questions testing knowledge of laws, regulations, and best practices for principals. Additional reading materials are suggested for further review on subjects relevant to becoming an effective school leader.
This document summarizes the Enhanced Basic Education Continuity Plan of Baliwasan Senior High School Stand-Alone in Zamboanga City for School Year 2021-2022. It outlines the school's best practices, challenges, and interventions in areas like learning delivery, learning resources, learning modalities, and health protocols. Key points include mapping learners' locations and needs, providing orientation on distance learning, producing self-learning materials both printed and digital, upskilling teachers, and ensuring safety measures like disinfection and developing a support system for COVID-19 cases. The school implements a blended modular distance learning approach supplemented by a school portal while addressing needs like a shortage of teachers and high repetition rates through recommended policies
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
This document outlines the key provisions of the 1982 Education Act of the Philippines, including:
1) It establishes a comprehensive and integrated formal and non-formal educational system for public and private schools.
2) It declares the state's policies of ensuring access to quality education for all citizens and promoting national unity.
3) It defines the rights and responsibilities of members of the educational community including students, teachers, administrators, and parents.
The speaker gives closing remarks at a commencement ceremony. They congratulate the graduates and their families for their achievements. The speaker says that receiving certificates and diplomas is not the end goal, but rather a celebration of how far the graduates will go in setting their own limits. The speaker reflects on all the trials, studies, grades, relationships and efforts that brought the graduates to this point. A new door now awaits them, with opportunities to apply what they've learned. The graduates are advised to embody the ideals of their alma mater and show their individuality and strength of character to the world, which will help build strong foundations for their future.
The document discusses self-assessment tools in the RPMS (Results-based Performance Management System) cycle for teachers. It explains that the Self-Assessment Tool (SAT-RPMS) is used by teachers to reflect on their performance based on indicators and guide discussions on goal-setting and professional development. There are different SAT-RPMS forms for teachers at various experience levels. The process involves teachers rating their capabilities and priorities for development, then discussing results with principals to identify strengths, needs, and plan interventions. The output is an Individual Development Plan to address needs through activities, timeline, and resources.
The document contains a pledge from teachers of Sarangani Senior High School to fully commit to implementing the K to 12 education program according to the standards set by the Department of Education. The teachers pledge to share what they have learned from trainings, work as a united team, build a supportive learning environment for students, help manage any problems that arise, and set a good example through their dedication to teaching.
The document outlines an accountability and continuous improvement framework with 5 indicators. It describes processes for clarifying roles and responsibilities of stakeholders, recognizing achievements based on collaborative performance systems, enhancing accountability mechanisms through community review, developing inclusive assessment criteria and tools, and conducting regular participatory performance assessments. For each indicator, it provides examples of evidence required at basic, intermediate, and advanced levels, such as terms of reference, meeting minutes, policies, reports, and documentation of reviews. The goal is for schools and communities to work together to clearly define roles, track progress, identify gaps, and refine plans through ongoing assessment and improvement efforts.
This document is a Republic Act that establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and defines its powers and responsibilities at the national and regional levels. At the national level, the Secretary of Education is responsible for formulating educational policies, standards, and plans. At the regional level, each regional office is responsible for defining educational policy frameworks, developing regional plans and standards, and monitoring outcomes to reflect local needs and values. The purpose is to improve access to and quality of basic education.
The document discusses the educational system in the Philippines. It describes how the system was influenced by Spanish and American models but has developed its own identity. The key points are:
- The Department of Education (DepEd) administers the entire educational system, including curriculum, teacher hiring, and school funding.
- The typical structure is 6 years of elementary education, 4 years of high school, and 4-5 years for a college degree. Education is now compulsory.
- Schools follow an academic calendar from June to March. The DepEd mandates start and end dates each year.
- Literacy rates are high, at around 96% for both males and females. The system continues to evolve
Accreditation in Philippines and Implementing Curriculum In ClassroomJanna Corona
This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. It is both a process of peer review to encourage high standards, and a certification granted to educational programs or institutions that meet recognized standards. The document then outlines the accreditation process and levels in the Philippines, including the roles of the Commission on Higher Education, Technical Education and Skills Development Authority, and Department of Education. It concludes with suggestions for implementing curriculum in the classroom, such as undertaking action research, maintaining an organized learning environment, and fostering students' holistic health and wellness.
Sheila Jane D. Lasala commits to supporting the Department of Education's efforts to provide continuous learning and training grants to teachers to improve efficiency. She pledges to uphold integrity as a member of the DepEd Caraga Scholars Circle and share what she learns with others. She will implement re-entry plans upon returning from training and mentor colleagues to successfully implement programs in their schools.
Administrative and supervisory organization of the bureau of262605
This document discusses democratic principles that can be applied to school administration and supervision. It advocates for a less centralized approach that gives more autonomy to local supervisors and teachers. Some key points mentioned include permitting experimentation at the local level, encouraging supervisors and teachers to set their own schedules and priorities based on student needs, and involving all stakeholders when discussing policy questions. Roadblocks to a more democratic approach are also outlined, such as a centralized government structure and lack of trained administrators.
This document outlines an action plan by Sto. Niño College of Science and Technology to enhance students' academic performance in science from November 2022 to May 2023. The plan involves several objectives and activities, including exposing students to latest developments in physics to increase interest, organizing study groups to improve problem-solving skills, guiding students on fundamental concepts to enhance understanding, conducting laboratory exercises to develop practical skills, providing leadership activities to participate actively in physics, and using games to identify strengths and weaknesses. The activities will involve students, teachers, and parents with no budget required.
This document outlines linkages and networking opportunities for schools with various local, national, and international organizations. It discusses establishing partnerships with higher education institutions, government agencies, foundations, professional organizations, and media outlets. These collaborations can provide resources and expertise to help schools deliver quality education and complete projects. Networking involves developing stronger relationships than loose linkages and aims to increase effectiveness and outreach through shared objectives and beneficiaries. Opportunities discussed include international programs, joint research, professional development conferences, scholarship programs, and sharing educational materials.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
This document discusses accreditation in education. It begins by defining accreditation and stating its objectives, which are to define accreditation, present different accrediting agencies, discuss the benefits of accreditation, and provide exhibits and examples used in accreditation. It then discusses relevant Philippine laws and the Commission on Higher Education. It provides definitions of accreditation, including that it is a self-regulation process focused on self-study and evaluation to improve quality. It also discusses the major accrediting agencies in the Philippines - AACCUP, PAASCU, and PACUCOA - and the benefits accreditation provides such as prestige and knowledge of program quality. Finally, it discusses ways accredit
This document provides the annual report of CDA Regional Office 1 for the year 2020. It includes messages from leadership, the regional director's report highlighting accomplishments, and reports on various programs and units within CDA RO1. Some key highlights include:
- CDA RO1 continued operations during the COVID-19 pandemic through remote service delivery and online platforms.
- 341 cooperatives received recognition for assistance provided to communities during the pandemic totaling over PHP 114 million.
- 11 webinars were conducted covering various cooperative development topics with over 4,700 participants.
- 33 cooperatives transitioned to higher asset classifications through technical assistance and mentoring.
- Partnerships were maintained with national government agencies, local governments,
Finance and Administration ensure the efficiency to support the organization as a whole to focus on its core business and thus attain its targets through the provision of finance and administrative services.
This document discusses teaching personnel, including their selection, appointment, tenure, and compensation. It covers:
1. Teaching personnel includes school administrators, supervisors, teachers, and librarians. Selection is governed by civil service rules and regulations, with appointments made by the Secretary of Education.
2. Public school teachers are appointed as regular, temporary, emergency, or substitute based on their qualifications and civil service eligibility. Private school instructors, assistant professors, associate professors, and professors also have different educational and experience requirements.
3. Tenure for public and private school teachers is governed by laws protecting them from removal or suspension without cause. Their compensation is standardized according to the Public School Teachers Standardization Act
The DepEd Computerization Program (DCP) aims to provide public schools with appropriate technologies to enhance teaching and learning and meet 21st century challenges. It provides computer hardware, software, and training to address the computer backlog in schools. The DCP objectives are to provide computer labs and e-classrooms, laptops for mobile teachers, integrate ICT into the school system, raise ICT literacy, and reduce the computer backlog. It involves infrastructure provision, program orientation, and monitoring/evaluation. Infrastructure includes computer lab packages, e-classrooms, and laptops for teachers. Schools are selected based on electricity access, teacher ICT capacity and willingness to be trained, and partnership with stakeholders.
Here are the key differences between qualitative and quantitative research approaches:
Qualitative research is focused on understanding experiences and perspectives through open-ended questions and in-depth discussions, while quantitative research relies on standardized measures that can be statistically analyzed.
Some additional differences include:
- Qualitative research aims to gather non-numerical data like words, pictures or objects to understand meanings, experiences and views. Quantitative research gathers numerical data to test hypotheses.
- Qualitative methods are more flexible and exploratory, while quantitative methods have a fixed design to test hypotheses.
- Data analysis in qualitative research involves identifying themes and patterns, while quantitative analysis uses statistical techniques.
- Sample sizes are typically smaller in qualitative research to
Informing the research environment with the Concordat for Units of AssessmentEmma Gillaspy
Workshop by Karen Clegg (Director of Researcher Development and Concordat Implementation Coordinator, University of York) and Rob Daley (Research Development Coordinator, Herriot Watt University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
This document outlines the key provisions of the 1982 Education Act of the Philippines, including:
1) It establishes a comprehensive and integrated formal and non-formal educational system for public and private schools.
2) It declares the state's policies of ensuring access to quality education for all citizens and promoting national unity.
3) It defines the rights and responsibilities of members of the educational community including students, teachers, administrators, and parents.
The speaker gives closing remarks at a commencement ceremony. They congratulate the graduates and their families for their achievements. The speaker says that receiving certificates and diplomas is not the end goal, but rather a celebration of how far the graduates will go in setting their own limits. The speaker reflects on all the trials, studies, grades, relationships and efforts that brought the graduates to this point. A new door now awaits them, with opportunities to apply what they've learned. The graduates are advised to embody the ideals of their alma mater and show their individuality and strength of character to the world, which will help build strong foundations for their future.
The document discusses self-assessment tools in the RPMS (Results-based Performance Management System) cycle for teachers. It explains that the Self-Assessment Tool (SAT-RPMS) is used by teachers to reflect on their performance based on indicators and guide discussions on goal-setting and professional development. There are different SAT-RPMS forms for teachers at various experience levels. The process involves teachers rating their capabilities and priorities for development, then discussing results with principals to identify strengths, needs, and plan interventions. The output is an Individual Development Plan to address needs through activities, timeline, and resources.
The document contains a pledge from teachers of Sarangani Senior High School to fully commit to implementing the K to 12 education program according to the standards set by the Department of Education. The teachers pledge to share what they have learned from trainings, work as a united team, build a supportive learning environment for students, help manage any problems that arise, and set a good example through their dedication to teaching.
The document outlines an accountability and continuous improvement framework with 5 indicators. It describes processes for clarifying roles and responsibilities of stakeholders, recognizing achievements based on collaborative performance systems, enhancing accountability mechanisms through community review, developing inclusive assessment criteria and tools, and conducting regular participatory performance assessments. For each indicator, it provides examples of evidence required at basic, intermediate, and advanced levels, such as terms of reference, meeting minutes, policies, reports, and documentation of reviews. The goal is for schools and communities to work together to clearly define roles, track progress, identify gaps, and refine plans through ongoing assessment and improvement efforts.
This document is a Republic Act that establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and defines its powers and responsibilities at the national and regional levels. At the national level, the Secretary of Education is responsible for formulating educational policies, standards, and plans. At the regional level, each regional office is responsible for defining educational policy frameworks, developing regional plans and standards, and monitoring outcomes to reflect local needs and values. The purpose is to improve access to and quality of basic education.
The document discusses the educational system in the Philippines. It describes how the system was influenced by Spanish and American models but has developed its own identity. The key points are:
- The Department of Education (DepEd) administers the entire educational system, including curriculum, teacher hiring, and school funding.
- The typical structure is 6 years of elementary education, 4 years of high school, and 4-5 years for a college degree. Education is now compulsory.
- Schools follow an academic calendar from June to March. The DepEd mandates start and end dates each year.
- Literacy rates are high, at around 96% for both males and females. The system continues to evolve
Accreditation in Philippines and Implementing Curriculum In ClassroomJanna Corona
This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. It is both a process of peer review to encourage high standards, and a certification granted to educational programs or institutions that meet recognized standards. The document then outlines the accreditation process and levels in the Philippines, including the roles of the Commission on Higher Education, Technical Education and Skills Development Authority, and Department of Education. It concludes with suggestions for implementing curriculum in the classroom, such as undertaking action research, maintaining an organized learning environment, and fostering students' holistic health and wellness.
Sheila Jane D. Lasala commits to supporting the Department of Education's efforts to provide continuous learning and training grants to teachers to improve efficiency. She pledges to uphold integrity as a member of the DepEd Caraga Scholars Circle and share what she learns with others. She will implement re-entry plans upon returning from training and mentor colleagues to successfully implement programs in their schools.
Administrative and supervisory organization of the bureau of262605
This document discusses democratic principles that can be applied to school administration and supervision. It advocates for a less centralized approach that gives more autonomy to local supervisors and teachers. Some key points mentioned include permitting experimentation at the local level, encouraging supervisors and teachers to set their own schedules and priorities based on student needs, and involving all stakeholders when discussing policy questions. Roadblocks to a more democratic approach are also outlined, such as a centralized government structure and lack of trained administrators.
This document outlines an action plan by Sto. Niño College of Science and Technology to enhance students' academic performance in science from November 2022 to May 2023. The plan involves several objectives and activities, including exposing students to latest developments in physics to increase interest, organizing study groups to improve problem-solving skills, guiding students on fundamental concepts to enhance understanding, conducting laboratory exercises to develop practical skills, providing leadership activities to participate actively in physics, and using games to identify strengths and weaknesses. The activities will involve students, teachers, and parents with no budget required.
This document outlines linkages and networking opportunities for schools with various local, national, and international organizations. It discusses establishing partnerships with higher education institutions, government agencies, foundations, professional organizations, and media outlets. These collaborations can provide resources and expertise to help schools deliver quality education and complete projects. Networking involves developing stronger relationships than loose linkages and aims to increase effectiveness and outreach through shared objectives and beneficiaries. Opportunities discussed include international programs, joint research, professional development conferences, scholarship programs, and sharing educational materials.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
This document discusses accreditation in education. It begins by defining accreditation and stating its objectives, which are to define accreditation, present different accrediting agencies, discuss the benefits of accreditation, and provide exhibits and examples used in accreditation. It then discusses relevant Philippine laws and the Commission on Higher Education. It provides definitions of accreditation, including that it is a self-regulation process focused on self-study and evaluation to improve quality. It also discusses the major accrediting agencies in the Philippines - AACCUP, PAASCU, and PACUCOA - and the benefits accreditation provides such as prestige and knowledge of program quality. Finally, it discusses ways accredit
This document provides the annual report of CDA Regional Office 1 for the year 2020. It includes messages from leadership, the regional director's report highlighting accomplishments, and reports on various programs and units within CDA RO1. Some key highlights include:
- CDA RO1 continued operations during the COVID-19 pandemic through remote service delivery and online platforms.
- 341 cooperatives received recognition for assistance provided to communities during the pandemic totaling over PHP 114 million.
- 11 webinars were conducted covering various cooperative development topics with over 4,700 participants.
- 33 cooperatives transitioned to higher asset classifications through technical assistance and mentoring.
- Partnerships were maintained with national government agencies, local governments,
Finance and Administration ensure the efficiency to support the organization as a whole to focus on its core business and thus attain its targets through the provision of finance and administrative services.
This document discusses teaching personnel, including their selection, appointment, tenure, and compensation. It covers:
1. Teaching personnel includes school administrators, supervisors, teachers, and librarians. Selection is governed by civil service rules and regulations, with appointments made by the Secretary of Education.
2. Public school teachers are appointed as regular, temporary, emergency, or substitute based on their qualifications and civil service eligibility. Private school instructors, assistant professors, associate professors, and professors also have different educational and experience requirements.
3. Tenure for public and private school teachers is governed by laws protecting them from removal or suspension without cause. Their compensation is standardized according to the Public School Teachers Standardization Act
The DepEd Computerization Program (DCP) aims to provide public schools with appropriate technologies to enhance teaching and learning and meet 21st century challenges. It provides computer hardware, software, and training to address the computer backlog in schools. The DCP objectives are to provide computer labs and e-classrooms, laptops for mobile teachers, integrate ICT into the school system, raise ICT literacy, and reduce the computer backlog. It involves infrastructure provision, program orientation, and monitoring/evaluation. Infrastructure includes computer lab packages, e-classrooms, and laptops for teachers. Schools are selected based on electricity access, teacher ICT capacity and willingness to be trained, and partnership with stakeholders.
Here are the key differences between qualitative and quantitative research approaches:
Qualitative research is focused on understanding experiences and perspectives through open-ended questions and in-depth discussions, while quantitative research relies on standardized measures that can be statistically analyzed.
Some additional differences include:
- Qualitative research aims to gather non-numerical data like words, pictures or objects to understand meanings, experiences and views. Quantitative research gathers numerical data to test hypotheses.
- Qualitative methods are more flexible and exploratory, while quantitative methods have a fixed design to test hypotheses.
- Data analysis in qualitative research involves identifying themes and patterns, while quantitative analysis uses statistical techniques.
- Sample sizes are typically smaller in qualitative research to
Informing the research environment with the Concordat for Units of AssessmentEmma Gillaspy
Workshop by Karen Clegg (Director of Researcher Development and Concordat Implementation Coordinator, University of York) and Rob Daley (Research Development Coordinator, Herriot Watt University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
The document outlines the criteria and indicators used for institutional accreditation evaluations. It discusses 8 criteria for evaluation including governance and management, teaching and learning, faculty, research, extension activities, student support, resource management, and financial management. Under each criterion, it lists several indicators that evaluators assess such as curriculum alignment with mission/goals, faculty qualifications, research outputs, community engagement activities, student services, physical and learning resources, budgeting processes, and income generation. The purpose is to provide a framework for conducting comprehensive evaluations of universities and colleges seeking accreditation.
This document discusses curriculum evaluation. It defines curriculum evaluation as the systematic assessment of the worth or merit of a curriculum. The document outlines several types and models of curriculum evaluation, including formative and summative evaluation, and the CIPP model. It discusses the goals, approaches, criteria, and procedures used in curriculum evaluation. Stages of curriculum evaluation are also summarized, including determining general educational aims and evaluating objectives, content, teaching strategies, and instructional materials at the planning stage.
Altmetrics and the Changing Societal Needs of Research Communications at R&D ...Anup Kumar Das
Presentation titled "Altmetrics and the Changing Societal Needs of Research Communications at R&D Centres in an Emerging Country: A Case Study of India", presented in the 2nd Altmetrics Conference
Session: Altmetrics as indicators of economic and social impact
On 7th October 2015, at Amsterdam, the Netherlands.
The document outlines the responsibilities of an individual in an academic role. They include:
1. Teaching courses through lectures and labs, conducting exams and assessments, and using learning management systems.
2. Introducing extra-curricular topics and organizing workshops/contests to supplement the curriculum.
3. Guiding student projects and motivating students to present research.
4. Coordinating university exams including question distribution and handling cheating cases.
5. Ensuring resources and equipment for student projects and gathering feedback.
6. Maintaining lab equipment and organizing co-curricular and extracurricular activities.
7. Pursuing research grants and currently serving as Head of Department with responsibilities like student support
The document outlines the responsibilities of an individual in an academic role. They include:
1. Teaching courses through lectures and labs, conducting exams and assessments, and using software for course management.
2. Introducing extra-curricular topics and organizing workshops/contests for students.
3. Guiding student projects and motivating students to present research.
4. Coordinating university exams including question distribution and handling cheating cases.
5. Ensuring resources and equipment for student projects and gathering feedback.
6. Maintaining lab equipment and organizing co-curricular and extracurricular activities.
7. Submitting research proposals and currently acting as Head of Department with responsibilities like overseeing students,
The document provides an overview of the doctoral thesis process, outlining the decision to pursue a thesis, what constitutes a thesis, and the various stages of the PhD process including developing a research plan, annual evaluations, publishing research, defending the thesis, and opportunities for international collaborations or industrial mentions.
Presented for the Graduate School Teaching and Learning Committee at Keiser University as part of the Education Technology Seminar Series on August 8, 2017
1. To prepare & adhere to the Academic Policy.
2. To prepare the institute academic calendar.
3. Plan expansion of academic programs.
4. To motivate faculty to use ICT tools such as Google Apps, Google Classroom, etc.
5. To work for Internationalization/ National Collaborations in the field of academics.
6. To supervise the Internal & External Exams.
7. To supervise the declaration of results.
8. To maintain academic
The document discusses using ePortfolios for nursing students, including learning, assessment, and professional portfolios. It provides examples of each type and benefits. Learning portfolios encourage reflection and development. Assessment portfolios present work for evaluation. Professional portfolios showcase skills for employment. Next steps include considering platforms, integrating ePortfolios across the program, and offering workshops to help students create professional profiles.
The document discusses the doctoral thesis process. It covers choosing a topic and justifying the research, developing a research plan, required skills, and annual evaluations. Key aspects include generating new knowledge, collecting information resources, signing a doctoral commitment, training activities, and defending the thesis. The overall purpose is to guide students through each step of pursuing a doctoral degree.
The document summarizes key information from a presentation about the Innovation through Institutional Integration (I-Cubed) program at the University of Florida. I-Cubed began in 2009 with a $1 million NSF grant. Its mission is to transform graduate education through interdisciplinary collaboration. It provides resources like workshops, grants, and a website to enhance graduate students' education and professional development. The presentation covers important considerations for graduate students such as forming committees, attending conferences, acquiring funding, maintaining work-life balance, and utilizing support networks.
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Stephanie Richter
Presented at BbWorld16 - The new Blackboard Portfolio released with Blackboard Learn in April 2014, is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU's campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The document outlines the five domains of educational technology: design, development, utilization, management, and evaluation. It provides details on each domain, including their definitions, key aspects, and examples. The domains follow a cycle from establishing a framework in design to assessing the effectiveness of learning materials in evaluation. Taken together, the domains cover the full process of planning, creating, implementing, and assessing educational technology.
Research in the PNU Context Module - Reading Education.pptxJayMaravilla1
This document provides an overview of research requirements and processes at PNU. It discusses PNU's research policies, support services, key outputs, and potential research themes. Students are instructed to review several documents on research policies and ethics, and watch presentations on navigating research at PNU and example thesis projects. Assignments include reflecting on understanding of research at PNU and creating an annotated bibliography. Attendance at a synchronous research clinic session is required to further discuss themes and address questions.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
This document provides an orientation webinar summary on outcome-based education (OBE) and accreditation for program evaluators (PEVs). It discusses key concepts like program educational objectives (PEOs), curriculum, course outcomes (COs), program outcomes (POs), teaching-learning processes, and assessment of attainment of COs and POs. The document compares the present teaching approach to the OBE approach, highlighting how OBE makes outcomes explicit. It provides examples of PEOs, COs, CO-PO mapping, and discusses the importance of assessing attainment of outcomes for continuous improvement. The summary is intended to help PEVs understand OBE concepts and processes in evaluating programs.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. I. PARAMETERS
A. PRIORITIES and
RELEVANCE
.
B. FINDING and
OTHER RESOURCES
C. IMPLEMENTATION,
MONITOR, EVALUATION
and UTILIZATION OF
RESULTS/ OUTPUTS
D. PUBLICATION and
DISSEMINATION
3. PARAMETER A: PRIORITIES AND RELEVANCE
SYSTEM- INPUTS AND PROCESSES
● S.1. The institution’s research agenda is in
consonance with institutional, regional and
national priorities concerned such as DOST,
CHED-National Higher Education Agenda, NEDA,
etc.
● S.2. The Institution has an approved Research
Manual
4. I. IMPLEMENTATION
I. 1. The approved Research
Agenda is implemented
.
I.2. The following
stakeholders participate in
the formulation of research
agenda as bases for
identifying institutional
thrusts and priorities:
I.2.1. Administrators;
I.2.2. Faculty;
I.2.3. Students
I.2.4. government agency
representatives (DOST, CHED,
NEDA, etc.); and
I.2.5. Other stakeholders (alumni,
parents, etc.,).
I.3. Action researches to test
theory in practice are conducted
by faculty and students.
I.4. Team/ collaborative and
interdisciplinary research is
encouraged
I.5. Research outputs are
published in refereed national
and/or international journals.
5. OUTCOME/S
• O.1. Priority researches
are identified and
conducted.
• O.2. Research result are
published.
6. Parameter B: Funding and other resources
system- Inputs and Processes
• S.1. The institution has an approved and
adequate budget for research.
• S.2. There are provisions for the following:
• S.2.1. facilities and equipment such as Internet,
Statistical software, and other ICT resources;
• S.2.2. research staff;
• S.2.3. supplies and materials; and
• S.2.4. workplace.
7. IMPLEMENTATION
The institution:
I. 1. allocates adequate funds for the conduct of faculty
and students research.
I.2. establishes linkages with the local/ national/
international agencies for funding support and assistance.
I.3. maintains a functional and long-range program of
faculty/ staff development to enhance capability and
competence.
1.4. encourages the conduct of externally funded
researchers
8. OUTCOME/S
• O.1. The research Program
is adequately funded.
Documents needed
• Approved Research Budget
• Approved researches vouchers and/or summary of the
list of approved researches.
9. Parameter C: Implementation,
Monitoring, Evaluation and
Utilization of Research Results/
Outputs
SYSTEM- INPUTS AND
PROCESSES
S.1. There is a system of
implementation,
monitoring, evaluation and
utilization of research
outputs
S.2. The institution
has a policy on
Intellectual Property
Rights (IPR)
10. IMPLEMENTATION
• I.1. The institution/College/Academic Unit has a research
unit managed by competent staff.
• I.2. The Research Manual provides guidelines and
procedures for the administration and conduct of
research.
• I.3. The faculty conduct applied and operational
researches in the fields of specialization in accordance
with the thrusts and priorities of the program/institution.
• I.4. The institution provides incentives to faculty
researchers such as honoraria, service credits, deloading,
etc..
11. IMPLEMENTATION
• I.5. The College/Academic Unit requires its students to
conduct researches, as a course requirement, (whenever
applicable)
• I.6. The institution provides opportunities for advanced
studies and/or training to enhance faculty/ staff research
competence.
• I.7. Completed and on-going research studies are
periodically monitored and evaluated in local and regional
in- house reviews.
12. IMPLEMENTATION
• I.8. Research outputs are utilized as inputs in:
• I.8.1. institutional development;
• I.8.2. the improvement of institutional processes; and
• I.8.3. the transfer of generated technology/ knowledge
• to the community.
13. IMPLEMENTATION
• I.9. Packaged technologies and new
information are disseminated to the target
clientele through appropriate delivery
systems.
• I.10. The institution ensures that:
• I.10.1. research outputs are protected by IPR laws; and
• I.10.2. faculty and students observe research ethics to
avoid malpractices like plagiarism, fabrication of data,
etc.
15. PARAMETER D: PUBLICATION AND
DISSEMINATIONS
• S.1. The institution has an approved and
copyrighted Research Journal.
• S.2. The institution has incentives for:
• S.2.1. paper presentations;
• S.2.2. journal publication;
• S.2.3. outstanding research related performance; and
• S.2.4. patented outputs.
• SYSTEM- INPUTS AND PROCESSES
16. IMPLEMENTATION
• I.1. The institution provides
opportunities for the dissemination of
research results in for a, conferences,
seminars, and other related means.
• I.2. The institution regularly publishes a
research journal.
17. IMPLEMENTATION
✓ I.3. Library exchange of research
publications with the other HEIs and
agencies is maintained.
✓ I.4. Research manuscripts/ technical
reports are well-written, and edited
following the institutional format.
18. IMPLEMENTATION
✓ I.5. The institution supports the researches
in all of the following activities:
I.5.1. instructional Materials Development
I.5.2. paper presentation, journal publication,
classroom lectures and other similar activities;
I.5.3. editorship/writing in academic, scientific and
professional journals;
I.5.4. thesis/ dissertation advising; and
I.5.5. patenting of research outputs.
19. IMPLEMENTATION
✓ I.6. Research results are published preferably
in refereed journals.
✓ I.7. Research Journal are disseminated to the
target clientele.
✓ I.8. The College/Academic Unit generates
income from patents, licenses, copyrights and
other research outputs.
20. OUTCOME/S
O.1. Research outputs are
published in refereed journals.
O.2. Research outputs are
utilized.
O.3. Patented and copyrighted
research outputs are
commercialized
21. The following documents,
additional information and
exhibits
• 1. Approved budget
allocation indicating the
source and amount funds;
• 2. Copies of memoranda of
agreement;
• 3. Inventory of research
facilities;
• 4. List and samples of
research outputs/ reports
for the last two (2) years;
• 5. List of researches
completed during the last
two (2) years and some
samples;
• 6. List of technical
support provided by the
administration ;
22. The following documents,
additional information and
exhibits
• 7. Proceedings of research
in-house reviews;
• 8. Profile of the staff;
• 9. Published and
unpublished researches in
printed form;
• 10. Research Journal;
• 11. Research linkages;
• 12. Research Manual; and
Research Program
incorporating researches
of students