1. Nonaka and Takeuchi's SECI model of knowledge conversion involves four modes: socialization, externalization, combination, and internalization.
2. In the context of lesson study, socialization involves teachers sharing tacit knowledge through collaborative lesson planning and observation.
3. Externalization is the process of articulating tacit teaching knowledge into explicit curriculum plans and methods.
4. Combination involves assembling new and existing explicit knowledge from lesson study into more usable teaching resources and practices.
5. Internalization occurs when teachers apply the newly developed explicit knowledge from lesson study into their own classroom teaching.
Course Outline
Introduction
1. What is Knowledge?
Explicit & Tacit Knowledge
-Positivist Perspective of Knowledge
-Social Constructivism Perspective of Knowledge
2. What is Knowledge Management?
3. How does KM contribute to Schools?
4. The Nonaka and Takeuchi Knowledge
Management Model
5. The SECI Model and Japanese Lesson Study
Four modes of knowledge conversion
-socialization, -externalization, -combination, -internalization
6. Knowledge Management Strategy
Management Concepts & Framework anchored on -P-O-L-CTimothy Wooi
Goal / Purpose
To critically review essential Management Concepts and Framework anchored on Planning, Organizing, Leading and Controlling.
Objectives
To understand Management concepts of POLC in School Management and Operations.
To explore opportunities of applying Management Concepts functions in school Human
Resource Management & Professional
Development
Knowledge management and Organizational Learningshiluswami46
This presentation defines about the meaning of knowledge its concepts, Knowledge management along with the meaning of organizational learning and types of learning.
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
The Future of Education in the American SouthLauren Peters
This report outlines futures scenarios and supporting information surrounding the future of Education in the American South and was created by a group of multidisciplinary designers at SCAD for the Design Management Design Futures class of Winter 2014.
Course Outline
Introduction
1. What is Knowledge?
Explicit & Tacit Knowledge
-Positivist Perspective of Knowledge
-Social Constructivism Perspective of Knowledge
2. What is Knowledge Management?
3. How does KM contribute to Schools?
4. The Nonaka and Takeuchi Knowledge
Management Model
5. The SECI Model and Japanese Lesson Study
Four modes of knowledge conversion
-socialization, -externalization, -combination, -internalization
6. Knowledge Management Strategy
Management Concepts & Framework anchored on -P-O-L-CTimothy Wooi
Goal / Purpose
To critically review essential Management Concepts and Framework anchored on Planning, Organizing, Leading and Controlling.
Objectives
To understand Management concepts of POLC in School Management and Operations.
To explore opportunities of applying Management Concepts functions in school Human
Resource Management & Professional
Development
Knowledge management and Organizational Learningshiluswami46
This presentation defines about the meaning of knowledge its concepts, Knowledge management along with the meaning of organizational learning and types of learning.
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
The Future of Education in the American SouthLauren Peters
This report outlines futures scenarios and supporting information surrounding the future of Education in the American South and was created by a group of multidisciplinary designers at SCAD for the Design Management Design Futures class of Winter 2014.
Peusahaan bisa berhasil mencapai tujuannya jika mampu mengelola sumber daya manusia (SDM)-nya. Michael Amstrong sangat jelas mendeskripsikan tentang How to Manage People dalam pengelolaan organisasi, yaitu pentingnya memiliki empaty yang tinggi untuk memperhatikan manusia dalam organisasi, dan menjembatani disharmonis hubungan antar manusia yang bisa menciptakan konflik.
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Role of Learning Curve - by: Rahat KazmiRahat Kazmi
This lecture was prepared for BTEC Business Studies Level 4, but can also be useful for other business studies students, Sales Managers, Sales Team Leaders and Supervisors
Innovation Leadership for Education 2017Timothy Wooi
Innovation Leadership and its formal preparation, the most recent focus in education reform to improve schools to serve all students well. Inter-institutional collaborations in program delivery and evaluation drives these new directions and forms of innovation.
Course Outline
Introduction
Innovation, Leadership, Innovation Leadership, Why Innovation Leadership in Education?
21st Century Shift in Leadership & Skills
Leading Innovation in Education
Innovation Leadership Checklist
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change
Innovation
Innovation means first different, then better. It is a fundamentally different way of doing things with better, and perhaps different, outcomes.
Both the 'different' and the 'better' must be significant and substantial.
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Peusahaan bisa berhasil mencapai tujuannya jika mampu mengelola sumber daya manusia (SDM)-nya. Michael Amstrong sangat jelas mendeskripsikan tentang How to Manage People dalam pengelolaan organisasi, yaitu pentingnya memiliki empaty yang tinggi untuk memperhatikan manusia dalam organisasi, dan menjembatani disharmonis hubungan antar manusia yang bisa menciptakan konflik.
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Role of Learning Curve - by: Rahat KazmiRahat Kazmi
This lecture was prepared for BTEC Business Studies Level 4, but can also be useful for other business studies students, Sales Managers, Sales Team Leaders and Supervisors
Innovation Leadership for Education 2017Timothy Wooi
Innovation Leadership and its formal preparation, the most recent focus in education reform to improve schools to serve all students well. Inter-institutional collaborations in program delivery and evaluation drives these new directions and forms of innovation.
Course Outline
Introduction
Innovation, Leadership, Innovation Leadership, Why Innovation Leadership in Education?
21st Century Shift in Leadership & Skills
Leading Innovation in Education
Innovation Leadership Checklist
The Future Of Innovative Education
Latest Trends in Leading Innovation in K12 Education
Nine Things That Will Change
Innovation
Innovation means first different, then better. It is a fundamentally different way of doing things with better, and perhaps different, outcomes.
Both the 'different' and the 'better' must be significant and substantial.
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Revista Informatica Economică nr.2(46)2008 60Knowl.docxmalbert5
Revista Informatica Economică nr.2(46)/2008
60
Knowledge Management in E-Learning Systems
Rodica MIHALCA, Adina UŢĂ
Anca ANDREESCU, Iulian ÎNTORSUREANU
Department of Informatics in Economy, Academy of Economic Studies Bucharest
Current knowledge management systems focus on knowledge acquisition, storage,
retrieval and maintenance. Yet, for that knowledge to be operational, to
become knowledge rather than information, requires internalization and learning. E-
learning systems and courseware, on the other hand, are all too often monolithic and
inert and fail to facilitate the development and sharing of knowledge. In this paper we discuss
some aspects about knowledge providing and present our research in this field through an e-
learning system for major risks management.
Keywords: Knowledge, management, e-learning, information, data, simulation, case study.
Knowledge, Data, Information and
Knowledge Management
Knowledge is commonly distinguished from
data and information. Data represents facts
often in the form of measurements. Informa-
tion places data within a meaningful context.
Knowledge is an understanding of informa-
tion acquired by study, investigation, obser-
vation, or experience. A tactical definition of
knowledge is the ability to turn information
and data into effective action. In this sense
"managing knowledge" means delivering the
understanding of information and data people
need to be effective in their jobs. Knowledge
can be viewed both as a thing to shared and
as an applied process. As a practical matter
organizations need to manage knowledge
both as an object and as a process.
The relationship between data, information,
and knowledge can be view as a pyramid
where data forms the foundation, information
forms the middle section and knowledge re-
sides at the top. In terms of volume, data
takes up the most space, information takes up
a little less, and knowledge forms the small
portion at the top
Extracting knowledge involves interpreting
volumes of data and information to arrive at
concepts and guidelines that can be docu-
mented, packaged and delivered.
Knowledge can be classified as tacit or expli-
cit. Tacit knowledge is subconsciously un-
derstood and applied, difficult to articulate,
developed from direct experience and action,
and usually shared through highly interactive
conversation, storytelling and shared expe-
rience. Explicit knowledge is consciously
understood and can be more precisely and
formally articulated. Explicit knowledge is
readily codified, documented, transferred and
shared.
Explicit knowledge can be of several types:
• declarative knowledge - knowledge about
something - concepts, categories or descrip-
tors
• procedural knowledge - knowledge of how
something occurs or is performed
• causal knowledge - knowledge why some-
thing occurs
Knowledge management is particularly chal-
lenged in attempting to explicate, share, and
leverage t.
Knowledge management is the process by which an enterprise gathers, organizes, shares and analyzes its knowledge in a way that is easily accessible to employees.
“The concept of knowledge sharing is important because it helps individuals and businesses be more agile and adaptable in the face of change and helps ensure continued growth and survival.”
- Seta A. Wicaksana, 2021
Knowledge Management efforts overlap with Organizational Learning, and may be distinguished from that by a greater focus on the management of knowledge as a strategic asset and a focus on encouraging the sharing of knowledge.
Knowledge Management efforts overlap with Organizational Learning, and may be distinguished from that by a greater focus on the management of knowledge as a strategic asset and a focus on encouraging the sharing of knowledge.
Story of The Soldier Son Portrait who died to save othersTimothy Wooi
This is a great story of the Soldier Son Portrait.
A wealthy man and his son loved to collect rare works of art. They had everything in their collection, from Picasso to Raphael. They would often sit together and admire the great works of art. When the Vietnam conflict broke out, the son went to war. He was very courageous and died in battle while rescuing another soldier.
The father was notified and grieved deeply for his only son. About a month later, just before Christmas, There was a knock at the door.,,,,,,,,,,,......
MV Thailand Leadership Training 2023.pptTimothy Wooi
Servant Leadership Training, preparing Leaders to lead and serve God with a heart anchored on 12 key principles of Servant Leadership starting with the 12th key principles of Calling & Nurturing the Spirit.
Introduction to 21st Century Leadership & Change Management, Features of Innovative, Traits & Styles of Leadership
Servant Leadership Styles-The best way to Lead.
- How to become a Servant Leader
- 10 Principles of Servant Leadership
3. Faith Walk Leadership ‘Heart of a Leader’ (Ken Blanchard) building Relationship, Collaboration and Trust.
SEAIETI Online Educational Administration Practices with TQMTimothy Wooi
THEME:
Turning Great Teachers to Great Administrators with ‘TQM’
Course Content
Session1. Soft TQM
Quality Assurance and managing
Organizational Change
TQM and its Application in
School settings
Session2. Hard TQM
Tools and Techniques for Total
Quality Management
Steps in TQM Implementation
building the Dream School
Advanced Standards for Quality School Systems
Introducing ISO 9001 International Quality Assurance and Lean Six Sigma
Profesionalism in efficient customer serviceTimothy Wooi
Course Objectives:
To be exposed to the importance of Professionalism for excellent customer service in the digital era.
To benchmark excellent professional customer service attitude as the foundation of an excellent customer service strategy making lasting first impression to significantly impact business success.
To understand the definition and the importance of customer service quality, strategies and skills and to apply them in providing an excellent customer service with professionalism.
To understand the Principles of an efficient customer service skills with 21 examples to develop from.
Leadership and the teaching and learning culture in the new normalTimothy Wooi
Session 1
Leadership for non Teaching Personnel to support Education in the Teaching and Learning culture in the New Normal.
Leadership Styles in the New Normal
1. Servant Leadership,
2. Transactional Leadership,
3. Emotional Leadership &
4. Transformational Leadership
Session 2
Introduction to Innovation & Innovation Leadership.
Innovation Leadership & Skills in the New Normal
Leading innovation practice in the New Normal
Introduction
Leadership of non Teaching staff in the School System and the Teaching and Learning culture in the New Normal are crucial and plays an important role to support the Educational Organization.
It explores organizational theories, models of theories, models of leadership & management, and personal & organizational change.
It bridges the theories to practical applications to support the Educational settings.
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
Course Objective
To set clear guidelines for effective communication and to consider the role of good interpersonal skills in the multicultural workplace by understanding:
different behavioral styles and learn to modify your behavior to achieve best results
how to stay present 'in the moment', 'listen for intent', and influence your listener positively
how to give and receive constructive feedback as a way to build better relationships
To demonstrate assertive behavior
how to communicate effectively when the stakes are high and you need to neutralize arguments effectively
To create individual action plans for ongoing personal development by making use of all of the above skills to ensure effective teamwork
Course Content
Interpersonal Skills
Introduction (Interaction & Person)
Importance of Interpersonal Skills
Communication in Interpersonal Skills
Tools in Interpersonal Skills
Verbal communication
Non-verbal communication
Listening skills
Negotiation
Problem-solving
Decision-making
Assertiveness
Emotional Quotion (EQ) with Interpersonal Skills
Integrating EQ to Interpersonal Skills to perform better at your workplace.
How can you develop your EQ skills to perform better at your workplace position?
Interpersonal Skills Workshop
Applying EQ to Address Your Workplace Challenges
The Seven Habits of Highly Effective People by Steven CoveyTimothy Wooi
Course Objective
Today more than ever we need to improve life and work
effectiveness. They represent a proven process of personal and interpersonal growth that can have an immediate and lasting impact.
The purpose of The 7 Habits of Highly Effective People ® is to help you lead your life in a truly effective way and thus, your organization to achieve greater productivity, improved communication, strengthened relationships, increased influence, and laser-like focus on critical priorities.
Contents
The 7 Habits
Independence
1- Be proactive
2- Begin with the end in mind
3- First things first
4- Think win-win
5- Seek first to understand, then
to be understood
6- Synergize
Continual improvement
7- Sharpen the Saw; Growth
Digital Workplace Leadership 3 sessionsTimothy Wooi
This is 3 Session course of Digital Leadership At Workplace with topics and sub topics as below.
Session 1
Digital Workplace Leadership
1. Introduction to Leadership in the Digital Age
2. Digital Workplace and its definition
3. Common misconceptions about Digital Workplace platform
4. Why do Organizations need a Digital Workplace
5. Improve employee experience by Digitally Transforming Your Workplace
6. The Future of Work Is the Digital Workplace
7. The 5 Pillars of a Digital Workplace Strategy
Session 2
5 Key Characteristics of Digital Leaders
1. Inspires others
2. Leverages technology
3. Encourages collaboration
4. Drives innovation
5. Manages risk
Session 3
Today's Top 8 Digital Leadership Skills
1. Digital Literacy
2. Digital Vision
3. Advocacy
4. Presence
5. Communication
6. Adaptability
7. Self-Awareness
8. Cultural Awareness
Kaizen in Education
In Education, the purpose of Kaizen should be very clearly stated and aligned with the strategic direction of the Educational Institution. Strategy must be a reflection of ‘customer value’ (value to student) as monitored through simplicity, quality, speed, cost, motivation, and growth measurements.
Introduction to Kaizen
Concept & Origin of Lean & Kaizen from Toyota Production System (TPS) and purpose of Kaizen.
The creation of a Kaizen Culture.
The Five Principles of Kaizen. (The Seven Steps Improvement Process)
4. Kaizen in Education.
5. Purpose of Kaizen & the strategic application in the Educational
Institution.
6. How to introduce Kaizen Principles in Education.
7. Kaizen in Teaching & Learning
Touraride Penang Downing Street to London Downing StreetTimothy Wooi
An Ultimate journey to ride to London started when Mr BK Lim who wanted to full fill his dream of a lifetime ie 'To ride to London Downing Street from Downing Street, Penang on just a small cc Bike. A couple heard of this and was interested to tag along. Mr BK Lim then invited 1 Biker and myself for a planning meeting at Touratech. Later another Biker called 2 more of his close friend to join and tag along with Mr BK Lim too. The group grew from 8 to 9 with a very elderly Biker joining to support Mr BK Lim.
During the ride, three Bikers (the Biker and his 2 close friend) would normally move on together on their own and would only join the team as when necessary.
At New Delhi before leaving AJANTA Hotel, Mr Lim briefed every on his engagement of a local Biker to guide everyone safely out of New Delhi till NH1 highway. Mr Lim asked a firm question of 'Are you all still with the team?', no one replied however after all of us reached the NH1 highway safely. Upon reaching the NH1 Highway,the couple and the 3 Bikers separate from the team riding off on their own ahead of us. The 4 member Team that is with Mr BK Lim as the Capt then continue the ride till Down Street London in full support of One for all and all for One.
Disruptive Pandemic School Leadership Management ShiftTimothy Wooi
COURSE CONTENT
Session 1.
1.Three ways the Covid19 Pandemic could reshape Education
Three trends that could hint future transformations:
i. Education - nudged and pushed to change leading to surprising innovations. The coronavirus pandemic has changed how millions around the globe are educated.
ii. Public-private educational partnerships could grow in importance New solutions for education bringing much needed innovation.
iii. Widening the Digital Divide The digital divide with new shifts in education approaches to widen equality gaps.
Session 2.
3. Transforming teaching-learning process from a teaching culture to a leaning culture i. What is school culture and how does it impact on learning?
Activity 1: Identifying examples of positive school culture
ii Styles of school leadership (Case Study 1: Four school leaders with different styles)
Activity 2: Leadership Styles
Activity 3: The role of leadership in determining school culture
iii Identifying and analyzing the culture in your school
Activity 4: Gathering evidence of the current school culture
Activity 5: Working with the team to identify areas for team improvement
iv. Developing a positive shared culture
Activity 6: Engaging with Stake Holders
Activity 7:Team review of your finding so far
Activity 8: Plan of action
Waste Management & Recycle based on the 3R'sTimothy Wooi
Contents
1. Introduction of Waste Management (WM)
2. Integrated solid waste management (SWM) – Problems and issues
3. Government initiatives and milestones
4. Management strategies
5.Waste minimization in Malaysia
6. Barriers to 3R implementation
7. Tips for effective practice of 3R’s
8. Conclusion
INTERNATIONAL TRAINNG on Innovation in EducationTimothy Wooi
Course Content:
Innovation in Education
Concepts & Impact of Innovation in Education,
Why Innovation in Education
Innovation in various Educational System & Era.
21st Century Shift in Education
Teaching and Learning for 21st Century Skills and Literacy
21st Century Skills (The 7 C’s)
Innovative Teaching Strategies In The Classroom (8 Strategies to Embrace)
Innovative Ideas in School
New Trends in Teaching Innovation - 10 Ways
Helping Students learn New Skills through Innovation
Making Skills as important as Knowledge
Forming Teams – Using Thinking & Creative Tools
Introduction
Implication of IR4.0 to Teaching covers the 4th Industrial Revolution (IR4.0), the Emerging Technologies, the types of Skills required for IR4.0 and…
…The role of the Education Sector in response & preparation to teach Students for future changes in skills and work.
Contents:
1. Industry 4.0, & the Emerging Technologies
2. Students Have Technology-
Driven Expectations
3. Type of Skills needed for IR4.0
4. Education Is Getting Personal
5. IoT Is Taking Over
6. Role of the Education Sector in
response & preparation for IR4.0
The eight-discipline (8D) Approach to Problem-Solving is a systematic approach to problem-solving & documenting of results, developed by Ford Motor Co. It is an essential step to process improvement.
The 8D method provides you with an in-depth understanding of analyzing problems to identify the root causes.
This workshop provides you with a working knowledge of 8D effective root cause analysis and tools to address non conformity.
It will strengthen your understanding on;
what is 8D,
why Apply 8D,
when to Apply 8D &
how to Apply 8D at work.
‘Service Excellence at Workplace and organizations’ is a management strategy for success towards excellence with total customer satisfaction.
Discover how these organizations achieved workplace excellence and put these strategies and best practices into action within your organization.
My Teacher Shamed me when I could not readTimothy Wooi
Anthony Hamilton, a writer who lives in Hayward, California.
He is the author of several books, including;
The Autobiography of ‘Strong Child and Shattered Lives’.
Industry 4.0 (IR4.0) & Teaching New Trends in Education with HOTS.Timothy Wooi
Objectives
The main objective of the seminar is to understand how Educational sector can respond to and prepare for educating the 4th Industrial Revolution;
using technological strategies of CHANGE in skills & work,
To prepare Students to be competitive & current to fit in the emerging 4th Industrial Revolution Workforce.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Principal Consultant for Lean Management.
Certified ‘Train the Trainer’ & Kaizen
Specialist with 30 over years working
experience.
Provides Technical Consulting Services on
Lean, Kaizen & 21st
Century Manufacturing.
An Innovative Engineer that innovates by
Recycling & Reusing Idle resources to
promote Green.
Founder of Tim’s Waterfuel an alternative
fuel supplement using Water to add power
& reduce Co2 emission on automobiles.
Rode 24 Countries, 18,290km,4 months 11
days 6 3/4 hrs from Malaysia to London on
just a 125 cc.
Timothy Wooi
Add: 20C, Taman Bahagia, 06000,
Jitra, Kedah
Email: timothywooi2@gmail.com
H/p: +6019 4514007 (Malaysia)
5. 1. Introduction to Knowledge
Management (KM)
-Types of Knowledge
-Classification of Knowledge
2.2. How does KM contribute to Schools
-Intellectual Capital
33.. Innovation in KM
-The Nonaka and Takeuchi Model
-The SECI Model and Japanese Lesson
Study
Course OutlineCourse Outline
4. Four modes of Knowledge Conversion.
-socialization, -externalization, -combination, -internalization
5. Innovation Leadership strategy in KM and Q&A Workshop.
6. To review essential concepts and practices of
Knowledge Management (KM) and explore the
feasibility of applying KM to school education to;
address the nature of
knowledge and KM in applying
The Nonaka and Takeuchi’s
Knowledge Conversion in
schools to manage knowledge..
to practice Innovation Leadership in KM to
address school culture, knowledge strategies &
processes, staff competencies and IT.
7. Knowledge Management (KM), is the next big
management trends in education now besides Business
Process Re-engineering (BPR), Organizational
Learning and Total Quality Management (TQM).
The key to organizational
success and survival
now, is about how to
build KM into the strategy
process in Organizations.
8. Much had been written about the philosophy, concepts
of knowledge and intellectual capital but not on;
how to combine a
knowledge perspective
with established strategy
tools, or
how to develop unique
knowledge-based sources
of sustainable competitive
advantage.
11. Explicit knowledge.
- readily articulated, codified, accessed and
verbalized.
It can be stored in certain
media.
Eg. of explicit knowledge,
- Information contained
in encyclopedias and
multi media.
-transmitted to others in formal, systematic language,
and can be removed from the original context.
12. It is developed from
direct experience and
action, communicated
through informal
conversation and shared
experience.
Tacit knowledge
- difficult to transfer to another person by means of
writing it down or verbalizing it.
- It has a personal quality, hard to formalize and
communicate.
13. Positivist Perspective of Knowledge
The classification of explicit and tacit knowledge is
based on the positivist and non-positivist
perspectives on the nature of knowledge (Vo 2012).
Positivist perspective
-knowledge as justified
true belief that can
certainly be achieved.
-a commodity, which “exists
prior to and independently
from the knowing subject”
Vo (2012)
14. Knowledge takes an explicit form to represent a
collection of objects and events in the world;
therefore, “it is possible to codify, store, and transmit
knowledge between people”
For example, know-what
is a form of explicit
knowledge that can be
explained by knowledge
workers to others.
15. -could be translated into actions to solve practical
problems and advance organizational practice.
(Tranfield and Starkey 1998).
This enable knowledge
workers to acquire, apply,
share, store and even
create knowledge.
Knowledge management is; management approach
or strategy to develop the organization through
managing knowledge resources..
Positivist Perspective of Knowledge characteristic
16. Although knowledge is situated in the historical,
social and cultural contexts of the schools,
it can be acquired
through participation
and created through
mutual engagement
in the process (Wenger
1998; Nicolini et al. 2003).
17. The phenomenon for capturing knowledge cannot
be separated from the knowledge process, but is
instead contextual.
Table A compares the
knowledge view from
the positivist and non-
positivist perspectives.
18. Resides in knowledge
individuals’ minds and/or
Communities of practice
Social constructivism perspective
Definition
of
knowledge
A justified true belief
Possessed by people
“A collection of
representations
of the world, which is made
up of a number of objects
and events”
(Chiva and Alegre 2005, p. 53)
Socially constructed as a process
Created by people
Not as a representation, but as
constructing or creating acts
(Vo 2012)
“Neither universal nor abstract,
rather depends on context”
(Chiva and Alegre 2005, p. 58)
Existing
form
Visible, objective and rational
Explicit knowledge
Can be codified and stored
Unseen, subjective and experience
Based Tacit knowledge
Shared through communication
Location
of
knowledge
Locates at written and verbal
Information recorded in video,
audio, databases and
documents
PersonalizationKM
Strategies
Codification
Knowledge Positivist perspective
19. .
Knowledge Management in school is;
-a systematic and integrative process of coordinating
schools with activities to retrieve, use, share, create
and store knowledge, actionable information and
expertise of individuals and groups in pursuit of
organizational goals. (Cheng 2012; Rastogi 2000).
22. Knowledge Management processes support school
involving
The fundamental
principle of KM in school
is to;
‘manage knowledge as
a resource to fill the
existing knowledge gap
to improve school
performance’.
(Davenport and Prusak
1998).
innovation, individual learning, collective
learning and collaborative decision making.
2. How does KM contribute to Schools?
23. The processes consist of formulation stages,
implementation stages, and controlling stages with
a systematic strategic management approach.
KM currently
is a discipline
which is
growing very
fast..
KM landscape needed to be integrated with
strategic management process in Schools.
24. Knowledge Management maximizes school
effectiveness, productivity with sustainability,
in creating a mechanism
that measures, stores
and transforms
knowledge into
intellectual capital.
(Hatch and Dyer 2004).
It increases staff’s capability to solve problems and
organization’s ability to make improvements.
(Sallis and Jones 2002)
25. KM- concerns the socialization process, organizational
learning and reflection of knowledge.
IM- focuses on data processing, constructing computer
architectures and building taxonomies.
However, KM needs
to be built on
effective Information
Management, as it is
harder to manage.
26. KM provides insights and experiences through
socialization processes of information retrieval to
make decisions and carry out effective actions.
The socialization
process for knowledge
creation differentiates
KM from IM.
IM only function as
collecting and
distributing information.
27.
28. -consists of other
things beyond know-
how, procedures,
lessons learned, and
all recognizable
repositories of
knowledge.
Intellectual Capital
-is individual or collective knowledge, that is used to
enhance the value of other types of capital.
(Casey 2010).
29. Intellectual Capital
-includes
reputation, brand
recognition, trust, and
other knowledge based
qualities that strengthens
professional competency
of staffs.
transforms the knowledge resources into intangible
values.
Intellectual Capital in Knowledge Management
31. Three disaggregated elements for exploring
Intellectual Capital and its value are the “tripartite
model”
They are the,
i. internal capital
ii. external capital &
Iii. human capital,
(Kelly 2004; Sveiby 2001;
Guthrie and Petty 2000).
32.
33. The three components are interlinked, support
and reinforce each other in an Organization with;
shared sense of purpose
and
entrepreneurial spirit
focus on a high value on
agility, governs more by
carrot than stick.
34. What is Knowledge Management in Education?
KM in Education is a process of strategic planning
for sustainable development in;
school culture,
knowledge strategies
& processes,
staff competencies and
information technology
into the strategy process,
and describes the implementation affection
of Knowledge Management.
35.
36. Since KM is concerned with simplifying and
improving the sharing, distributing, creating,
capturing and understanding of knowledge,
it serves as the process
of creating value from
school intangible assets
therefore, the
implementation of
knowledge strategies.
(Liebowitz and Megbolugbe 2003)
What is Value?
37. KM in schools can be conceptualized as strategic
management activities that support teachers to;
collect information or
make use of the
organization’s
knowledge
resource to carry
out their teaching
& tasks effectively.
38. These knowledge management practices can
help capture, codify and distribute knowledge in
school;
through the
application of I.T.
technologies or
human interaction so
that it can be shared
by all teachers.
39.
40.
41. Knowledge Management allow Teachers to
discuss school issues with Principals.
Teachers can reflect on &
review other’s and
develop further strategies
& plans for improving
school-based policy and
teaching effectiveness.
School policies can be adjusted in light of teacher
feedback for maximizing student learning.
42. KM helps capture and retain experienced teacher
knowledge in school and strengthen the novice
teacher’s knowledge through knowledge transfer in
administrative work and teaching.
KM strengthens the
knowledge-sharing culture
and build collegiality into
the school organization in
innovative teaching and
effective learning.
44. Collegiality
A work environment where
responsibility and authority is
shared equally by colleagues.
You know you work in a collegial
environment when your co-workers
smile at you, and you don't have to
hide from your supervisor.
In Japanese- Haibun
45. Data mining in student test scores, are conducted
to identify students’ strengths & weaknesses for
effective instructional design.
46. KM Systems cultivates practice on lesson study for
capturing, sharing, storing & creating pedagogical
knowledge and content knowledge.
It involves a group of
teachers meeting
regularly to work on
the; design,
implementation,
testing and
improvement of
one or several
‘research lessons’
47.
48. With professional development, a ‘one-stop service’
knowledge repository for student affairs can be built
that provides… teachers
and students
information on
student study
advancement and
career guidance, to
provide better
student guidance
and counseling.
49. Knowledge Management in school education is a
new concept; thus, we need a KM model to help us
conceptualize it;
..to a deeper
understanding
of how the
knowledge
process works
within the
school.
Nonaka and Takeuchi’s KM Model
50. Knowledge Management is regarded as the means to
manage rapid change within the organization.
51. Innovation means first different,
then better. It is a fundamentally
different way of doing things with
better, and different, outcomes.
Both the 'different' and the
'better' must be significant and
substantial.
What is Innovation?
52. “Innovation in education should be defined as
making it easier for teachers and students to
do the things THEY want to do.
These are the innovations that succeed, scale and sustain.”
– Rob Abel, USA
What is Innovation in Education?
Innovation in EducationInnovation in Education
53. Own as Principal the role of Innovator-in-Chief:
You can’t delegate innovation:
“Innovation distinguishes between a leader
and a follower’’
Steve Jobs.
54. The Nonaka and Takeuchi KM Model
The Nonaka and Takeuchi
KM model focuses on
knowledge spirals that
transforms tacit knowledge
into explicit knowledge and
back again.
This is the basis for innovation and learning, making
use of their skills and expertise to create knowledge
for innovation. Nonaka and Takeuchi (1995)
55. The fundamental theory is a knowledge
management system to; convert tacit
knowledge
in the market and the
organization to
explicit knowledge,
and then
to crystallize it into
an innovative
product.
56. It also re-conceptualize organizational design and
strategy in terms of of knowledge creation.
The Nonaka and
Takeuchi KM model is
basically a two-
dimensional matrix
of four scenarios of
tacit and explicit
knowledge interaction
or conversion.
62. Combination-
- process of assembling new and existing explicit
knowledge into systemic knowledge, such as a new
curriculum implementation plan and teaching
methods.
63. Internalization-
- process of embodying explicit knowledge into tacit,
pedagogical knowledge such as having the “know-
how” to teach.
64. Knowledge
originates and
develops in
teachers
The school /
teachers
internalize
knowledge as
common practice
Teachers
share explicit
knowledge
The school /
other teachers
embed knowledge
in structural
capital
School
Context of
Nonaka and
Takeuchi’s
four modes
of
knowledge
conversion
65. The SECI model of Nonaka and Takeuchi in
knowledge transfer and creation process, revealed
that internal organizational knowledge flow
is obtained through
mutual interaction and
sharing by the members,
thereby
Knowledge
originates and
develops in
teachers
The school /
teachers internalize
knowledge as
common practice
Teachers
share explicit
knowledge
The school /
other teachers
embed knowledge
in structural
capital
strengthening
the organization and
the teaching skills of
individual members.
66. Knowledge
originates
and
develops in
teachers
The school /
teachers
internalize
knowledge as
common practice
Teachers
share
explicit
knowledge
The school /
other teachers
embed
knowledge
in structural
capital
Joia (2002), using the SECI model in the in-service
training of teachers in Brazilian schools,
found that only the
socialization process
(tacit to tacit
knowledge) gave
Teachers the skills
and expertise to do
their job well.
67. The SECI model is a descriptive theory that,
outlines the conversions between tacit and explicit
knowledge and vise versa.
5. The SECI Model and Japanese Lesson Study
This illustrates the
tacit nature of teacher
knowledge which is to
be transferred via
social learning.
68. A core feature of Japan's system of professional
learning is “lesson study”. Jugyou kenkyuu,
It is a collaborative
inquiry cycles that
revolve around
planning,
observation, and
analysis of live
instruction.
The heart of the
inquiry cycle is a
“research
lesson”
69. The focus of the ‘research lesson’ - teacher-generated
problem, goal or vision
70. The concrete steps of a lesson study which are thought
to lead to increased professional knowledge and skills
are;
.
1 Defining and
research problem.
2 Plan the
lesson.
3 Teach and
observe the lesson
4 Evaluate lesson
and
reflect its effect.
5 Revisit the
lesson.
6 Teach and
observe the
revised lesson.
7 Evaluate and
reflect a second
time
8 Sharing the
results.
lesson study for
increased
professional
knowledge and skills
(Stigler and Hiebert 1999, pp. 112–115):
71. Adaptations of any imported innovations often have
a life of their own.
Thus, attempts to
adapt the
practice of
Jugyou kenkyuu
vary widely
across countries
but the steps are
the same.
72. Nonaka and Takeuchi’s four modes conversion
model explains how teachers share their tacit and
explicit knowledge through Lesson Study.
Lesson study.
-an action research and
professional development
activity in which Teachers
collaborate to create
effective lessons and
examine their practice.
(Fernandez 2002; Lewis 2002).
75. Combination
- a process of converting explicit knowledge into
a more usable form.
- involves the combination of teachers’ own
conceptual understanding of subject knowledge and
how it was dealt in the past.
76. The combination of explicit knowledge allows
teachers to design learning activities that will tackle
student learning difficulties.
77. Internalization
- process of understanding and absorbing explicit
knowledge, turning it into tacit knowledge.
Tacit knowledge is action
through doing or through
simulations.
Enactment of the lesson
plan is an internalization
process that transfers
school and team explicit
knowledge.
78. As teachers apply the knowledge shared in the
lesson planning in their teaching practices,
the explicit knowledge
is being internalized to
become the teachers’
personal knowledge
(Kolb 1984).
79. Socialization
-transfers tacit knowledge from one person to tacit
knowledge in another. A process between individuals.
Knowledge is captured
by direct interaction and
sharing experience with
individuals outside and
inside an organization.
81. Teachers reflect on the lesson and suggest
improvements immediately after the lesson
A second teacher will revise
the lesson plan, with the
post-test results, and teach
the revised lesson to
another class.
82. Repeat process until all teachers have taught the
lesson to their respective classes.
Teaching practice
articulates pedagogic
knowledge to a practical
teaching task to enhance
student problem-solving
ability.
83. Tacit knowledge is situated in a lesson study
committee, and it is acquired through participation.
Tacit knowledge is
continually reproduced and
negotiated in lesson planning,
teaching and the post-lesson
conference , extracted
through discussion and
collaboration.
Nicolini et al. (2003).
84. Externalization
-process for making tacit knowledge explicit, conducted
through an evaluation meeting as the final stage.
This involves data
triangulation of the
test scores, student
interview data, and
video analysis,
to find a relationship between how teachers handled
the subject and what the students learned.
85. The teachers will suggest further improvements
and revise the lesson design for future reference.
They conduct a public
presentation to turn their
tacit knowledge into
transferable explicit
knowledge.
They reflect on what they
have learned through the
lesson study.
(Nonaka and Takeuchi 1995).
86. The whole experience is written up as a case
report, which becomes a transferable and shared
inventory of the school.
The pedagogical content
knowledge is coded in the
form of a teaching
manual, meeting records
and the case report.
The application of the SECI model to schools is
illustrated by the lesson study.
87. Pedagogical knowledge is created by building a
knowledge-sharing platform or knowledge
management system using the SECI model
School leaders should
nurture a set of conditions
that support and sustain
the knowledge creation
process.
e.g. create an organizational learning culture, develop
teacher PKM competency, cultivate professional
learning community, and institutionalize a knowledge
management system.
88. KM is a management perspective and not as a set
of tools and methods to leverage knowledge.
(Takeuchi and Nonaka’s 2004)
KM is the heart of what
management has to do
in a fast-changing,
complex and uncertain
world.
Since knowledge creation is the heart of today’s
knowledge management society, SECI model will serve
as the universal model for management at large.
90. . KM strategy is a plan that describes how to manage
its information and knowledge better for the benefit of
that organization and its stakeholders.
5. Innovation Leadership strategy in Knowledge Management
The primary purpose is to guide
executives on choices to initiate
KM projects according to;
goals,
organizational character,
technological,
behavioral, or
economic biases..
92. 5. Innovation Leadership as strategy in KM
- an organization overall approach to align its
knowledge resources and capabilities for enhancing
organizational performance.
KM strategies can be divided
into two categories:
1. Codification for
knowledge storing;
2. Interpersonal interactive
knowledge sharing
(Hansen et al. 1999; Zack 1999).
93. A most powerful
learning and innovative-
mind developing activity
has been, visiting other
schools shadowing
students, and blogging
my observations.
Take initiative as Principal to observe closely
what other schools are doing, from across many
educational sectors: K-12 and post-secondary,
private, public, charter, etc.
94.
95. In such instances, individuals strive to explicitly
encode their knowledge into a shared knowledge
repository,
such as a database,
and also retrieve
knowledge they need,
which other individuals
have added to the
repository.
These strategies usually apply IT to facilitate the processes
of knowledge retrieval, storage and utilization.
96. Interpersonal interactive knowledge sharing emphasis
the use of dialogue through social networks, including
occupational groups and teams, and knowledge can be
obtained in this way from experienced and skilled people.
(Swan et al.2000).
In such instances,
individuals can provide
their insights to the
particular person or
people in need of them
(Snowden 2002).
97. It helps to share knowledge through person-to-
person contact. This strategy attempts to acquire
internal and opportunistic knowledge and share it
informally (Jordan and Jones 1997).
It involves the
knowledge
processes of
retrieval, sharing
and utilization
98. In School Education, knowledge management;
KM provides a platform for teachers to discuss different
teaching ideas & to post resources for student learning.
retains expertise of experienced
teachers,
increases effectiveness in teaching
and learning performance,
supports development of a
knowledge community in schools
and
fosters culture of learning
(Leung 2010)
99. leadership and
change management,
strategies and goals,
organizational learning,
technical support,
school culture and trust
among teachers.
Leung (2010)
Critical factors affecting Knowledge Management in
school contexts are;
100. Effective knowledge
strategies for building school
intellectual capital are
knowledge sharing via
interpersonal interaction,
rather than the codification
strategies for knowledge
storing. (Zack 1999)
Successful KM in a school involves aspects such as
accessibility of IT, strong leadership, cultural influences,
organizational structure and human characteristics.
101. Decision Making and Organizational Learning is
another emphasized KM strategies.
Personal strategies are
highly correlated with
positive Knowledge
Management
environments in
schools.
Personal strategies also tend to influence the
knowledge culture within schools .
102. The quality of data kept within schools, and the
extent to which decision making in schools is
information driven.
Personal strategies
can manipulate the
way people seek and
tolerate new
knowledge, and how
ideas are valued and
used. Abdul Hamid (2008)
103. Higher levels of personal knowledge result in a
stronger quality decision making process in schools.
This strengthens
strategies of
seeking, receiving,
analyzing, using,
storing, retrieving
and disseminating
information.
105. 1. Enumerate your skills &
experiences.
2. How do you intend to share /
transfer your knowledge & skills to
others? (Identify the mode you use
from the SECI model of the four
modes of knowledge conversion).
3. How are you going to codify/store
these knowledge for others to
retrieve and use.
Discuss and submit your answers.
School-based management (SBM) is the decentralization of levels of authority to the school level. Responsibility and decision-making over school operations is transferred to principals, teachers, parents, sometimes students, and other school community members. The school-level actors, however, have to conform to, or operate, within a set of centrally determined policies.
SBM programs take on many different forms, both in terms of who has the power to make decisions as well as the degree of decision-making devolved to the school level. While some programs transfer authority to principals or teachers only, others encourage or mandate parental and community participation, often in school committees (sometimes known as school councils). In general, SBM programs transfer authority over one or more of the following activities: budget allocation, hiring and firing of teachers and other school staff, curriculum development, textbook and other educational material procurement, infrastructure improvement, setting the school calendar to better meet the specific needs of the local community, and monitoring and evaluation of teacher performance and student learning outcomes. SBM also includes school-development plans, school grants, and sometimes information dissemination of educational results (otherwise known as ‘report cards’).
Starting in the United States, the United Kingdom, Australia and Canada, SBM programs have been implemented and are currently being developed in a number of countries, including Hong Kong (China). The majority of the SBM projects in the current World Bank portfolio are in Latin American and South Asian countries, including Argentina, Bangladesh, Guatemala, Honduras, India, Mexico, and Sri Lanka. There are also two Bank-supported SBM projects in Europe and Central Asia (in FYR Macedonia and in Serbia and Montenegro), and one each in East Asia and the Pacific (the Philippines), the Middle East and North Africa (Lebanon), and Sub-Saharan Africa (Lesotho). Other projects and programs have been introduced more recently in Madagascar, the Gambia, and Senegal.
Why is school-based management important?
Advocates of SBM assert that it should improve educational outcomes for a number of reasons. First, it improves accountability of principals and teachers to students, parents and teachers. Accountability mechanisms that put people at the center of service provision can go a long way in making services work and improving outcomes by facilitating participation in service delivery, as noted in the World Bank’s 2004 World Development Report, Making Services Work for Poor People. Second, it allows local decision-makers to determine the appropriate mix of inputs and education policies adapted to local realities and needs.
Impact of school-based management
Evaluations of SBM programs offer mixed evidence of impacts. Nicaragua’s Autonomous School Program gives school-site councils – comprised of teachers, students and a voting majority of parents – authority to determine how 100 percent of school resources are allocated and authority to hire and fire principals, a privilege that few other school councils in Latin America enjoy. Two evaluations found that the number of decisions made at the school level contributed to better test scores (King and Ozler 1998; Ozler 2001). Mexico’s compensatory education program provides extra resources to disadvantaged rural primary schools and all indigenous schools, thus increasing the supply of education. However, the compensatory package has several components. If one breaks the intervention up in its multiple components, then it is shown that empowering parent associations seems to have a substantial effect in improving educational outcomes, even when controlling for the presence of beneficiaries of Mexico’s large and successful conditional cash transfer program (Oportunidades, formerly Progressa). This is strong evidence of the positive effects of decentralizing education to the lower levels (Gertler, Patrinos and Rubio forthcoming). Various evaluations of SBM programs in the United States have found evidence of decreased dropout and student suspension rates but no impact on test scores.
School Performance (quality of instruction )
Students Achievements (equity in areas of student participation including the poorest sector society)
You can use the adjective contextual to describe what something means as it relates to a place, or meaning in a written text.
Collegial is an adjective describing a work environment where responsibility and authority is shared equally by colleagues. You know you work in a collegial environment when your co-workers smile at you, and you don't have to hide from your supervisor. Haibun
Collegial is an adjective describing a work environment where responsibility and authority is shared equally by colleagues. You know you work in a collegial environment when your co-workers smile at you, and you don't have to hide from your supervisor. Haibun
Christensen: “In the most innovative companies, senior executives didn’t just delegate innovation; their own hands were deep in the innovation process… Their focus was innovation, so they actively engaged in questioning, observing, networking, and experimenting, which had a powerful imprinting effect on their organization and team.Because innovators excelled at the innovator’s DNA skills, they valued them in others, so much so that others within the organization felt that reaching the top required personal innovation capability. This expectation helped foster an innovation focus throughout the company. If top executives want innovation, they need to stop pointing fingers at someone else and take a hard look at themselves.
Epistemology
a branch of philosophy that investigates the origin, nature, methods, and limits of human knowledge. ... Moral philosophy was the center of his teaching, and epistemology was only instrumental. ...epistemology, or theory of knowledge, did not begin in modern
Feedback
Epistemology | Define Epistemology at Dictionary.com
www.dictionary.com/browse/epistemology
a branch of philosophy that investigates the origin, nature, methods, and limits of human knowledge. ... Moral philosophy was the center of his teaching, and epistemology was only instrumental. ...epistemology, or theory of knowledge, did not begin in modern
the branch of science concerned with classification, especially of organisms; systematics.
the classification of something, especially organisms.
"the taxonomy of these fossils"
a scheme of classification.
plural noun: taxonomies
"a taxonomy of smells"
the branch of science concerned with classification, especially of organisms; systematics.
the classification of something, especially organisms.
"the taxonomy of these fossils"
a scheme of classification.
plural noun: taxonomies
"a taxonomy of smells"
Capture the view of the school facilities and their use through the eyes of the daily users, both students and staff.