Primary education has great importance with a lot of dangerous challenges. In almost every country, especially in UAE, qualified British primary education institutions in Dubai are trying hard to reduce these challenges.
The document discusses several challenges facing secondary education in India, including lack of universal access and completion of secondary schooling. The government has launched initiatives like RMSA to achieve universal enrollment in grades 9-10 by 2017 and grade 10 completion by 2020. Some key classroom problems discussed are disrespect, disobedience, harassment, aggression, students coming late, behaving rudely, and cheating. Underachievement, lack of motivation, slow learners, and delinquency are also identified as education problems. Causes of lack of motivation discussed include low self-esteem, lack of home and classroom support, and confidence issues.
Secondary education in India faces several major problems. The enrollment rates are very low and dropout rates are comparatively high, around 17% at the secondary level versus 8% at the elementary level. Funding for secondary education is also insufficient, accounting for only 0.96% of total education spending compared to 3.87% of GDP spent on education overall. The curriculum is outdated, theoretical in nature, and lacks emphasis on co-curricular activities. Administration is poor with untrained teachers, lack of career guidance, poor infrastructure, and high pupil-teacher ratios. The evaluation system is also outdated and lacks flexibility. To address these issues, the document calls for universal access, equality, making education more relevant, and structural reforms to the
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
Historical development of teacher educationAmruta_Apte
This document outlines the historical development of teacher education in India. It discusses teacher education from ancient times through the British period. In ancient India, teaching was limited to Brahmin communities and certain families, and there was no formal teacher training. During the Buddhist period, teaching became open to all enlightened people, and a more formal teacher training system emerged. Under Muslim rule, there was no standardized teacher training, and educated people called Molvies taught at madrassas. The document provides an overview of teacher education in different historical periods in India and concludes that as education became more professionalized over time, so did approaches to teacher training.
National Curriculum Framework 2005 Dr.C.ThanavathiThanavathi C
This document summarizes key aspects of the National Curriculum Framework 2005 for school education in India. It discusses problems with the existing curriculum such as an overemphasis on examinations. It describes the process of drafting the NCF, including the formation of focus groups. The NCF aims to make learning student-centered and linked to real life. It advocates seeing the child as an active learner and recognizing local and traditional knowledge. The NCF outlines reforms for various curriculum areas like science, languages and social sciences. It also proposes systemic reforms in areas like teacher education, examinations and quality of education.
1. Achievement Test- Meaning and Purposes.pptxDrJishaBaby
An achievement test measures a student's knowledge and skills in a particular subject area. It is designed to measure achievement based on a set of predetermined learning objectives. Achievement tests can be standardized tests developed by experts or teacher-made tests created by classroom teachers. Standardized achievement tests are widely used and allow comparisons across groups, while teacher-made tests are more specific but still useful for formative assessment. The results of achievement tests help teachers identify student strengths and weaknesses, guide instruction, and determine student placement and promotion to subsequent grades. Both standardized and teacher-made achievement tests play an important role in effective instruction and evaluation.
This document discusses the current problems facing Indian education at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education struggles with heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes problems like expensive and inefficient colleges, low student effort, low graduation rates, potential issues with online education, campus violence, teaching quality, financing, and educated unemployment. Suggested remedies include improving teacher training, curriculum, examinations, parental attitudes, and providing preferential treatment and vocational options.
The document discusses several challenges facing secondary education in India, including lack of universal access and completion of secondary schooling. The government has launched initiatives like RMSA to achieve universal enrollment in grades 9-10 by 2017 and grade 10 completion by 2020. Some key classroom problems discussed are disrespect, disobedience, harassment, aggression, students coming late, behaving rudely, and cheating. Underachievement, lack of motivation, slow learners, and delinquency are also identified as education problems. Causes of lack of motivation discussed include low self-esteem, lack of home and classroom support, and confidence issues.
Secondary education in India faces several major problems. The enrollment rates are very low and dropout rates are comparatively high, around 17% at the secondary level versus 8% at the elementary level. Funding for secondary education is also insufficient, accounting for only 0.96% of total education spending compared to 3.87% of GDP spent on education overall. The curriculum is outdated, theoretical in nature, and lacks emphasis on co-curricular activities. Administration is poor with untrained teachers, lack of career guidance, poor infrastructure, and high pupil-teacher ratios. The evaluation system is also outdated and lacks flexibility. To address these issues, the document calls for universal access, equality, making education more relevant, and structural reforms to the
Secondary education in India typically covers children aged 12 to 18 and comprises classes 9 and 10. It aims to build on primary education and prepare students for higher secondary education. The Mudaliar Commission in the 1950s made recommendations to reorganize secondary education in India to meet the needs of the newly independent nation, including establishing multi-purpose higher secondary schools, teaching both regional languages and English, offering diversified subjects, and locating schools in accessible rural and urban areas with sufficient facilities.
Historical development of teacher educationAmruta_Apte
This document outlines the historical development of teacher education in India. It discusses teacher education from ancient times through the British period. In ancient India, teaching was limited to Brahmin communities and certain families, and there was no formal teacher training. During the Buddhist period, teaching became open to all enlightened people, and a more formal teacher training system emerged. Under Muslim rule, there was no standardized teacher training, and educated people called Molvies taught at madrassas. The document provides an overview of teacher education in different historical periods in India and concludes that as education became more professionalized over time, so did approaches to teacher training.
National Curriculum Framework 2005 Dr.C.ThanavathiThanavathi C
This document summarizes key aspects of the National Curriculum Framework 2005 for school education in India. It discusses problems with the existing curriculum such as an overemphasis on examinations. It describes the process of drafting the NCF, including the formation of focus groups. The NCF aims to make learning student-centered and linked to real life. It advocates seeing the child as an active learner and recognizing local and traditional knowledge. The NCF outlines reforms for various curriculum areas like science, languages and social sciences. It also proposes systemic reforms in areas like teacher education, examinations and quality of education.
1. Achievement Test- Meaning and Purposes.pptxDrJishaBaby
An achievement test measures a student's knowledge and skills in a particular subject area. It is designed to measure achievement based on a set of predetermined learning objectives. Achievement tests can be standardized tests developed by experts or teacher-made tests created by classroom teachers. Standardized achievement tests are widely used and allow comparisons across groups, while teacher-made tests are more specific but still useful for formative assessment. The results of achievement tests help teachers identify student strengths and weaknesses, guide instruction, and determine student placement and promotion to subsequent grades. Both standardized and teacher-made achievement tests play an important role in effective instruction and evaluation.
This document discusses the current problems facing Indian education at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education struggles with heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes problems like expensive and inefficient colleges, low student effort, low graduation rates, potential issues with online education, campus violence, teaching quality, financing, and educated unemployment. Suggested remedies include improving teacher training, curriculum, examinations, parental attitudes, and providing preferential treatment and vocational options.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
NCERT is the National Council of Educational Research and Training, established in 1961 by the Government of India. It assists and advises central and state governments on education quality. Its headquarters are in New Delhi. State Councils of Educational Research and Training (SCERTs) were established in each state in 1986 for decentralized education quality, research, and training. The Tamil Nadu SCERT (TNSCERT) organizes teacher training and undertakes education research and development. NUEPA is the National University of Educational Planning and Administration, established in 2006 to provide training, research, and consultancy on education policy, planning, administration, and management.
The document discusses the University Education Commission of 1948-1949, also known as the Radhakrishnan Commission. It was chaired by Dr. Sarvepalli Radhakrishnan and aimed to improve university education in independent India. Some key recommendations included establishing the aims of university education, improving teaching standards, adopting regional languages as mediums of instruction, introducing religious studies and co-curricular activities, establishing rural universities, and reforming the examination system. The commission sought to modernize and expand India's university system in a way that balanced oriental and occidental cultural influences.
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
The document summarizes the key aspects of the Secondary Education Commission of 1952-1953 in India. The commission was chaired by Dr. A. Lakshmanaswami Mudaliar and aimed to examine problems in secondary education and its relationship to primary and higher education. Its major recommendations included defining the aims of secondary education as producing ideal citizens, developing skills for earning a livelihood, fostering leadership qualities, and cultivating human virtues. It also recommended making secondary education last 7 years, using the local language as the medium of instruction, introducing English/Hindi later, including various subjects in the curriculum, modernizing textbooks, offering vocational courses, reducing examinations, and establishing a Board of Secondary Education.
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
Topic: Subjective and Objective Test
Student Name: Jeejal Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the concept and need for a national system of education. A national system of education aligns with a nation's needs and aspirations and helps develop a shared identity. It promotes nationalism and values of unity, tolerance, equality and democratic principles. A national education exposes students to their cultural heritage and facilitates mobility across regions. The destiny of a nation is shaped in its classrooms, so education plays a key role in preserving a nation's identity.
ROLE OF THE TEACHER IN CCE by DR R N LENKA & MRS KUNMUN SINGHRabindranathLenka
The document outlines the role of teachers in Continuous and Comprehensive Evaluation (CCE). It lists that teachers should recognize diverse abilities in students, identify learning progress regularly, and employ remedial teaching tailored to students' needs. Teachers are also advised to avoid negative comments, encourage learning through various teaching methods, and actively involve students in the learning process using oral, project-based, and self/peer assessments.
Meaning, Objectives and Importance. Introducing contents status – Factors affecting – Remedial Measures for Controlling Population, Small Family Norms, Advantages.
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
Public Private Partnership and EducationGhulam Ghaus
This paper discuss in detail the concept of Public-Private Partnership [ppp]. The author has described different models of PPP. Along with models, he has written its relationship with education. The paper is helpful for students and teachers who wants to understand PPP and its relation with education.
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
This document discusses the need for curriculum in education. It states that the major needs of curriculum are to achieve societal goals, support personal development, develop human capital, enable social reconstruction, and reproduce and enhance culture. It also notes that curriculum is needed to develop common standards, provide suitable knowledge, select appropriate teaching methods and activities, and support modernization and national development. Finally, it asserts that a good curriculum can change the fate of an entire nation.
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
The document discusses three different studies related to challenges faced by teachers after the pandemic:
1) Challenges English elementary teachers face helping students adapt to in-person learning after distance learning during the pandemic in terms of writing, reading, listening and speaking skills.
2) Difficulties faced by teachers in multigrade classrooms where one teacher instructs multiple grades simultaneously.
3) Perceptions of elementary students on the learning management system Quipper and its impact on their academic performance.
Make-up classes arranged outside of regular class times create problems for both students and management. For students, particularly girls, it can be difficult to attend late classes which increases absenteeism and conflicts with other commitments like jobs. It also leads to large class sizes where teachers cannot give full attention. For management, extra classes require more expenses and staffing arrangements which disrupt schedules. However, there are solutions like limiting teachers to only 3 make-up classes and not paying them for additional classes, as well as keeping strict records of teacher classes to inform administrators. The conclusion emphasizes the importance of focusing on students' education for the country's prosperity.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
NCERT is the National Council of Educational Research and Training, established in 1961 by the Government of India. It assists and advises central and state governments on education quality. Its headquarters are in New Delhi. State Councils of Educational Research and Training (SCERTs) were established in each state in 1986 for decentralized education quality, research, and training. The Tamil Nadu SCERT (TNSCERT) organizes teacher training and undertakes education research and development. NUEPA is the National University of Educational Planning and Administration, established in 2006 to provide training, research, and consultancy on education policy, planning, administration, and management.
The document discusses the University Education Commission of 1948-1949, also known as the Radhakrishnan Commission. It was chaired by Dr. Sarvepalli Radhakrishnan and aimed to improve university education in independent India. Some key recommendations included establishing the aims of university education, improving teaching standards, adopting regional languages as mediums of instruction, introducing religious studies and co-curricular activities, establishing rural universities, and reforming the examination system. The commission sought to modernize and expand India's university system in a way that balanced oriental and occidental cultural influences.
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
The document summarizes the key aspects of the Secondary Education Commission of 1952-1953 in India. The commission was chaired by Dr. A. Lakshmanaswami Mudaliar and aimed to examine problems in secondary education and its relationship to primary and higher education. Its major recommendations included defining the aims of secondary education as producing ideal citizens, developing skills for earning a livelihood, fostering leadership qualities, and cultivating human virtues. It also recommended making secondary education last 7 years, using the local language as the medium of instruction, introducing English/Hindi later, including various subjects in the curriculum, modernizing textbooks, offering vocational courses, reducing examinations, and establishing a Board of Secondary Education.
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
Topic: Subjective and Objective Test
Student Name: Jeejal Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the concept and need for a national system of education. A national system of education aligns with a nation's needs and aspirations and helps develop a shared identity. It promotes nationalism and values of unity, tolerance, equality and democratic principles. A national education exposes students to their cultural heritage and facilitates mobility across regions. The destiny of a nation is shaped in its classrooms, so education plays a key role in preserving a nation's identity.
ROLE OF THE TEACHER IN CCE by DR R N LENKA & MRS KUNMUN SINGHRabindranathLenka
The document outlines the role of teachers in Continuous and Comprehensive Evaluation (CCE). It lists that teachers should recognize diverse abilities in students, identify learning progress regularly, and employ remedial teaching tailored to students' needs. Teachers are also advised to avoid negative comments, encourage learning through various teaching methods, and actively involve students in the learning process using oral, project-based, and self/peer assessments.
Meaning, Objectives and Importance. Introducing contents status – Factors affecting – Remedial Measures for Controlling Population, Small Family Norms, Advantages.
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
Public Private Partnership and EducationGhulam Ghaus
This paper discuss in detail the concept of Public-Private Partnership [ppp]. The author has described different models of PPP. Along with models, he has written its relationship with education. The paper is helpful for students and teachers who wants to understand PPP and its relation with education.
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
This document discusses the need for curriculum in education. It states that the major needs of curriculum are to achieve societal goals, support personal development, develop human capital, enable social reconstruction, and reproduce and enhance culture. It also notes that curriculum is needed to develop common standards, provide suitable knowledge, select appropriate teaching methods and activities, and support modernization and national development. Finally, it asserts that a good curriculum can change the fate of an entire nation.
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
The document discusses three different studies related to challenges faced by teachers after the pandemic:
1) Challenges English elementary teachers face helping students adapt to in-person learning after distance learning during the pandemic in terms of writing, reading, listening and speaking skills.
2) Difficulties faced by teachers in multigrade classrooms where one teacher instructs multiple grades simultaneously.
3) Perceptions of elementary students on the learning management system Quipper and its impact on their academic performance.
Make-up classes arranged outside of regular class times create problems for both students and management. For students, particularly girls, it can be difficult to attend late classes which increases absenteeism and conflicts with other commitments like jobs. It also leads to large class sizes where teachers cannot give full attention. For management, extra classes require more expenses and staffing arrangements which disrupt schedules. However, there are solutions like limiting teachers to only 3 make-up classes and not paying them for additional classes, as well as keeping strict records of teacher classes to inform administrators. The conclusion emphasizes the importance of focusing on students' education for the country's prosperity.
1. The document discusses several issues facing education and proposes reforms to address them. It outlines problems like underprepared workers, inequitable outcomes for disadvantaged students, and challenges in rural education.
2. It then describes characteristics of effective classrooms and schools, including classroom management, questioning techniques, time on task, and direct instruction. Specific programs aimed at improving reading, math, college preparation, and response to intervention are also summarized.
3. Comprehensive school reform models and whole-school approaches are discussed, along with the effective introduction of technology, equity concerns, and cooperation with outside partners. Rural education challenges and potential solutions like distance learning are also covered briefly.
Joining a Curriculum Delivery PartnershipSteve Keeble
This document discusses implementing the new secondary curriculum and joining an established locality partnership. It addresses challenges small rural schools may face, including changing school culture to accept vocational learning for all pupils. Issues discussed include transporting students to off-site facilities, recruiting rural staff, and merging secondary and further education provider cultures. The document emphasizes developing a shared vision, investing in teacher professional development, and creating flexible timetables to support vocational learning. Student outcomes from vocational programs, like improved engagement and completion rates, are also highlighted.
NTT Course: nursery Teacher Training or we can say NTT is a validation course for teachers who want to teach and consider deputation at the nursery or primary school level. This force of teachers must be trained in a complete TT course where the instructor joins a workforce of several other pre-teachers. The NTT course helps students who accept to be pre-teachers to work with young characters of teenagers from kindergarten. This development gives different measures to the teachers who take this TT course, which is desirable to show that the young students will be crucial to the physical, academic, and communal chance of the measures.
This document provides information for 8th grade students and their families about registering for courses at West Potomac High School for the upcoming school year. It begins with an agenda for the evening that includes introductions and breakout sessions on academics and electives. The document then reviews graduation requirements, describes the standard and advanced diploma tracks, and lists course options for core academic subjects, electives, world languages, and physical education. It provides details on the online course selection process and important dates for course registration and changes. The goal is to help incoming freshmen make informed decisions about their academic schedule for 9th grade.
Teaching learning techniques for effective outcome based educationReshma Fathima .K
This document discusses traditional education versus outcome-based education (OBE). It outlines some key differences, such as traditional education being content-oriented while OBE focuses on what students learn and the outcomes of completing a program. It explains that OBE determines desired outcomes first before designing the curriculum, teaching methods, and facilities to support those outcomes. The document provides guidelines for establishing OBE, including defining program educational objectives, program outcomes, curriculum, evaluation processes, and continual improvement based on feedback. It also discusses challenges of implementing OBE and strategies for improving student performance through effective teaching and assessment activities.
Teachinglearningtechniquesforeffectiveoutcomebasededucation 190313045402Aravindharamanan S
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
This document summarizes an ESL vocational program developed at Elgin Community College. The program aimed to improve completion rates for adult education students in career and technical education programs. It used a cohort model with curriculum developed to match ESL support courses to vocational content. Challenges included gaining institutional support, identifying faculty, and navigating prerequisites. Successes included developing employer partnerships, highlighting the welding program during a visit by the Lieutenant Governor, and positive outcomes for students who completed the program and found jobs in their field.
The document discusses challenges with teacher recruitment and retention. It provides context about the school's philosophy and culture which aims to reduce unnecessary workload and focus on development. Data is presented showing declining applicant numbers for certain subject areas. Possible reasons for recruitment issues and different training routes are examined. Suggestions for improving recruitment include sorting training routes, regional analysis, and loan repayment incentives. Ideas for retention include advanced training without leaving the classroom, better pay, recognition programs, and providing more flexibility and planning time.
HE Blended Learning - Charles Darwin UniversityBlackboard APAC
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
The education system in Borama City by Muse AbdiMuse Abdi
The education system in Borama City, Somalia can be summarized as follows:
There are 52 primary and secondary schools in Borama City that are either public or private. Somali is used for instruction in public primary schools while English is used in public and private secondary schools. Higher education institutions include Amoud University and Eelo American University. Students are actively involved in class and teachers use organized grading systems to evaluate students.
Who is a teacher? Where and what to teach? qualifications required. Take a look at the slideshow to find out. Contact us on www.onestepup.in and book a career counselling session with us.
Mississippi's Superintendent of Education, Dr. Carey Wright, addressed "Raising the Bar for Mississippi's Students," and Corinth School District Superintendent, Dr. Edward Lee Childress, shared exciting educational reforms that are underway for Corinth School District.
The document summarizes the Corinth School District's education summit, which outlined accomplishments and strategic goals. It discussed instructional excellence, extracurricular success, technology integration, and a strategic plan to provide continuous academic success through personalized learning, blended classrooms, mastery-based progression, and comprehensive ICT curriculum. The summit concluded with a technology showcase by teachers and students.
Corinth School District Education SummitMia Nickels
First annual Corinth Education Summit, Jan. 23, 2014 Corinth, Mississippi. Superintendent of Education, Dr. Carey Wright, addressed "Raising the Bar for Mississippi's Students," and Corinth School District Superintendent, Dr. Edward Lee Childress, shared exciting educational reforms that are underway for Corinth School District.
This document discusses the challenges faced by students, teachers, and institutions in distance learning. For students, issues include lack of support, interactivity due to the absence of face-to-face interaction, commitment to their own success, and unreliable technology. Teachers face increased workload in designing materials, meeting student needs without in-person contact, changing their teaching style, lack of respect for distance courses, and unmotivated teachers. Institutions are challenged by the costs of technology infrastructure, ensuring reliable internet connectivity, overcoming perceptions of inferior distance courses, and difficulties assessing student performance from a distance.
Educational programs in juvenile corrections face many challenges, including high student mobility and turnover rates among teachers. They must provide individualized education plans tailored to each student's needs and abilities. Providing special education and related services like counseling is difficult due to shortages of qualified professionals. Transition services to help students reintegrate into their communities after release are also lacking. Promising programs incorporate vocational training, technology, and social and cultural education.
Here are the key requirements of Geography from the National Curriculum at Key Stage 1:
- Name and locate the world's continents and oceans
- Name, locate and identify the UK and its capital cities
- Understand geographical similarities and differences through studying places in the UK and a non-European country
- Identify seasonal weather patterns in the UK and hot/cold areas of the world in relation to the Equator and North/South Poles
- Use basic geographical vocabulary related to physical and human features
- Use maps, atlases and globes to identify places studied
- Use compass directions and locational language to describe locations and routes on maps
- Use aerial photos and plans to recognise landmarks and physical/
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
2. Primary Education
• Primary education has huge significance
because it is the early stage of a student’s
learning process. At this phase, students as
well as teachers have to face a lot of
challenges
3. Some challenges in primary education
• Staff induction
• Teacher’s training is essential
• Student’s capabilities
• Curriculum design
• Environment
4. Staff induction
• It is the big challenge for primary schools to
hire qualified teachers who will teach
students according to their mental abilities
5. Teacher’s training is essential
• A Practical training should be given to all
teachers through which they learn how to
handle different situations at primary level
classes
6. Student’s capabilities
• It is a big challenge for schools to look at
progress of student’s capabilities according to
their age.
9. Conclusion
• Thus, primary education has great
importance with a lot of dangerous
challenges
• In almost every country, especially in UAE,
qualified British primary education
institutions in Dubai are trying hard to reduce
these challenges
10. Contact US
• For admissions in primary classes, You may
contact international school of creative
sciences
• For more Info please call,
04-5107000