Bumbuli Development Corporation and Youth of United Nations Association of Tanzania conducted a 28-day pilot study camp for Form Four students from August 5th to September 4th, 2012. YUNA managed the volunteer teachers and their well-being, reducing the management burden on BDC. The teachers taught the students while BDC provided financial support and administration. YUNA recruited volunteer teachers who were interviewed on their ability to facilitate learning in priority subjects like Physics, Biology, Mathematics, Biology, History and English, which had been poorly performed due to limited time and resources.
descripción del CRUP respiratorio en Colombia, diagnostico diferencial, diagnostico medico, medios diagnósticos, clasificación según escalas de WESLTLEY Y TAUSSIG y tratamiento según la gravedad. cuidados de enfermería. videos guia para identificar algunos signos y sintomas caracteristicos como el estridor.
This report is a summary of the
first training activity under the programme and
details the training provided to 1.332 teachers and
other education personnel in 3 provinces in 7 days
in June and July 2013.
This report is also a summary of the workshop
content workshops content and process. Moreover,
the report covers the strategic advice/road map
for capacity building for Syrian teachers and
other personnel in terms of the quality inclusive
education in the camps.
This report is a summary and consolidation of the workshops content and process. The report also covers the strategic advice/road map for capacity building for Syrian teachers and other personnel in terms of the quality inclusive education in the camps.
‘Quality education’ is education that is available, accessible, and acceptable and adaptable.
The single most important factor in assuring the quality of learning is the regular availability of well-trained, motivated teachers who know the content of their courses and engage their classes with learner –focused teaching methodologies.
The report has seven sections: A. Introduction, B. Scope of Work, C. Methodology, D. Reflections from Working Groups, E. Findings & Suggestions, F. What’s Next & Evaluation of Workshop(s), G. What’s the Next Strategy? - Road Map for Next Steps.
ONE WORLD UNIVERSITY was created by ADPP Mozambique and the Federation Humana People to People in 1998.
In 2005, the institution was approved by the Council of Ministers in Mozambique as a private university. It was accredited to deliver academic courses and degrees to the level of Bachelor and Masters with a national recognized qualification. It was also given its’ official name ISET – Instituto Superior de Educacao e Tecnologia — in short
ISET/OWU.
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
The Canadian International Development Agency (CIDA) was an organization that administered foreign aid programs in developing countries, and operated in partnership with other Canadian organizations in the public and private sectors as well as other international organizations.
It was formed in 1968 by the Canadian government under Pierre Trudeau. In March 2013, the Conservative government announced that CIDA would be folded into the Department of Foreign Affairs, and the organizations renamed as the Department of Foreign Affairs, Trade and Development.[1]
CIDA reported to the Parliament of Canada through the minister for International Cooperation. Its mandate was to "support sustainable development in developing countries in order to reduce poverty and contribute to a more secure, equitable, and prosperous world."[2] CIDA had its headquarters at 200 Promenade du Portage in Gatineau, Quebec.[3]
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
descripción del CRUP respiratorio en Colombia, diagnostico diferencial, diagnostico medico, medios diagnósticos, clasificación según escalas de WESLTLEY Y TAUSSIG y tratamiento según la gravedad. cuidados de enfermería. videos guia para identificar algunos signos y sintomas caracteristicos como el estridor.
This report is a summary of the
first training activity under the programme and
details the training provided to 1.332 teachers and
other education personnel in 3 provinces in 7 days
in June and July 2013.
This report is also a summary of the workshop
content workshops content and process. Moreover,
the report covers the strategic advice/road map
for capacity building for Syrian teachers and
other personnel in terms of the quality inclusive
education in the camps.
This report is a summary and consolidation of the workshops content and process. The report also covers the strategic advice/road map for capacity building for Syrian teachers and other personnel in terms of the quality inclusive education in the camps.
‘Quality education’ is education that is available, accessible, and acceptable and adaptable.
The single most important factor in assuring the quality of learning is the regular availability of well-trained, motivated teachers who know the content of their courses and engage their classes with learner –focused teaching methodologies.
The report has seven sections: A. Introduction, B. Scope of Work, C. Methodology, D. Reflections from Working Groups, E. Findings & Suggestions, F. What’s Next & Evaluation of Workshop(s), G. What’s the Next Strategy? - Road Map for Next Steps.
ONE WORLD UNIVERSITY was created by ADPP Mozambique and the Federation Humana People to People in 1998.
In 2005, the institution was approved by the Council of Ministers in Mozambique as a private university. It was accredited to deliver academic courses and degrees to the level of Bachelor and Masters with a national recognized qualification. It was also given its’ official name ISET – Instituto Superior de Educacao e Tecnologia — in short
ISET/OWU.
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
The Canadian International Development Agency (CIDA) was an organization that administered foreign aid programs in developing countries, and operated in partnership with other Canadian organizations in the public and private sectors as well as other international organizations.
It was formed in 1968 by the Canadian government under Pierre Trudeau. In March 2013, the Conservative government announced that CIDA would be folded into the Department of Foreign Affairs, and the organizations renamed as the Department of Foreign Affairs, Trade and Development.[1]
CIDA reported to the Parliament of Canada through the minister for International Cooperation. Its mandate was to "support sustainable development in developing countries in order to reduce poverty and contribute to a more secure, equitable, and prosperous world."[2] CIDA had its headquarters at 200 Promenade du Portage in Gatineau, Quebec.[3]
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
1. Youth of United Nations Association Tanzania
BDC-YUNA Report (Abstract)
This year Bumbuli Development Corporation (BDC) in collaboration with Youth of United
Nations Association of Tanzania (YUNA) conducted a pilot Form four study camp. The camp
duration was 28 days, from 5th August to 4th September 2012.
The relationship between YUNA and BDC has been in-line with the fact that both
organizations have focused on the improvement of quality of education with special interest
among form four students.
The role of YUNA Tanzania during the camp has been to manage the volunteers; from their
contracts to well being, substituting the volunteers whenever they become unable to deliver or
got sick. This greatly reduced the burden to BDC on the management part. The roles of the
teachers were to teach and manage the students in the camp at ground level. The role of BDC
was to provide the financial support for the camp, necessary administration support and
advice.
YUNA under the project manager created a recruitment team that was responsible to review
the applications and interview the applicants according to their ability to facilitate and deliver
the materials they have to teach.
Due to the limited resources that were available (especially time), priority had to be given to
some subjects that were poorly performed. The subjects selected to be taught were, Physics,
Biology, Mathematics, Biology, History and English.