Center of Excellence.pptx
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Centers of Excellence (CoE) are groups that are known for doing a particular activity very well or are involved in new developments and ways of working. CoEs provide leadership, share best practices, support research, and provide training in a focused area through collaboration between institutions. Important CoEs in Pakistan include the National Institute of Psychology in Islamabad, the National Centre of Excellence in Geology in Peshawar, and the Centre for Applied Molecular Biology in Lahore.
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Shakil M.Phil CoE.pptx
Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
Periodisations
The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri
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Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
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Topic : Effect of students attitude towards biology on their academic performance
Abstract: The main aim of this study was to investigate students’ attitude towards learning biology and its effect on their academic performance in the subject of biology. Quantitative research approach was used for the study. The population of study consisted of all government girls secondary school students (4299) of class 9th and 10th in district Kohat in the academic session 2022-23. The sample of the study consisted of 353 girls students of class 9th and 10th. The researcher collected data through a questionnaire. The researcher collected data from sampled students personally. For data analysis both descriptive and inferential statistics were used to analyze the data. Frequencies, percentage, mean score, standard deviation and Pearson co-efficient correlation was used to analyze the data. The results of the study showed that female students had positive attitude towards learning biology. A positive weak non-significant relationship was found between attitude towards learning biology and students’ academic performance.
Keywords: students ‘attitude, students ‘biology performance.
1.Introduction:
It is acknowledged that biology, which is a concept, a way of life, and even a worldwide language, is a field essential to today's rapidly evolving world for people, society, scientific inquiry, and technological growth. Today, biologyal techniques are used in practically every sphere of human effort and are crucial to a nation's economic growth. We require excellent biology performance at all academic levels in our pursuit of scientific and technical growth.
The goal of biology education in schools is to enable students to develop problem-solving abilities, reasoning, generalization, and communication abilities, as well as some other biologyal abilities, such as sensory and psychomotor abilities, and to use these abilities to solve problems that occur in everyday life. ( Olkun & Tolukuker, 2007; Guref & Kahn, 2013).
The students' attitude toward biology subject is the most significant aspect that affects students success level of biology. It has been well acknowledged that students' attitudes toward biology and their degrees of biologyal success are strongly correlated. It has been revealed in the studies done so far that students with more favorable attitudes toward biology also achieve better success. (Peker & Mirasyedioğlu, 2003; Çanakçı & Özdemir, 2011).
The most common explanation of gender inequality in biologyal success is focused Students' attitudes to biology. Several studies results showed that gender differences matter in students’ attitude towards biology, girls’ show more negative attitude than boy. In general, most studies showed that girls lacked confidence compared to boys, with weak causes the attribution pattern; biology understood the male domain and was nervous about biology (Vermeer 2000). Other study result shows gender difference doesn’
9 CHARACTERISTICS1.ppt
Education and comparative education as concepts can be given
different interpretation. The reason is that different people from
different angles will see them from different perspectives. In other
words, there can be as many definitions to the concepts of Education
and Comparative Education.
2.0 Objective
At the end of this unit, students should be able to provide an
acceptable definition to Education.
3.0 The Content
3.1.1 Education
Education is very difficult to pin to a particular definition, because
the concept may be perceived from different angles. The concept has
been traced to two Latin words. The Latin words are (a) educere and (b)
educare. While educere can be interpreted as "to draw out" or "to lead out",
Educare on the other hand means "to nourish" "to bring up or "to raise".
The interpretations of two Latin words no doubt, are more than what
can be offered by the school alone.
Adesina (1985) noted that education is always related to variable
such as purpose of the learner, the aim of the teacher as well as the
technological problems of the society. He, therefore, defines education
as:
The tool for the integration of the individual
effectively into a society so that the individual
can achieve self-realization, develop national
consciousness,promote unity and strive for
social, economic, political, scientific cultural and
technological process.
While relating education to culture, Nduka (1982) sees the concept
as the process of cultural transmission of the people at least part of such
8
culture from one generation to the next.
Education, according to Lester Smith cited by Osokoya (1987), is
the culture which each generation purposely gives to those who are to
be its successors in order to qualify them for at least keeping, and if
possible for raising the level of improvement which has been attained.
Horton, cited by Akinpelu (1984) sees education as an enabling
agency by which the Africans could restore their self confidence, and
make those who doubted the humanity of Africans begin to revise their
views and learn to respect Africans.
Education according to Nyerere (1982) is the transmission of
accumulated wisdom and knowledge of the society from one generation
to the next and also to prepare the young people for their future
membership of the society in which they find themselves.
At this juncture, we can define education as a process through
which an individual becomes integrated into his society, becomes a
promoter of his societal culture, contributor to the development of his
society and becomes an adult who will be able to stand on his own.
3.1.2 The Meaning of Comparative Education
Naturally, human beings are in the habit of making comparison of
the things that are around them particularly when such things exist in
different places. This may be done as a result of man's desire to know
the relationship existing between, or among the things being compared.
Man may also involve himself in this kind of a business when he wants
to cho
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Education and comparative education as concepts can be given
different interpretation. The reason is that different people from
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words, there can be as many definitions to the concepts of Education
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At the end of this unit, students should be able to provide an
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3.1.1 Education
Education is very difficult to pin to a particular definition, because
the concept may be perceived from different angles. The concept has
been traced to two Latin words. The Latin words are (a) educere and (b)
educare. While educere can be interpreted as "to draw out" or "to lead out",
Educare on the other hand means "to nourish" "to bring up or "to raise".
The interpretations of two Latin words no doubt, are more than what
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Adesina (1985) noted that education is always related to variable
such as purpose of the learner, the aim of the teacher as well as the
technological problems of the society. He, therefore, defines education
as:
The tool for the integration of the individual
effectively into a society so that the individual
can achieve self-realization, develop national
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technological process.
While relating education to culture, Nduka (1982) sees the concept
as the process of cultural transmission of the people at least part of such
8
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Education, according to Lester Smith cited by Osokoya (1987), is
the culture which each generation purposely gives to those who are to
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possible for raising the level of improvement which has been attained.
Horton, cited by Akinpelu (1984) sees education as an enabling
agency by which the Africans could restore their self confidence, and
make those who doubted the humanity of Africans begin to revise their
views and learn to respect Africans.
Education according to Nyerere (1982) is the transmission of
accumulated wisdom and knowledge of the society from one generation
to the next and also to prepare the young people for their future
membership of the society in which they find themselves.
At this juncture, we can define education as a process through
which an individual becomes integrated into his society, becomes a
promoter of his societal culture, contributor to the development of his
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3.1.2 The Meaning of Comparative Education
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the things that are around them particularly when such things exist in
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the relationship existing between, or among the things being compared.
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Performance evaluation is a formal communication tool for interaction between supervisors and employees that should lead to improved job performance, personal continuous growth, foster a change, and lead to improved student achievement. It should reward effective job performance and provide intervention where necessary. It should:
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• Evaluate Administrator’s performance, using multiple rating categories that take into account data on student growth as a significant factor. For these purposes, student growth shall be measure by national, state, or local assessment and other objective criteria
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o Promote development of administrators, including providing relevant coaching, instruction support, or professional development
o Removing ineffective administrators after they have had ample opportunities to improve, and ensuring that these decisions are made using rigorous standards and streamlined, transparent, and fair procedures.
• Promote and stimulate self-¬‐reflection and growth.
• Increase overall school improvement and student growth through improved teaching.
• Ensure that evaluation and goals are connected with school improvement, professional development, and personal goals.
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Introduction
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Two main reasons prompted the Ministry of Education (MOE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Also the challenges triggered by globalization and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.
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The major objectives of the policy arc as under:
• To revitalize the existing education system with a view to cater to social, political and spiritual needs of individuals and society.
• To play a fundamental role in the preservation of the ideals, which led to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution of Islamic Republic of Pakistan.
• To create a sense of unity and nationhood and promote the desire to create a welfare State for the people of Pakistan
• To promote national cohesion by respecting all faiths and religions and recognize cultural and ethnic diversity.
• To promote social and cultural harmony through the conscious use of the educational process.
• To provide and ensure equal educational opportunities to all citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort.
• To develop a self reliant individual, capable of analytical and original think
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KOHAT UNIVERSITY OF SCIENCE & TECHNOLOGY
Top Class Education in a Vibrant Environment driven by Research and Innovation
Kohat 26000, Khyber Pakhtunkhwa, Pakistan Ph # 0922-52914774, 0922-52910501
Applications are invited from suitable candidates for the following vacancies on Regular/BPS (Contributory Provident Fund) basis as stated against each for Kohat University of Science & Technology, Kohat (KUST) as per following detail:
S.No
Posts and Department
No of Post
Qualification and Experience Required
1.
Professor
BPS-21(CPF)
English
Botany
Biotechnology &GE
Environmental Sciences
Chemistry
Microbiology
Pharmacy
01
01
02
01
01
01
02
Ph.D from an HEC recognized University/degree awarding institution in the relevant field.
Experience: At least 15 years including at least 08 years Post Ph.D experience in lecturer scale/equivalent Grade and above in HEC recognized University or a Degree Awarding Institution/institution offering 16 years of education or professional experience in the relevant field in a National or international organization will be required.
OR
10 years Post Ph.D teaching research experience in lecturer scale/equivalent Grade and above in HEC recognized University or a Degree Awarding Institution/institution offering 16 years education or professional experience in the relevant field in a National or International Organization.
Publications: 15 research publications with at least 5 publications in last 5 years in the HEC recognized journals.
2.
Associate Professor
BPS-20 (CPF)
English
Education
Economics
Computer Science
Biotechnology & GE
Botany
Chemistry
Physics
Forestry
Pharmacy
Nursing
01
01
01
03
01
01
01
01
01
01
01
Ph.D in the relevant field from an HEC recognized University/degree awarding institution.
Experience: At least 10 years including 04 years Post Ph.D experience in lecturer scale/equivalent Grade and above in HEC recognized University or a degree Awarding Institution/institution offering 16 years education or a professional experience in the relevant field in a National or international organization will be required.
OR
05 years Post Ph.D teaching/research experience in HEC recognized University or a Degree Awarding Institution/institution offering 16 years education or professional experience in the relevant field in a National or international organization in lecturer scale/equivalent Grade and above.
Publications: 10 Research publications with at least 4 publications in last 5 years in the HEC recognized journals.
For Nursing Faculty
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i. i. RN,RM with Post RN, MSN, MsPH/ MPH, Mphil in Nursing/Heath Education in HEC recognized institute.
• 5-8 years’ Teaching and Administrative Experience.
• Minimum 3 Publications in any recognized Nursing /Health Sciences Journal (with at least 1 of these publication in last 2 years)
valid Nursing License
ii. BSN,MSN, MsPH/ MPH, Mphil in Nursing/Heatlh Education in H
Effective Communication skills.ppt
Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
Periodisations
The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri
fffff.ppt
Classroom Management and Disaffection
Barbara Zamorski and Terry Haydn, School of Education and Professional Development,
University of East Anglia
Abstract
This paper reports on aspects of the Norwich Area Schools Consortium (NASC) cross-school
Classroom Management and Disaffection research project undertaken as part of the NASC
programme. It documents the dual interwoven ‘stories’ of teacher engagement in research as a
learning experience and the substantive research undertaken. The project took place in two
stages, the focus of the second stage emerging out of the analysis of the first stage. Research
into both pupil and teacher perceptions concerning disaffection and classroom management
were investigated in the first stage. The second stage attempted to unravel the complex
relationships between disaffection, curriculum, pedagogy and context from pupil perspectives,
with insights on the relationship between a good lesson and a good teacher being of particular
interest.
Introduction
This project had its roots in the NASC Workshop held at the University in the summer of 1999.
The aim of the Workshop was to produce research designs and action plans for the four crossschool
research projects which were to become the second phase of the three-year NASC
programme on pupil disaffection. The starting point for this particular project was to research
‘effective in-school strategies to deal with disaffection and reduce exclusion'.
As a result of this event, the Classroom Management and Disaffection Research Group came into
being. The eight members of the group comprised six teachers from five NASC schools and two
members of the University staff (a UEA research co-ordinator and mentor). The group met at
the University on a regular basis to work on the planning and conduct of the research. The
research was carried in two stages, the focus of the second stage emerging out of the analysis of
the first stage. This paper describes the work of this group during these stages, and reports on
some of the research undertaken.
Stage One
Stage One of this project, which took place in the autumn term of 1999, began with an interest in
the following questions, which arose from a consensus amongst the group that there were
generally differences in the extent to which pupils were engaged in learning not only between
schools, but within schools.
• What factors enable some teachers to develop greater effectiveness in terms of class
management and the engagement of pupils in learning than others?
• Is it possible to draw on the experience of teachers and pupils to elucidate which are the
characteristic and most influential skills and attributes that make teachers good classroom
managers?
2
• In addition to teacher characteristics, is it possible to discern departmental, subject, or school
‘effects’ which influence pupil engagement in learning?
The group began by reviewing and reflecting on what had already been learned about classroom
management and disaffection from NASC
classroom manage.ppt
Quality education is crucial in the socio-economic development of a country. Different measurements are being taken to boost the standard of academic programs at higher education level. Quality assurance agencies have been established worldwide for this purpose. At the institution level, Quality enhancement cells (QEC) have been functional, Quality assurance agency (QAA) conducts external quality assurance practices at the institutional level like Institutional performance evaluation (IPE) while QEC ensures program level quality. Besides, there are accreditation councils to ensure program quality.
The QEC also takes action to improve academic quality in HEIs through the use of a quality evaluation tool for academic programs called the Self-Assessment Report. The Self-Assessment Report (SAR) is the outcome of this process. The core of the entire system of quality assurance is self-assessment reports. The major goals of a self-assessment report are to improve academic programs and make sure of high academic standards by giving faculty and administrative input to make an improvement action plan.
The self-assessment approach was introduced in Pakistan by the Quality Assurance Agency (QAA) of HEC, who also recommended a self-assessment model based on eight criteria. QECs' main goal was to carry out a program evaluation. This was accomplished using a self-assessment approach. At the end of each academic year, each institute prepares a self-assessment Report based on the standards set by the QAA and for this purpose, QEC makes a program Team (PT). The PT members in each department write a Self-Assessment Report (SAR) and submit it to the QEC, who sends it for an external audit, after receiving the necessary training and materials. The Implementation Plan is created in response to the audit report and submitted to higher-ups at the institution and the QAA together with the executive summary of the SAR. So, a correct set method is used to carry out the program assessment.
Program self-assessment yields several benefits such as a better and increased understanding of the effectiveness of learning resources used to carry out educational activities, identification of the strengths of the program as well as the areas for improvement (Andrade & Valtcheva, 2009). This involves an objective judgment to identify strengths and weaknesses and bring improvements to them. (Paris & Ayres, 1994; Wiggins, 1998). Oakland (1999) maintains in
his study that self-assessment helps in finding out areas for improvement. It aims to formulate a sustainable evaluation mechanism to check both academic processes as well as outcomes of any academic service or program to strengthen the quality and the performance of the organization (Stahl, 1998). Roseanna and Mandia (2011) assert that Self-Assessment can work as an important 'lens' through which one can see how to enhance learning to improve the program (Bourke & Mentis, 2011). SAR is conducted worldwide, and different studies
dokumen.tips_administration-and-supervision-in-education (1).ppt
Unit 01: Importance of Teaching of Pakistan Studies
Unit 02: Aims and Objectives of Teaching Pakistan Studies
Unit 03: Rationale for Teaching of Pakistan Studies
3.1 Educating Children for a Pakistani Society
3.2. Changing our Vision Developing a National and a Global Sense of Citizenship
3.3 Global Connections
Unit 04: Planning for Teaching of Pakistan Studies
4.1 Appropriate Planning for Teaching of Pakistan Studies
4.2 Planning Experiences for Pakistan studies
4.3 Lesson Planning in Pakistan Studies
Unit 05: Teaching History
5.1 Developing a Sense of History
5.2 Exploring key Elements of History
5.3 The many Worlds of History
Unit 06: Teaching Geography
6.1 Fostering Geographic Knowledge
6.2 Building Global Connection Through Geography
6.3 Themes and Skills in Geography
6.4 Creating an Appropriate Geography Curriculum
6.5 Helping Children Build Knowledge about the Physical Environment
Unit 07: Teaching Civics
7.1 Building a Community
7.2 Fostering Positive Values and Social Skills
7.3 Developing Civic and Social Responsibilities
7.4 Nurturing Civic Responsibility
Unit 08: Teaching Methods
8.1 Problem Solving
8.2 Project Method
8.3 Discussion Method
8.4 Story Telling
8.5 Role Playing
8.6 Demonstration Method
8.7 Team Teaching
8.8 Cooperative Learning
Unit 09: Use of A.V. Aids in Teaching of Pakistan Studies
9.1 Technology in the Classroom
9.2 Role of IT in Teaching
9.3 Co-curricular Activities
Unit 10: Curriculum of Pakistan Studies
10.1 Curriculum Development
10.2 Curriculum Evaluation
Unit 11: Evaluation
11.1 Objectives, Type and Importance of Evaluation
11.2 Preparation of Model Paper of Pakistan Studies
11.3 Review of Papers of Pakistan Studies
Unit 12: Teaching about Special Social Issues
Recommended Books:
1. Aslam, .M. D. (2001). Teaching of Pakistan Studie, Lahore, Ilmi Kutab Khana Press
2. Larolimek, J. (2006), Social Studies in Elementary Education, London: Macmillan
3. Rai, B. C., (2004), Techniques and Methods of Teaching, Lukhnow: Prakashankendra
4. Savage, T. V. & Armstrong, D. G. (2007), Effective Teaching in Elementary Social Studies,
New York: Macmillan
5. Robles de Melendez, W., Vesn, B. & Melba, F. (2000), Teaching Social Studies in Early
Education, United Kingdom: Delmar PAKISTAN Studies is a subject that aims at enhancing students' knowledge about history, culture and geography of Pakistan and to inculcate patriotism in the hearts of students so that they may become a good citizen.
Although Pakistan Studies is a compulsory subject from Class IX up to the university level, it is an astonishing fact that many of the students are unaware of important historical figures and events.
Even if they know some, it's just the names of some of the famous personalities and not the details about their achievements, life and causes of success or downfall.
The books on Pakistan Studies of different levels cover the topics which are repeated in all of them.
There is no need to teach about those selected topics at each level. Instead the ne
Edn Admn 11 Oct 23.ppt
Pakistan seriously is in need of teachers with respectful characteristics, proficient handle, the sound authority of the substance, which goes under the domain of teacher education and teacher preparing establishments. In this point of view, these organizations are required to embrace careful occupation to outfit the imminent teachers with the showing aptitudes and ingrain in them the empowering and capable state of mind.
Secondary education is an imperative piece of training due to being the terminal stage, and a phase from where individuals join the step of callings; this stage needs precise choices to limit the camouflaging variables to delude the customer base [1]. Whatever the teachers do as their obligation or commitment might be advised and abridged under any of the six classes given as under. The teachers are guessed create and weave the string of contemplations around such composed classifications and frameworks of teaching. Given here are the six responsibilities of teachers may do utilizing the devices and strategies recognized which might be of assistance to develop and persistently advance our everyday educating background.
Teaching starts well ahead of the actual presentation of the lesson. It needs to compose the substance as indicated by the level, skill, experience, intrigue and the prompt need of the understudies. It takes the state of arranging, creating, and sorting out guidance as for the significant duties of teachers. On the off chance that a teacher is very much experienced in arranging his/her exercises, s/he takes his/her standard showing assignments less demanding, agreeable and getting a charge out of. Unfortunately, the majority of our teachers don't end up slanted to and save time for genuinely imaginative successful, interesting and perfect showing gets ready for their classes, others may appreciate. This is particularly expected of them when they are showing a few prepare. It is asked expected and an ethical obligation of every last teaching or to continue overhauling the exercises for every semester to come. This will help keep them and their material new [2].
Most of the teachers take sick of it that they need to invest energy in participation out of the designated time for teaching. They are additionally under commitment to keep the record of evaluations, and take after these procedures close by essential house and record keeping and saving time to assess the guardians and their own seniors alongside different partners about the movement of teaching.
The manner in which that a teachers releases these duties uncovered numerous things about his/her utilization of and viability of classroom association aptitudes. In the event that the frameworks and their procedures and systems are less demanding, agreeable, and substantial and set up, at that point the teachers can save more opportunity to center around training and communicating and settling the understudies’ issues at the full length. Of apparatuses, The pres
Lecture 1.ppt
PHILOSOPHICAL SCHOOLS OF THOUGHT AND THEIR IMPLICATIONS
In Plato’s Republics and in his other writings we see a development of idealism. According to him, every object of our experience is nothing but shadow. That is saying that it is not in a pure state of reality. Whatever we perceive is merely a poor copy of the reality that exists in another world which he designates as the world of Forms or Ideas. Thus Plato’s Idealism talks of two worlds: the world of shadows and the world of Ideas. The latter is replete with absolute perfection, real, unchangeable, universal and eternal realities whereas the former is the world of imperfect copies of things residing in the real world of ideas. The implication is that every material thing must have its true copy in the world of ideas. Idealist would say that even the pen you are having now is only an imperfect copy or a shadow of the ideal pen in the world Ideas. Though there may ne various strands of idealism, the basic tenet is the emphasis that existence is explained in terms of the mind and its function.
Other Views on Idealism
Since Plato, there have been many understanding of idealism. Descartes is one such Idealist. He holds that the most important element in the nature of knowledge is mind or spirit. This idea is beautifully expressed in his popular philosophical dictum. Corgito ergo sum (I think, therefore I exist). This idealistic statement has so much implication for Descartes who doubted the reality of anything having material nature and would only accept as reality the thought that he is thinking. Bishop George Berkeley also advanced the school of idealism in modern times by his easiest percipi (to be is to be perceived) . What is real is that which can be perceived, what cannot be perceived is unreal.
To put it more correctly again, the central thesis of idealism is that true knowledge can be derived from reason alone since it is only the faculty of reason that can grasp or extract from material things their spiritual forms or essences. The faculty of the senses provides the mind with imperfect, unstable and changing knowledge of physical objects.
Educational Implication of Idealism
1. For Plato, Education simply means stimulation of the mind to recall that which it already knows before its being in the world. He taught that the soul I born with innate knowledge which it lost with contact with the material world (human body). Thus the concept of school and education is to create an enabling environment where students are encouraged to recall and embrace the concept of the Good and the universal truth that already exist in their soul which has been forgotten. An idealistic educational system would concern itself with ideas of things. The goal of education should be connected with the lifetime work of searching for true ideas. It should be to cultivate the human mind.
2. Idealism prefers the world of the spiritual to the world of material things. Thus, in education, e
Lecture 1.ppt
Education“CLASSROOM MANAGEMENT PRACTICES”
LESSON ASSESSMENT PROFORMA
Teacher’s Name Class Subject
Topic
Date Assessed
Assessed By
Aspect 5 4 3 2 1 Score Remarks
LESSON PLAN
An excellent plan covering all aspects well A good plan covering most aspects An adequately workable plan A sketchy plan lacking details A plan lacking certain essential aspects
PREPARATION
Excellent Good Adequate Scanty Inadequate
INTRODUCTION
Relevant and imaginative Apt, to the point and interesting Appropriate Introduction Insufficiently purposeful Uninteresting and unimaginative
STATEMENT OF
AIM Clear and precise Correct and to the point Appropriate Imprecise and unclear Incomplete and vague
EXPLANATIONS
Lucid and logical Clear and well reasoned Most of the points explained adequately Insufficient explanations Certain points not explained properly
QESTIONING
TECHNIUE Skilful and very effective Effective and purposeful Appropriate and sufficient questioning Insufficient questioning Very little and ineffective questioning
PACE
Well-measured and precisely adjusted Well-adjusted Appropriate Needs to be a bit Faster/slower Too fast/too slow
FLOW AND
CONTINUITY Articulate and effortlessly fluent Fluent Sufficiently fluent Somewhat lacking fluency Lacked fluency/hesitant/faltering/awkward pauses
EMPHASIS ON
MAIN POINTS Very well emphasized Properly emphasized Adequately highlighted Insufficient emphasis on main points Lack of emphasis on main points
CLASS
PARTICIPATION Excellent Good Adequate Insufficient Lack of interest for class participation
CONFIDENTIAL
Aspect 5 4 3 2 1 Score Remarks
TIME MANAGEMNET
Excellent time budgeting Good time management Appropriate utilization of time Finished lesson a bit early/could not finish in time Finished lesson too early/failed to cover a good part of the lesson
BOARD WORK Meticulous and skillful Neat and accurate Adequately neat and correct Lacking sufficient accuracy and neatness Wayward, illegible and muddled
USE OF TEACHING AIDS Imaginative and purposeful Effective and proper Appropriate Inadequate use of teaching aids Lacked proper and effective use
SPEECH AND LANGUAGE Eloquent, correct and
Impressive Effective, clear and accurate Adequately clear an effective Somewhat lacking in accuracy and clarity Needs to improve clarity/accuracy
CONFIDENCE
Composed, confident and self-assured Confident Sufficiently confident Somewhat unsure and faltering Lacking sufficient confidence
CLASS MANAGEMENT Skillful control of class Good class control Proper class control Needs improvement Lacking proper class control
RECAPITULATION
Skillful review and summing up Effective recap and summarization Appropriate review and summarization Lengthy/Hurried review and summing up Too long/too short
CONSOLIDATION
Comprehensive Effective Adequately purposeful Inadequate effective Short and ineffective
CONCLUSION Logical and relevant Approximately and relevant Proper Needs to be more coher
ADULT LEARNERS by Nisar.ppt
Methods of Teaching of Pak Studies
Every teacher is different in terms of their ways, styles, and methods in teaching. The best teaching methods are those designed considering the interests of students and the subjects taught. Methods in teaching can be teacher-centered, learner-centered, content-focused, and interactive or participative. Each teaching technique has its pros and pitfalls. To make the whole process effective, teachers usually combine two or more of these teaching methods. Here, let us have a look at some of the most widely accepted and followed methods in teaching throughout the nation.
1. Lecture This is the most commonly followed methods in teaching in various educational institutions throughout the country. It is considered as the most ideal method for a teacher to address large classrooms. Lecture refers to an oral presentation of lessons to a group of students. 2. Class discussion This is one of the best interactive methods in teaching in which both teachers and students in the classroom exchange ideas on the topic of discussion. When used effectively, this strategy can help students to develop their thinking, learning, understanding and problem-solving skills. A good teacher can create a positive class environment where students can freely discuss their ideas.
3. Oral Questions One of the most commonly used methods in teaching. In this, instead of just a passive way of lecturing, teachers can encourage the students to ask questions in return. This in fact helps teachers to understand the areas that the students find it difficult to comprehend and to explain things better. This helps the classes to be more engaging and interesting.
4. Repeating points Instead of just giving an oral presentation of the lesson once, the teacher repeats the important points once they cover a subject unit before passing on to the next. This helps the students to recollect what was taught in the previous unit before going to the next. Repeating points would register the content easily on students’ minds. Some teachers also ask the students to repeat the points he/she just covered.
5. Buzz groups In these methods in teaching, teachers split the whole class into small groups and give them a topic of discussion so that the students can come up with ideas on the subject or solutions to a problem within a short period of time. This method helps to stimulate discussion and to get student feedback
. 6. Demonstration Instead of just giving an oral explanation of a subject, in these methods in teaching. the teacher produces enough materials or proofs to make things clear. For example, if a teacher wants to explain the functioning of a handy device, he/she can bring it to the classroom to explain it better and easily. In another context, it can be a demo of a step-by-step process that helps students to easily connect it to theory.
7. Presentation In this method, the teacher gives a power point presentation in the classroom. The slides include diagrams
Theory & Psychology of Adults by Israr.ppt
Education lays the foundation for political, social and economic development
of any country. A viable education system enables the nation to achieve its
national goals. Pakistan as a developing country has faced critical problems
of education since its inception and therefore, the system of education has
failed to deliver according to the aspirations of the nation. There are various
factors responsible for this situation. This paper explores some of the critical
problems that have so far plagued the education system of Pakistan. On the
basis of critical review of available literature, the paper presents solutions to
the existing problems of the education system of Pakistan.
Keyword:
Education system
Critical problems
Solutions
Copyright © 2014 Institute of Advanced Engineering and Science.
All rights reserved.
Corresponding Author:
Kahil ur Rehman,
University of Education,
Lahore, Pakistan.
Email: shahnavi777@hotmail.com
1. INTRODUCTION
Education is the road to national development. It creates sense of responsibility among the people.
On the basis of education people not only realize their duties but also know how to achieve their national,
societal and individual rights. One of the goals of education is to enable the people by enhancing their
general consciousness regarding their national and international position as global citizens. This realization
creates an atmosphere of trust and cooperation in the society. Education promotes economic development
and consequently people become prosperous and play their respective roles in the overall national
development [1]. Pakistan is a developing country. Its economy is weak. There is lack of political stability in
the country. Besides, the country is in the deep grip of increasing political turmoil, expanding terrorism,
incessant sectarian violence, social instability, and economic degeneration. All these problems are directly or
indirectly the offshoot of a weak, polarized and non-unified education system.
Today Pakistan is faced with many problems such as poverty, insecurity, sectarianism and terrorism
[2]. The reasons for these problems are lack of tolerance, lack of general awareness and illiteracy promoted
by an ineffective education system. The vital role of education has been neglected in Pakistan which has led
to low development in all fields of life. Education has been treated like a step child. The lowest budget has
been awarded to the system of education since the establishment of Pakistan which has weakened the
foundation of the quality in the education system. The education system, hence, has failed to raise the nation
economically, politically and socially. After lapse of half a century years and adoption of more than 25
educational polices, still the education system has badly failed to take the nation out of the increasing
economic, political and social quagmire [3].
ISSN: 2252-8822
IJERE Vol. 3, No. 2, June 2014 : 79 – 83
80
The problems associated with the education system of Pakis
Pak Study Lesson Planning.ppt
National Education Policy 2009
Introduction
The National Education Policy (NEP) 2009 is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for development of the Policy document. Though four years have elapsed between beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.
Two main reasons prompted the Ministry of Education (MOE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Also the challenges triggered by globalization and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.
Specific Objectives of the Policy
The policy stated a clear vision as:
“Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.”
The major objectives of the policy arc as under:
• To revitalize the existing education system with a view to cater to social, political and spiritual needs of individuals and society.
• To play a fundamental role in the preservation of the ideals, which led to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution of Islamic Republic of Pakistan.
• To create a sense of unity and nationhood and promote the desire to create a welfare State for the people of Pakistan
• To promote national cohesion by respecting all faiths and religions and recognize cultural and ethnic diversity.
• To promote social and cultural harmony through the conscious use of the educational process.
• To provide and ensure equal educational opportunities to all citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort.
• To develop a self
Iram M.phil PPT.pptx
Questionnaire Regarding “Improving Classroom Management Practices Used by Secondary School Teachers in Khyber Pakhtunkhawa Pakistan”
The survey seeks to find your views on classroom management practices used in secondary schools. This will help for future planning.
(1) Tell me a little about yourself.
(a) Your Name: ------------------------------------------------------
(b) Gender: Male Female
(c) Your current post? C.T AT T.T S.E.T S.S.T SS
(d) Academic Qualification Bachelor Master M.Phil Ph.D
(e) Professional Qualification C.T B.Ed M.Ed
(f) How long have you been a teacher? < a year < 5 years < 10 years > 10 years
(g) Have you ever attended any formal classroom management training? Yes No
(h) If your answer Yes to the above statement, write in the approximate number of hours of training you have received in the past five years………………………
(2) Tell me a little about your school.
(a) Name of School: ……………………………....……………………………………………………
(b) Nature of School: Government Semi-government
(c) Level of School: Secondary Higher Secondary
(d) Locality of school: Urban Rural
(e) What is the length of the teaching period in your school? ……… minutes
Directions: A number of statements are listed below which deal with classroom management practices. Please read each statement carefully and how often it describes you. Tick ( ) the number which indicates your answer.
5 = ALWAYS 4 = OFTEN 3 = SOMETIMES 2 = RARELY 1=NEVER
You as a Teacher
(1) LESSON PLANNING
5 4 3 2 1
1 Plan and organizes the overall activities of the classroom
2 Begin the class in an orderly organized way.
3 Prepare the Lesson plan for each lesson regularly
4 Plan clear objectives reflected in the lesson.
5 Select appropriate activities to achieve the objectives.
6 Have an excellent plan covering all aspects well.
7 Select appropriate Instructional goals and objectives.
8 Consider individual differences among students when planning.
(2) TEACHING METODOLOGY
1 Apply creativity-based method in classroom.
2 Relate ideas to prior knowledge
3 Share examples from every day life during instructions
4 Explain basic concept(s) clearly during teaching
5 Restate questions and answers when necessary
6 Use different strategies in teaching
7 Conclude and summarize the main ideas of lessons.
8 Give immediate feedback to the students’ queries in the classroom
9 Use questioning and discussion techniques to enhance students learning.
10 Use instructional support materials effectively to the content.
11 Have the ability to create positive competitive environment in the classroom.
12 Use re
SCHOOL PRESENTATION.pptx
Religious Education
The significance and value of learning and education is an evident fact in all cultures and religions. In Holy Bible and Holy Quran knowledge and learning is encouraged repeatedly as the major value in human life. But learning and education in religion is based on some particular kind of human understanding. It seems that he current situation in which learning and education is rendering ignore many religious perceptions. The aim of this paper is to deal with the religious part of learning and education and it is considered as the undeniable and necessary part of knowledge and learning. The writer attempts to display how Biblical and Islamic teachings lie down the very basic foundation of learning and education. The main idea both in Islam and Christianity as the basis of learning and education comes in term of spiritual understanding of humanity which is weakened and somehow ignored in current situation.
1. Introduction
Where dose learning processes go? What destination has education? Is education and learning process value free? There are many such questions that could not be ignored without coasts. We always think that by learning and education we could make desired favorable changes in young generation and thus we would shape our society and cultures. Knowledge and learning is itself a value. But careful contemplation reveals that there are values that knowledge itself has to follow them. Knowledge is considered as weapon without proper guidance may lead to disaster. It is a light when handed over to a thief, help in robbery. It is essential that we value education and realize that it can open doors for our young people. Education and its role in aiding young people to become good citizens are at the centre of public debate in many countries. Our young people are losing their way and falling victim to drugs, violence, prison, unemployment, and poor education. The feeling of loneliness depression must be added to g and working together for a brighter future for our young people. The absence of holistic view in education is evident and any serious attempt to overcome such problem as mentioned above has to pay effective attention to religion. Educational values and purpose could not be achieved if the knowledge of the essence of human purpose on earth is excluded or sidelined from education curriculum. Campuses are not isolated from the wider societies. The prevailing values and * Seyed Aliakbar Rabinataj E-mail address: sm.raninatag@gmail.com Available online at www.sciencedirect.com Open access under CC BY-NC-ND license. 630 Seyed Aliakbar Rabinataj and Ramezan Mahdavi Azadboni / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 629 – 633 philosophy in a country filters through her education system and as such directly affect younger generation. Religion by giving purpose and meaning to human life easily pave the educational way. Education is about transmitting the philosophy of life to the new generation and preparing
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- 1. Centers of Excellence M.Phil 2018-2019
- 2. CENTRES OF EXCELLENCE • A group of people or a place or an organisation that • is known for doing a particular activity very well OR • involvement in a new development , new ways of working • Centre of Excellence” is becoming increasingly popular • Group of scientists • Group of Universities • Group of Companies
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