The Jamaica Foundation for Lifelong Learning (JFLL) is an agency of the Ministry of Education that executes adult and youth education programs from basic literacy to secondary level. It aims to achieve national and international education goals to support Jamaica's development. The JFLL offers courses at 30 centers across Jamaica, ranging from basic literacy to exams, and partners with other organizations to support education. Its mission is to provide lifelong learning opportunities through partnerships to empower individuals and benefit national development. The JFLL was established in 1974 to address Jamaica's high illiteracy rate and expand access to education for adults. It has since broadened its curriculum and now aims to support lifelong learning through various programs.
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Rwanda Advanced CT Essentials for Teachers course was developed based on the UNESCO ICT Competency Framework for Teachers (CFT) and built by adapting and supplementing existing Open Educational Resources (OER). The Rwanda Advanced ICT Essentials for Teachers Course has been built by selecting competencies and objectives from the framework that respond to the requirements of the Rwanda Competency-based Curriculum and that align with the needs of teachers with intermediate ICT skills identified during a round of consultation with education stakeholders.
Short presentation for Jonesboro Arkansas Regional Chamber of Commerce Lunch n Learn on basics of using LinkedIn. Overview of what LinkedIn is, how to use it, setting up a profile and company page
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Rwanda Advanced CT Essentials for Teachers course was developed based on the UNESCO ICT Competency Framework for Teachers (CFT) and built by adapting and supplementing existing Open Educational Resources (OER). The Rwanda Advanced ICT Essentials for Teachers Course has been built by selecting competencies and objectives from the framework that respond to the requirements of the Rwanda Competency-based Curriculum and that align with the needs of teachers with intermediate ICT skills identified during a round of consultation with education stakeholders.
Short presentation for Jonesboro Arkansas Regional Chamber of Commerce Lunch n Learn on basics of using LinkedIn. Overview of what LinkedIn is, how to use it, setting up a profile and company page
In the 21st Century working world (popularly known as the "gig economy"), corporate loyalty is a thing of the past. Everyone is a freelancer, effectively their own business, and needs to be trained to:
Define their personal brand
Articulate that brand by developing their critical thinking and communication skills
Market their brand by connecting with the people who can hire or refer them for work - and learn how to develop the relationships that are the foundation for building and sustaining a viable career
This presentation outlines the steps a college needs to take to integrate a career training program into their general curriculum, so their graduates are truly ready for the modern workplace.
My class power point for a lesson outlining the Solar System. Students will be asked to pick one thing to continue researching for a later project after viewing the slide show presentation.
Lesson Plan for Art-Vegetables – Std. II by Marina Corda
A Std II language with ease lesson on Art-Vegetables. This is a fun lesson which introduces some common vegetables to the students.
Teacher will help the students to practice color recognition, decision making, and team work. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza, SDB for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the music, video clip & clip art are reserved to its respective owners.
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PARTICIPATION IN DOMINICAN REPUBLIC INTERNATIONAL PROGRAMMES RELATED TO THE E...FUNDEIMES
More than participation, Dominican Republic, through the years, it has been inserted into the universal education, with international commitments which has been included. That is why your goals and achievements are rather formulas for measuring the progress of education in the Republic, since this also contributes to educational excellence, given that commitments to institutions and countries in other regions are assumed, while commitments are being established as goals to be achieved by the Dominican education system, in order to standardize education universally, with the mechanisms established treaties and conventions that have been signed..
These international education commitments, duties have been taken as well as a political responsibility, to be established as an important benchmark to measure the impact of education programs that run efficiently. Therefore, in educational plans and programs for the period 2008 - 2013, a global education guide serve for monitoring and enforcement, and detecting the scope of such programs and the country's ability to meet its stated commitments.
The World Declaration on Education for All was considered essential so universal all access to education and promoting equity, pay attention priority to learning, broadening the means and scope of basic education, improve the learning environment; strengthen coordination of actions, and realize the enormous potential for progress and increase the chances of individuals when accessing education.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
AFFORDABILITY PPT Issues and concerns ppedenjrodrigo
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Affordability. Issue and concern in Philippine education global education
Mismatch affordability curriculum quality of education in philippines
Implementation of GCE in the Philippines - Jaypee D. Platero report.pptxJaypeeDivinagraciaPl
While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability.
Global Citizenship Education (GCED) is UNESCO’s response to these challenges. It works by empowering learners of all ages to understand that these are global, not local issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies.
GCED is a strategic area of UNESCO’s Education Sector programme and builds on the work of Peace and Human Rights Education. It aims to instil in learners the values, attitudes and behaviours that support responsible global citizenship: creativity, innovation, and commitment to peace, human rights and sustainable development.
While continuing the World Bank’s commitment to help countries reach the education Millennium Development Goals (MDGs), the new Education Strategy 2020 focuses on the goal of Learning for All. Learning for All means giving all people equitable opportunities to acquire the knowledge and skills they need to have healthy and satisfying lives, to be good citizens, and to be productive
contributors to their countries’ economic development.
2. • Who are We?
The JFLL is an agency of the Ministry of Education and is
charged with the execution of adult and youth learning and
lifelong learning interventions from basic literacy to the
secondary level.
It is also the lead agency of the GOJ in coordinating with local
and international partners in the national drive to accomplish the
National and international UNESCO goal of Education for All to
support national economic and social development in the thrust
towards Jamaica’s Vision 2030 goals.
JFLL offers programmes of study ranging from basic literacy and
numeracy up to the level of CSEC subjects in a variety of
disciplines and courses in computer applications usage.
Courses are available at 30 Adult Education Centres (AECs)
island wide with computer courses at select locations.
Additionally
the JFLL is grateful for its partnerships with a wide variety
of civic and religious organizations to support courses at 100
volunteer or independent AECs across Jamaica.
3. • Our Mission
To provide in partnership with other organizations, adult
education programmes which will establish a culture of
lifelong learning that will empower individuals and
contribute to national development
• Our Vision
is an educated, knowledge-based adult population
empowered through lifelong learning opportunities to take
responsibility for their lives and contribute positively to the
social moral and economic development of the country
4. The JAMAL Foundation was established on November 5, 1974
as the Jamaican Movement for the Advancement of Literacy
(JAMAL). The impetus for its establishment resulted from a study
conducted by UNESCO in 1970, which showed that 40-50% of
persons 15 years and over were unable to read. It was,
therefore, imperative that a national programme be instituted to
address the problem
with the following objectives:
• To eradicate illiteracy in the shortest time possible.
• To improve the literacy skills of the adult population of
Jamaica.
• To develop human resources and so enable each adult citizen
to participate meaningfully in the social, economic and cultural
development of the country
Services Provided
• Numeracy
• Literacy and
• Life skills
5. Illiteracy was seen as a national priority and the government
pledged resources and launched a vigorous attack on
countering it. JAMAL utilized a mass literacy approach in a
nationwide campaign, which had almost immediate effect.
By 1975, there were 48,000 students enrolled in 3,833
classes, and an Adult Literacy Survey showed an illiteracy
rate of 32%, down from 50%. JAMAL's programmes were
subsequently modeled worldwide, and the organization won
many national and international awards.
In the ensuing years, both the numbers enrolled and the
Foundation's impact have been reduced. JAMAL continued
its work and in the mid-1990s, recognizing that basic literacy
was insufficient to cope with the rapid technological, social
and economic changes taking place, expanded its core
curriculum to include Numeracy, Life Skills and Workplace
Learning,
as it sought to become more relevant and responsive
6. From these critical tenets, it was clear that a new
organization with a new mandate was required. Accordingly
the Jamaican Foundation for Lifelong Learning came into
being in September 2008with a mandate to build on the
successes of JAMAL and deploy a broader suite of
interventions at the policy and classroom level as a more
all-inclusive adult learning organization, providing both
nonformal and adult basic and continuing education, and
facilitating lifelong learning.
7. Since its inception, the JFLL has already made significant
inroads with the development of several new programmes and
the expansion of existing ones. New programmes include:
Life Skills;
Training of literacy practitioners;
High School Equivalency;
Workplace Education
Computer Education.
It has also made significant headway in:
Curriculum development in adult education;
Training of adult education practitioners, and
Accreditation of adult education practitioners.
With programmes constantly under review or development both
singly and in conjunction
with a growing number of partners, the JFLL is making positive
strides in its mandate
“Changing Lives Forever.”
8. The JFLL gets funding from the Ministry of Education in
Jamaica to offer its services to adult learners, communities
an organization in support of adult literacy and lifelong
learning.
MOE
The Ministry of Education is the governing and regulatory
agency for education in Jamaica and provides educational
services directly from the pre-primary to secondary level
and special education. It is the parent agency of the JFLL.
For more information visit www.moec.gov.jm
9. • JFLL caters to individuals who have exited the formal
education system and require a second chance to access
adult education to attain certification as a high school
graduate, starting at whatever level they are.