Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
TOTAL QUALITY MANAGEMENT IN EDUCATION (MEM 631) MG CRUZ.pptdinnesmasubay
TOTAL QUALITY MANAGEMENT IN EDUCATION (MEM 631)
This study argues that the most effective means of assuring the quality and standards of teaching is through the introduction of total quality management (TQM). The author demonstrates the application and relevance of TQM and outlines the techniques by which schools can implement TQM principles.
Total Quality Management (TQM) is recognized as an effective management philosophy which is used as a strategy for business excellence. Although the concept of total quality management was advocated by Dr. W. Edwards Deming in the late1950’s in the USA; however, Japan was the first national who embraced this concept to recover their economy after the World War II. The success of TQM in Japan made this concept famous in many countries across the world. Originally, the concept was developed for manufacturing organizations; later on, it gained popularity to other service institutions, including bank, insurance, non-profit organizations, health care and so on. Lunenburg comments that TQM is also relevant to corporations, service organizations, universities, and elementary and secondary schools . Now, TQM is recognized as a generic management tool and applicable to any organization.
According to Koslowski, in this age of intense competition, quality education is a major concern [2]. The pressure and demand for quality education are increasing. All concerned parties of the education are actively considering implementing TQM in education because it is believed that quality education is one of the fundamental building blocks of economic development. Regarding the applicability of TQM in education, there is a serious debate since this concept was initially developed for manufacturing organizations. It is essential to resolve this problem. While conducting an initial investigation it was also revealed that there are critical challenges in implementing TQM in education. It is also imperative to explore the nature of those challenges so that academic institutions can take proper measure proactively while pursuing TQM in education.
Total Quality Management is a management approach that was instigated in the 1950s and has gradually become popular since the early 1980s. The term ‘quality’ is at the core of this philosophy. While defining total quality management, scholars took the opportunity to present their perceptions regarding this term in numerous ways; as a result, a good number of definitions appear before us with different connotations. Crosby states that quality management is a methodical way of ensuring that organized activities happen the way they are planned [3]. Short & Rahim define TQM is a proactive approach, to confirm quality into the product, service and design of the process and then to continually improve it [4]. According to these definitions, TQM is a plan, a systematic approach to ensure quality and continuous improvement. Deming describes TQM is a never-ending cycle of progress in the system of
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
A presentation of local efa initiatives undertaken by Ministry of Education of Kenya. Presented by Leah Rotich, Director of Basic Education, MOE, given at the IAU Workshop on higher education for EFA, held in Nairobi, Kenya, on 24-25 January 2013.
Eduacation For All (EFA) । Focus on Nonformal Education। 2019।সবার জন্য শিক্ষাMUHAMMAD FERDAUS
Its a description and briefly presenting idea about EFA (1990) . This is the world first declaration which held on only for EDUCATION.
It was a slide presentation on class work. Plz ignore silly mistakes.
created by: m.ferdaus.raj
A presentation of the work undertaken by the International Institute of Rural Reconstruction in EFA in Kenya. Presented by Jacquiline Wattima at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Multimodal texts are a combination of two or more communication modes, for example, print, image and spoken text as in film or computer presentations.
This presentation has complete details on activities and exemplars of multimodal text pursuant to most essential learning competencies of the Department of Education.
EDUC 4-Charter on the Rights of Marginalized Children in Developing EconomiesCarlo Casumpong
This is a sample of a charter as required in the concluding output of Educ 4. It contains the charter focusing on the rights of marginalized children in developing economies like the Philippines.
Egyptian and Arabian literature are significant periods in Afro-Asian literature. This document contains basic information on literary works and canon writers in Egyptian and Arabian literature.
The American colonies were the British colonies that were established during the 17th and early 18th centuries in what is now a part of the eastern United States. The colonies grew both geographically along the Atlantic coast and westward and numerically to 13 from the time of their founding to the American Revolution.
This material contains the introduction to American Colonial Period.
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
The End of Course Action Plan is an output to be prepared before the GURO21 Revalida. It contains plans for the academe after completing the theories of the course.
This document is a sample that you can get inspiration from when writing your own End of Course action plan.
A lifelong learning plan is a written, well-thought of strategy to continuously gain, absorb, and build skills and knowledge and apply these throughout the life of an individual.
This document contains a sample of PLLP which you can get inspiration from when making your own PLLP.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
Modal verbs are used to express certain hypothetical conditions, such as advice, capability, or requests. They're used alongside a main verb to change its meaning slightly. Because they're auxiliary verbs, they can't necessarily be used on their own.
In this presentation, types and examples of modal verbs will be discussed based on the most essential learning competency for grade 8 English.
Context clues are significant in determining meaning of unfamiliar vocabulary without seeking for denotative meanings from a dictionary.
In this presentation, major types of context clues will be exemplified based on the most essential learning competencies of DepED.
Just like in writing, speaking requires certain communicative styles. In this presentation, quarter 1 module 3 of English 9 will be exemplified.
From frozen to casual communicative styles, we need to know them all in order to suit our speaking styles with the context we are in.
Textual aids are important sensory aids in teaching and learning. They help in developing metacognition among learners.
In this presentation, quarter 1 module 2 of grade 10 will be discussed, focusing on major types of textual aids.
Haiku and Tanka are two major poetic forms in Japan. Haiku is widely known with 5-7-5 measure while Tanka has 5-7-5-7-7.
This file contains haiku and tanka write-ups of my wife.
INTRODUCTION CONTEMPORARY LITERATURE_Story as a GenreCarlo Casumpong
Contemporary Literature covers literary works after the World War II. In this period, emerging genres which are basically influenced by pop culture are existent.
In this presentation, we'll talk about introduction to contemporary literary genres, focusing on stories either fiction or non-fiction.
Complaints are different from grievances in one way in human resource management. In this presentation, both are compared and contrasted. Moreover, the process of grievance is simply explained.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
3. Instructions
1. Search and download
images regarding the
ideology “Education For
All”.
2. Choose one image that
best represents your idea
and ideals.
5. Instructions
1. Pick one balloon then
pop it.
2. Connect the image you
downloaded with the word/s
on the paper.
3. Prepare an explanation.
6.
7. Education forAll
• Education for All is a basic human
right at the heart of development. It
must be a national and international
priority, and it requires a strong and
sustained political commitment, enhanced
financial allocations and the participation
of all EFA partners in the processes of
policy design, strategic planning and the
implementation of programmes.
8. Goal 1
• Expand early childhood care
and education, especially for
the most vulnerable
children.
9. Goal 2
• Achieve universal primary
education, particularly for
girls, ethnic minorities and
marginalized children.
10. Goal 3
• Ensure equal access to
learning and life skills for
youth and adults.
11. Goal 4
• Achieving a 50 per cent
reduction in levels of adult
illiteracy by 2015.
16. African Region
• Strategies:
1. A review and harmonization of
existing policies and legislation;
2. An increase in the financing and
rationalization of investment in
education;
3. Development of national, sub-
regional and regional institutional
capacities;
17. African Region
• Strategies:
4. A review of curricula and
validation of African indigenous
knowledge systems, values and skills;
5. The improvement of capacities for
educational change;
6. Improvement of the teaching and
learning environment;
18. African Region
• Strategies:
7. The adoption of appropriate and
cost-effective technologies;
8. The promotion and support of
Africa-based educational research; and
9. The development of genuine and
sustainable partnerships.
20. American Region
• Strategies:
1. Early childhood care and
education;
2. Basic education;
3. Satisfying basic learning needs of
young people and of adults;
4. Learning achievements and
quality of education;
21. American Region
• Strategies:
5. Inclusive education;
6. Education for life;
7. Increase of national investment in
education and effective mobilization of
resources on all levels;
8. Professional enhancement for
teachers;
9. New opportunities for participation
of the community and the society.
23. Asia-Pacific Region
• Strategies:
1. Investment and resource
mobilization;
2. New opportunities for civil
society;
3. Education and poverty
elimination;
4. Equitable harnessing of new
technologies;
24. Asia-Pacific Region
• Strategies:
5. Enabling teachers and learning
facilitators;
6. Education management reform;
7. Integration of development
activities;
8. Exchange of information,
experience and innovations.
26. Plans from 1991-2000
• Early childhood development
Expansion of self-sustaining community-based
ECCD
Use of innovative approaches to parent education
Promotion of preparatory education
Accreditation of private preschool programs and
institution
Differentiated approaches for special children
Strengthening of health, nutrition and other allied
services
Soci-cultural adaptation of curriculum, materials
and approaches
Single agency to coordinate programs for ECCD
27. Plans from 1991-2000
• Universalization of Quality Primary
Education
Enhancing the holding power or student
retention of schools
Using alternative teaching-learning delivery
modes
Strengthening home-school partnership
Emphasizes on higher level thinking skills
Upgrading teacher competencies
28. Plans from 1991-2000
• Alternative Learning System
Eradication of illiteracy in selected areas
Promotion on continuing education and
development
Implementation of integrated programs
30. Plans from 2000-2015
In 2006, the government formally
approved the Philippine EFA 2015 Plan.
But the DepEd already applied the goals
since 2000.
In order to specifically tie up the goals
with country’s needs, it has formulated four
component objectives.
31. Plans from 2000-2015
Four Component Objectives
1. Universal coverage of out-of-school
youth and adults in the provision of
learning needs;
2. Universal school participation and total
elimination of drop-outs and repetition in
grades 1 to 3;
32. Plans from 2000-2015
Four Component Objectives
3. Universal completion of full cycle of
basic education schooling with satisfactory
achievement levels by all at every grade or
year; and
4. Commitment by all Philippine
communities to the attainement of basic
education competencies for all –Education
for All by All
33. Challenges in 2005 Boon between 2006-2008
Net enrolment fell from
96.77% to 90.10%
down to 84.44%
Dropout rate had been
increasing
Country lagged in terms
of net enrolment, cohort
survival rate and
completion rate
Completion rate in
elementary and
secondary levels and
gross enrolment rate
increased
Ph Overall Performance and Progress
34. Functional LiteracyTargets
for 2005, 2010,2015
Basic Literacy-is the ability of a person to read and write
with uderstanding of simple message in any language or
dialect
Functional Literacy-is the ability to communicate
effectively, solve problems scientifically, think critically and
creatively, use resources sustainably and be productive
35. Attainment
• In the year, 2000-2015:Only a third of
countries reached global education goals.
Only half of all countries have achieved the
most watched goal of universal primary
enrolment. An extra $22 billion a year is
needed on top of already ambitious
government contributions in order to
ensure we achieve the new education
targets now being set for the year 2030.
36. Attainment of Goal 1
• Forty seven percent of countries reached
the goal and another eight percent were
close. Twenty percent were very far from
the goal. Yet, in 2012, nearly two-thirds
more children were enrolled in early
childhood education than in 1999.
37. Attainment of Goal 2
• Fifty-two percent of countries achieved this
goal; ten percent are close and the
remaining thirty-eight percent are far or
very far from achieving it. This leaves
almost 100 million children not completing
primary education in 2015.
38. Attainment of Goal 3
• Forty-six percent of countries reached
universal lower secondary
enrolment. Globally, numbers in lower
secondary education increased by 27% and
more than doubled in sub-Saharan
Africa. Nonetheless, one third of adolescents
in low income countries will not complete
lower secondary school in 2015.
39. Attainment of Goal 3
• Only 25% of countries reached this goal; 32%
remain very far from it. While globally the
percentage of illiterate adults fell from 18% in
2000 to 14% in 2015, this progress is almost
entirely attributed to more educated young
people reaching adulthood. Women continue
to make up almost two-thirds of the illiterate
adult population. Half of sub-Saharan African
women do not have basic literacy skills.
40. Attainment of Goal 4
• Gender parity will be achieved at the primary
level in 69% of countries by 2015. At
secondary level, only 48% of countries will
reach the goal. Child marriage and early
pregnancy continue to hinder girls’ progress
in education as does the need for teacher
training in gender sensitive approaches and
curriculum reform.
41. Attainment of Goal 5
• Gender parity will be achieved at the primary
level in 69% of countries by 2015. At
secondary level, only 48% of countries will
reach the goal. Child marriage and early
pregnancy continue to hinder girls’ progress
in education as does the need for teacher
training in gender sensitive approaches and
curriculum reform.
42. Attainment of Goal 5
• The numbers of pupils per teacher decreased in
121 of 146 countries between 1990 and 2012 at
the primary level, but 4 million more teachers are
still needed to get all children into school. Trained
teachers remain in short supply in one third of
countries; in several sub-Saharan African countries,
less than 50 percent are trained. However,
education quality has received increased attention
since 2000; the number of countries carrying out
national learning assessments has doubled.
43. Attainment in Post-2015
• Future education targets for education must
be specific, relevant and realistic. At current
rates, only half of all children in low-income
countries are expected to complete lower
secondary education by 2030. In many
countries even the core goal of achieving
universal primary education will remain out
of reach without concerted efforts.