I am Ngeve Shangombe, Senior Education Officer (SEO) at the National Institute for Educational Development (NIED) in the Ministry of Education, Arts and Culture in Namibia. At the time of the presentation, I worked as SEO at Erongo Directorate of Education. I have used this presentation during the novice teacher induction held in our region as part of orientation for newly appointed teachers. The code of conduct for teachers was derived from the official CoC for teachers of Namibia's Public Service Act.
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. Among the greatest of all
services that can be
rendered by men to
Almighty God, is the
education and training of
children.
3. Purpose of the code
To set the basic professional requirements and
minimum standards of professional conduct for
teachers
To guide the teaching profession in its quest to
deliver a professional service
To promote a sense of professionalism, accountability
and responsibility among teachers to improve
effective teaching and learning
4. OBJECTIVE OF CODE
Established a safe, disciplined and purposeful school
environment
Create a caring and nurturing environment for learners
Act responsibly and in a clear and transparent manner
Be aware of imbalances that exist in any teaching
situation
Undertake to avoid using violence as a teaching and
disciplinary tool
Execute their duty of care as imposed upon by any Act
Inform themselves about the diverse cultural
backgrounds of the learners under their care
5. PROFESSIONAL CONDUCT FOR TEACHERS
Dress in an appropriate manner: dress neatly and decently
Ethical conduct of behaviour: principles and values
Gender equality: roles of woman and men as equal partners
Moral standards: acceptable ways of behaving
Sexual abuse: behaviour directed towards a learner by teacher
All contact (touching, fondling, stroking)
Non-contact (through gestures, sexually explicit pictures).
Verbal or non-verbal: (sexual comments or jokes)
Love affairs: (use of gifts)
6.
7. TEACHER AND LEARNER
Must take the place of parent
Must execute teaching duties and assist learners
Effective teaching and learning are developed to the maximum at school
Must respect the dignity and constitutional rights of every learner without
prejudice, including right to education, equality of culture and right to privacy
Must promote gender equality and refrain from any form of discrimination
including on the basis of HIV/AIDS status or health
Must promote acceptable moral standards and development among learners
Must promote sense of responsibility amongst learners towards themselves,
their school, peers and their community
May not humiliate or abuse a learner (physically, emotionally or
psychologically)
May not administer corporal or any other degrading punishment upon a
learner.
May not divulge information about a learner received in confidence
8.
9. TEACHER LEARNER CONTINUE
May not accept any form of payment for tutoring of a learner in
any school subject without the necessary permission
May not withhold a learners progress report as a form of
disciplinary measure or for non-payment of contribution to a
school development fund
May not abuse his/her position for financial, political or personal
gain
May not become involved in any form of romance or sexual
relations with a learner or sexual harassment or abuse of a
learner
May not discriminate against a learner on the basis of physical or
mental impairment or disability, but assist every learner to reach
his or her full potential
10.
11. Teachers and school authorities
and ministry (school board, LRC)
Recognise such authorities and the employer as partners
Acknowledge that such authorities and the employer have
certain responsibilities and authority
Assist such authorities and serve the employer to the best of
his/her ability
Fulfil his/her contractual obligations to the best of his/her ability
to the employer until released by mutual consent or according
to law.
Act responsibly in relation to the execution of professional,
organisational and administrative duties
Refrain from discussing or disclosing confidential information
which he/she has obtained in the course of his/her duties as a
teacher
12. TEACHER, PARENTS AND COMMUNITY
Recognise parents and the community at large as parents in
education and promote good relationship with them
Create effective communication channels between the school,
parents and the community
Keep parents adequately and timeously informed about the well
being and progress of their children
Acknowledge and recognise that his/her school serves the
community, and accept different customs, codes and beliefs
within the community but simultaneously promote national
reconciliation
Inform and advise parents and the community on matters
relating to HIV/AIDS and disability, and ministerial policies
regarding HIV/AIDS and disability
13. TEACHER AND COLLEAGUES
Must acknowledge the fact that his/her duties require cooperation with
and the support of colleagues
Must promote the motto of cooperation, collaboration and
consultation among colleagues on matters related to their teaching
tasks
Must act as an administrator, provide opportunities for colleagues to
express their opinion and bring forth suggestions regarding the
administration of the school
Must respect the various responsibilities assigned to colleagues and the
authority that arises thereof, to ensure the smooth running of the
school.
May not undermine the confidence of parents, community or learners
in any colleague
14. May not criticise the professional competence or professional
reputation of a colleague in public, but use proper procedures to report
infringements of the law, sexual relations with a learner, any
harassment or abuse of a learner, professional incompetence and
misconduct by a colleague
May not undermine the status, authority or confidence of any colleague
May not take, because of animosity or for personal advantage, any step
to secure the dismissal of another teacher
May not discriminate against a colleague on the basis of his/her health,
disability or HIV/AIDS status
May not sexually harass, or in any way abuse, a colleague
TEACHER AND COLLEAGUE CONTINUE
15. Take his/her task as an educator serious
Act in a manner which maintains the honour and dignity of the
profession inside and outside of school time
Accept that he/she has a professional obligation towards the
continuous development of teaching as a profession and therefore
should keep abreast of development in education
Not engage in activities which may adversely affect the quality of the
teachers professional service
Acknowledge that his/her attitude, dedication, self-discipline,
integrity, and training determine the quality of education
TEACHER AND PROFESSION
16. TEACHER AND PROFESSION CONTINUE
Dress in an appropriate manner for specific duties in
order to enhance the image of the profession
Under no circumstances attend school activities
whether during or after formal classes while under the
influence of alcohol or any drug
Uphold the professional conduct in order to enhance
the image and status of the profession
Take the necessary steps to contribute through the
profession to the eradication of HIV/AIDS in the spirit
of the National Policy on HIV/AIDS for Education
Sector
17.
18. TEACHER, LEARNING AND
TEACHING ENVIRONMENT
Take reasonable steps to ensure and protect safety of learners in
schools and hostels
Ensure that school and hostels become institutions that promote the
well being and happiness of learners
Take pride and ownership in and responsibility for the school and
hostel facilities entrusted to him/her
Foster a sense of pride and ownership in the school and hostel facilities
amongst learners, parents and community
Inculcate in learners knowledge of and respect for Namibian National
Symbols and assets
Instil in learners from an early age the need to protect, preserve and
conserve the environment
19. ACTIONS AGAINST TEACHERS
Teacher who contravenes or fails to comply with any provision of the
code commits a misconduct and must be dealt with in terms of the
public service act
Subject to subsection(3), a teacher who commits a misconduct,
depending on the seriousness of the act or omission that constitutes a
misconduct, may be given the necessary counselling and advice and
opportunity to correct his/her behaviour.
A teacher charged with a criminal offence in a court of law, whether the
matter is still pending, or he/she is found guilty or not guilty of such
offence, may be charged with misconduct, if the offence constitutes in
terms of or under the Education Act or the Public Service Act
20. ACTIONS CONTINUE
A teacher who is aggrieved or
dissatisfied with an official’s
action, order or directive may
follow the procedures
provided for in Part III of
Chapter J.I. of the Public
Service Staff Code
