Three key elements define quality in education according to UNESCO and UNICEF:
1) Quality learners who are healthy, supported by families and communities
2) Quality learning environments that are safe, protective with adequate facilities
3) Quality processes including well-trained teachers who use child-centered teaching and assessment to reduce disparities
Global concerns regarding these elements include ensuring healthy, nourished students; safe, inclusive schools; literacy and numeracy in curricula; and outcomes such as community participation and lifelong learning. Quality education prepares students for productive lives.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
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This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
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This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Teachers are the shadows of parents showing love and seldom admonishing, reaching out to be creators narrating noble deeds, like a goldsmith hammering to enrich skills and moulding tiny tots to perfection. Teaching profession is a noble one every teacher must play an important role in making a child to realize their dreams. A good teacher is the one who give their students roots and wings, Roots to know were home is, wings to fly away and exercise what is being taught to them
Sources of Curriculum Design is a topic from the subject Advanced Curriculum Development (EdM 402) of the degree Master of Arts in Educational Management, science as a source, society as a source, moral doctrine as a source, group activity, smartart, graphic organizer, sources of curriculum, conceptual framework, curriculum design qualities, types of curriculum design, scoring rubric
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
Teachers are the shadows of parents showing love and seldom admonishing, reaching out to be creators narrating noble deeds, like a goldsmith hammering to enrich skills and moulding tiny tots to perfection. Teaching profession is a noble one every teacher must play an important role in making a child to realize their dreams. A good teacher is the one who give their students roots and wings, Roots to know were home is, wings to fly away and exercise what is being taught to them
Sources of Curriculum Design is a topic from the subject Advanced Curriculum Development (EdM 402) of the degree Master of Arts in Educational Management, science as a source, society as a source, moral doctrine as a source, group activity, smartart, graphic organizer, sources of curriculum, conceptual framework, curriculum design qualities, types of curriculum design, scoring rubric
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
An act entitled: âEnhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes,â otherwise known as the âEnhanced Basic Education Act of 2013.âThe K to 12 Curriculum has its overarching goal, the holistic development of every Filipino learner with 21st-century skills who is adequately prepared for work, entrepreneurship, middle-level skills development, and higher education.
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
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.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Local and Global Trends Issues
and Concerns in Curriculum
Part 1:
3. ⢠- is often used to discribe solutions to
problems which represent a change or
departure from current practice as opposed to
progressive improvements within an existing
framework (Klaus, 1969).
⢠-Itâs also defined as âthe introduction of
something newâ and as âa new idea, method
or deviceâ (Merriam Websterâs Desk
Dictionary, 1995).
Innovation
4. Three Kinds of Innovations in
Education
1. Stucture- involve the ways in which classroom and
schools are organized
2. Content- introduce subjects not previously included
in the curriculum, or those that revise old subjects in
new ways.
3. Process- those that have to do with human
interaction. Involves the cognitive or intellectual or
thinking domain as well as the affective (social and
emotional) domain in Education.
5. Source: Curriculum Change in Basic Education and
Teacher Professional Development
Regional Experiences and National Cases
Merle C. Tan, PhD
Director, National Institute for Science and
Mathematics Education Development
University of the Philippines
(UP NISMED)
Local and Global Trends Issues
and Concerns in Curriculum
6. 1. Education for all.
2. Reorientation of Educational system. Learning
to know, to do, to be, and to live together.
3. Increasing the role of scientific literacy and
technological skills.
Basis for Curricular Improvements:
Brief Background
7. 1.
A shift in educational goals and objectives
towards using educational systems to
prepare learners as functioning citizens
of the Twenty -first century.
Emerging Trends in Basic Education
8. 2.
A move towards decentralizing
various aspects/processes of curriculum
development,implementation
and administration.
Emerging Trends in Basic Education
9. 3. The national curriculum for basic
education is being diversified precisely to
meet the basic learning needs of different
groups in the population.
Emerging Trends in Basic Education
10. 4.
Emphasis on education programs
that enhance science and technology
literacy and are introducing as much ICT
in schools as they can support.
Emerging Trends in Basic Education
11. 5.
Emphasis on independent study or selflearning, and of inculcating in students
the love and desire to learn and the basic
skills for learning.
Emerging Trends in Basic Education
12. 6.
Pedagogically, shifts have also been occur
ring away from traditional approaches
where teachers are the major authority in
knowledge construction and transmission.
Emerging Trends in Basic Education
13. 7.
Experimentation on various teaching-lear
ning methods and approaches to
attain a better integration of the contents
of the curriculum both within and across
subject offerings.
Emerging Trends in Basic Education
14. 8.
There is an increasing awareness of the
need to reorient teaching_learning
processes and outcomes away from earlier
notions that education is primarily a
means for preparing students to take and
pass school tests and national standard
examinations.
Emerging Trends in Basic Education
15. âCurriculum renewal today requires
educators and curriculum specialists to go
beyond the framework of a
content- and competency- based curriculu
m. â
Summary of Emerging Trends
16. âEducators and curriculum developers,
too, must work to ensure the effective
implementation of new curricular
reforms and innovations.â
Summary of Emerging Trends
18. K-12 has kindergarten as base, to be
followed by six years of elementary
(Grades 1 to 6), four years of junior
high school (Grades 7 to 10), and two
years of senior high school
(Grades 11 and 12).
What is K-12?
19. As of School Year 2009-2010, National
Achievement Test (NAT) passing rates for
Grade 6 and 4th year students are only 69
and 46 percent, respectively.
In the Trends for International Math and
Sciences Study (TIMSS), the Philippines
often placed fourth from last.
Why K-12?
20. âYou are given ten years to take in, to
chew on, and to digest the lessons.
There is no time for the children to
savor the knowledge they are receiving.
You just keep feeding and feeding
them.â -Pres. Aquino-
Why K-12?
22. The development of a better-educated
society capable of pursuing productive
employment, entrepreneurship, or
higher education disciplines.
Is K to 12 sustainable?
23. To implement K to 12, it would need at least
P363.29 billion in 2013; P361.17 billion in
2014; P377.21 billion in 2015; P423.04
billion in 2016; and P443.55 billion in 2017.
How to fund the program?
25. Teachers in Elementary and High School will need
to go through some adjustments with the new
curriculum.
Teachers will not get an additional workload for the
K to 12 implementation, as the Magna Cart for
Public School Teachers provides that teachers
should teach only up to six hours a day.
Where will more, bettertrained teachers come from?
27. The goal, according to DepEd, is for a
student who completes K to 12 to be
âequipped with skills, competencies,
and recognized certificates equivalent
to a two-year college degree.â
Will K to 12 solve the countryâs
employment, development problems?
30. Copyright Š 2000
United Nations Childrenâs Fund
3 United Nations Plaza, H-7
New York, NY 10017
A publication of UNICEF
Programme Division
Education
Document No. UNICEF/PD/ED/00/02
The principal researcher for this paper was Jeanette Colby, Miske
Witt and Associates, for
the Education Section, Programme Division, UNICEF New York.
Source: Defining Quality
in Education
31. UNESCOUnited Nations Educational, Scientific
and Cultural Organization
UNICEFUnited Nations Childrenâs Fund
âChildren have a right to an
education, a quality education.â
32. ⢠Learners who are
healthy, wellnourished and ready
to participate and
learn, and supported
in learning by their
families and
communities;
⢠Environments that are
healthy, safe, protecti
ve and gendersensitive, and provide
adequate resources
and facilities;
Quality education
includes:
33. ⢠Content that is reflected
in relevant curricula
and materials for the
acquisition of basic
skills, especially in the
areas of literacy,
numeracy and skills for
life, and knowledge in
such areas as gender,
health, nutrition,
HIV/AIDS prevention
and peace.
⢠Processes through
which trained teachers
use child-centred
teaching approaches in
well-managed
classrooms and schools
and skilful assessment to
facilitate learning
and reduce disparities.
34. ⢠Outcomes that encompass
knowledge, skills and attitudes, and are
linked to national goals for education and
positive participation in society.
36. A. Good Health and Nutrition
B. Early childhood psychosocial development
experiences.
C.Regular attendance for learning.
D.Family support for learning.
1. Quality Learners
37. A.Physical Elements
a. Quality of school facilities
b. Interaction between school
infrastructure and other quality
dimensions.
c. Class size
2. Quality Learning Environments
38. B. Psychosocial elements
a. Peaceful, safe environments,
especially for girls.
b. Teachersâ behaviours that affect
safety.
c. Effective school discipline policies.
d. Inclusive environments.
e. Non-violence.
2. Quality Learning Environments
40. A. Student-centred, non-discriminatory,
standards-based curriculum structures.
- Curriculum should emphasize deep rather
than broad coverage of important areas of
knowledge, authentic and contextualized
problems of study, and problem-solving that
stresses skills development as well as
knowledge acquisition.
3. Quality Content
41. B. Uniqueness of local and national
content.
- quality content should include several
pivotal areas. These include
literacy, numeracy, life skills and peace
education â as well as science and
social studies.
3. Quality Content
42. C. Literacy
- Literacy, or the ability to read and
write, is often considered one of the
primary goals of formal education.
3. Quality Content
43. D. Numeracy
- Also known as âquantitative
literacyâ, numeracy encompasses a
range of skills from basic arithmetic
and logical reasoning to advanced
mathematics and interpretative
communication skills (Steen, 1999).
3. Quality Content
44. E. Life Skills
- are defined as âpsycho-social and
interpersonal skills used in every day
interactionsâŚnot specific to getting a
job or earning an incomeâ.
3. Quality Content
45. F. Peace Education
- Peace education seeks to help students
gain the ability to prevent conflict, and
to resolve conflict peacefully when it
does arise.
3. Quality Content
46. G. Challenges in reaching large numbers
of children with quality content.
a. Teachers often find curricular
integration and interdisciplinarity
difficult, especially when the teacher does
not have a role in curriculum design;
b. Subjects that do not appear on
important examinations are not always taken
seriously;
3. Quality Content
47. c. Social attitudes towards the subject may
not be favorable, and cultural patterns are
difficult to change;
d. Ideas conceived in other regions of the
world may not be adequately adapted to the
local context;
e. Political and economic instability can lead
to discontinuity in policies andprogrammes,
as well as teacher and administrator
turnover.
3. Quality Content
48. A. Teachers
a. Professional learning for teachers.
b. Teacher competence and school efficiency.
c. Ongoing professional development.
d. Continuing support for student-centered learning.
e. Active, standards-based participation methods.
f. Teacher feedback mechanisms.
g. Teacher beliefs that all students can learn.
h. Teacherâs working conditions.
4. Quality Processes
49. B. Supervision and Support
a. Administrative support and
leadership.
b. Student access to languages used at
school.
c. Using technologies to decrease
rather than increase disparities.
d. Diversity of processes and facilities.
4. Quality Processes
50. A. Achievement in literacy and
numeracy.
- Academic achievement in general and
achievement in literacy and numeracy
in particular represent key educational
outcomes.
5. Quality Outcomes
51. B. Using formative assessment to improve
achievement outcomes.
- Testing information tends to be used
primarily as a screening device to decide
who can continue to the next grade of level
rather than as a tool to help improve
educational quality for individuals and
systems.
5. Quality Outcomes
52. C. Outcomes sought by parents.
- Parents tend to see academic achievement as
closely related to the opportunity for social
promotion and employment.
- These anticipated outcomes tend to be highly
valued by families: future employment possibilities
that result from education seem to be a primary
factor in the demand for primary education
(Bergmann, 1996).
5. Quality Outcomes
53. D. Outcomes related to community
participation, learner confidence and lifelong learning.
- Academic achievement is often used as an
indicator of school quality because it is
easily measurable using standardized
tests, while other outcomes may be more
complex and less tangible.
5. Quality Outcomes
54. E. Experiential approaches to
achieving desired outcomes.
- schools can help build social capital
and create interconnecting links that
promote quality affective and
behavioural outcomes for children
(Bronfenbrenner, 1986).
5. Quality Outcomes
55. F. Health outcomes.
- Students should receive services to
improve their health, such as treatment for
illness and infection and school feeding
programmes to improve nutrition, as well as
curricular content that increases their
knowledge and affects their behaviour
related to health and hygiene.
5. Quality Outcomes
56. G. Lifeskills and outcomes.
- Psychosocial and interpersonal skills
can be applied to many contexts â
HIV/AIDS prevention, drug abuse
prevention, nutrition and hygiene
behaviour and many non-health
contexts as well.
5. Quality Outcomes