This document outlines Miles Intermediate School's strategic plan for improving student achievement. The plan focuses on building teacher capacity, implementing the International Baccalaureate program, and establishing systems to support student growth. Key priorities include improving literacy and math skills, preparing students for global diversity, and increasing parent engagement. The school will provide targeted professional learning, implement rigorous projects, and strengthen partnerships to achieve these goals. Funding will support teacher training, data analysis, and resources for the IB authorization process. The strategic plan is intended to help Miles Intermediate increase test scores and other performance measures.
This document discusses the implementation of the National Competency-Based Teacher Standards (NCBTS) in the Philippines and identifies challenges. Key points:
- NCBTS was jointly adopted in 2007 to improve teacher competencies and has been incorporated into teacher education, licensing, and professional development.
- Milestones include advocacy, identification of training centers, mass institutionalization of induction programs, and reviews of licensure exams and curriculum.
- Challenges to ensuring full implementation include the need for clearer DepEd guidelines; integration into recruitment, selection, and incentives; competency-based reforms; and collaboration between agencies.
- Addressing these policy and collaboration challenges will help realize the goals of the NC
The document outlines the strategic plan of the Cox Communications Academic Center for Student-Athletes at LSU. The center aims to be the premier provider of student-athlete support services through state-of-the-art technology, personalized advising, and a dedicated staff. The plan details four main goals - graduating student-athletes, preparing them for life after college, developing a culture of responsibility and integrity, and nurturing the well-being of staff. Key initiatives include comprehensive advising, career counseling, community service opportunities, and staff training and development. Metrics show high graduation rates and hours of community service completed by student-athletes.
The document outlines the processes for developing and managing learning resources which include assessing needs, developing and storing resources, and making them available online. It also describes the staff development process for teachers and school heads, which involves analyzing training needs, planning programs, designing resources, delivering training, and monitoring/evaluating the effectiveness of professional development programs. Key documents are listed to verify that these processes are properly implemented.
Kicd curriculum reform needs assessment findings report by Dr Julius Jwan...Joseph Mwanzo
Kenya Institute of Curriculum Development conducted a needs assessment study in all the counties in Kenya to gather the views of Kenyans about the kind of curriculum they expect Kenyan child to go through from Early childhood education to below university level of education in the 21st century.The following is a presentation of the findings report by Dr Julius Jwan, -CEO-KICD -April, 2016.
The document presents the EAQUALS Framework for Language Teacher Training and Development (TD-FRAM). It is designed to help language teachers assess and develop their competencies across three phases of development. The framework consists of descriptors for values and attitudes, five areas of teaching competencies, enabling competencies, and professionalism. It aims to guide teacher self-assessment, identify training needs, and support the accreditation of teacher training courses.
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
1) The document discusses higher education in Pakistan and the Higher Education Commission's role in developing the sector to serve as an engine for socio-economic development.
2) It outlines the key challenges of access, quality, and relevance and HEC's strategic response through improving governance, developing faculty, increasing access, strengthening research, and ensuring relevance to national priorities.
3) Achievements to date include substantial increases in enrollments, degrees awarded, quality standards established, and research output as well as improvements in infrastructure, learning resources, and university-industry linkages.
This document outlines Miles Intermediate School's strategic plan for improving student achievement. The plan focuses on building teacher capacity, implementing the International Baccalaureate program, and establishing systems to support student growth. Key priorities include improving literacy and math skills, preparing students for global diversity, and increasing parent engagement. The school will provide targeted professional learning, implement rigorous projects, and strengthen partnerships to achieve these goals. Funding will support teacher training, data analysis, and resources for the IB authorization process. The strategic plan is intended to help Miles Intermediate increase test scores and other performance measures.
This document discusses the implementation of the National Competency-Based Teacher Standards (NCBTS) in the Philippines and identifies challenges. Key points:
- NCBTS was jointly adopted in 2007 to improve teacher competencies and has been incorporated into teacher education, licensing, and professional development.
- Milestones include advocacy, identification of training centers, mass institutionalization of induction programs, and reviews of licensure exams and curriculum.
- Challenges to ensuring full implementation include the need for clearer DepEd guidelines; integration into recruitment, selection, and incentives; competency-based reforms; and collaboration between agencies.
- Addressing these policy and collaboration challenges will help realize the goals of the NC
The document outlines the strategic plan of the Cox Communications Academic Center for Student-Athletes at LSU. The center aims to be the premier provider of student-athlete support services through state-of-the-art technology, personalized advising, and a dedicated staff. The plan details four main goals - graduating student-athletes, preparing them for life after college, developing a culture of responsibility and integrity, and nurturing the well-being of staff. Key initiatives include comprehensive advising, career counseling, community service opportunities, and staff training and development. Metrics show high graduation rates and hours of community service completed by student-athletes.
The document outlines the processes for developing and managing learning resources which include assessing needs, developing and storing resources, and making them available online. It also describes the staff development process for teachers and school heads, which involves analyzing training needs, planning programs, designing resources, delivering training, and monitoring/evaluating the effectiveness of professional development programs. Key documents are listed to verify that these processes are properly implemented.
Kicd curriculum reform needs assessment findings report by Dr Julius Jwan...Joseph Mwanzo
Kenya Institute of Curriculum Development conducted a needs assessment study in all the counties in Kenya to gather the views of Kenyans about the kind of curriculum they expect Kenyan child to go through from Early childhood education to below university level of education in the 21st century.The following is a presentation of the findings report by Dr Julius Jwan, -CEO-KICD -April, 2016.
The document presents the EAQUALS Framework for Language Teacher Training and Development (TD-FRAM). It is designed to help language teachers assess and develop their competencies across three phases of development. The framework consists of descriptors for values and attitudes, five areas of teaching competencies, enabling competencies, and professionalism. It aims to guide teacher self-assessment, identify training needs, and support the accreditation of teacher training courses.
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
1) The document discusses higher education in Pakistan and the Higher Education Commission's role in developing the sector to serve as an engine for socio-economic development.
2) It outlines the key challenges of access, quality, and relevance and HEC's strategic response through improving governance, developing faculty, increasing access, strengthening research, and ensuring relevance to national priorities.
3) Achievements to date include substantial increases in enrollments, degrees awarded, quality standards established, and research output as well as improvements in infrastructure, learning resources, and university-industry linkages.
The document summarizes the impact and development of higher education in Pakistan under the Higher Education Commission (HEC) compared to the previous University Grants Commission (UGC). Some key points:
- Under HEC, enrollment increased from 276,274 to 803,507, new universities and programs were established, and PhD output and scholarships increased substantially.
- Quality assurance measures were introduced including university rankings, accreditation councils, and tenure-track faculty. Recurring and development funding both increased dramatically under HEC.
- ICT infrastructure in universities saw major improvements with increased internet bandwidth, videoconferencing, and campus management systems. Research output and international impact also grew under HEC initiatives.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
The document provides guidance for schools in the Asia Society's International Studies Schools Network (ISSN) on developing and implementing their vision, mission, and overall design. It contains a design matrix that covers six domains: vision/mission/culture; student learning outcomes; curriculum/instruction/assessment; school organization/governance; professional learning communities; and partnerships. The matrix describes criteria for evaluating schools at different stages of implementation from beginning to exemplary. It aims to help ISSN schools with planning, self-assessment, and continuous improvement as professional learning communities.
The why, what and how of competency based curriculum 2018 by david nyengere k...Joseph Mwanzo
The document discusses curriculum reforms in Kenya that led to a competency-based approach. It notes that curriculum should meet individual and national needs. Kenya underwent reforms due to findings that the education system was not fit for purpose. A needs assessment found the curriculum needed change to align with sustainable development goals. This led Kenya to adopt a competency-based approach focusing on what learners can do, not just know. The process of curriculum reforms and developing this new approach are described.
This document summarizes information about the Higher Education Commission of Pakistan (HEC) and the Institute of Education and Research. It provides details on the establishment, objectives, roles, programs, achievements and conclusions of the HEC. It also gives an overview of the Institute of Education and Research, including its establishment, aims, objectives and publication of the Bulletin of Education and Research.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
The document summarizes the Bihar primary curriculum. It provides details on:
- The history of education in Bihar and the development of the Bihar curriculum framework.
- The key objectives of the Bihar primary curriculum (BPC) which include enjoyable learning, developing confidence, and practical knowledge.
- The subjects covered in the BPC including Hindi, English, environmental studies, and mathematics.
- An analysis of the BPC in terms of its child-centered approach, inclusion of practical work and creativity, but limited reflection of special needs.
- The grading system used in student evaluation and recent updates incorporating e-learning technologies.
Principal Supervisor Standards REFRESH Final 06-14-16Bernard Chandler
The document outlines seven standards for principal supervisors with the goal of improving student outcomes. The standards are: (1) Build Instructional Leadership Capacity, (2) Develop Learning-Rich Communities of Practice, (3) Balance Coaching & Evaluation, (4) Engage System Leaders to Promote Principals’ Success, (5) Lead for Equity and Access, (6) Drive & Sustain Strategic Change, and (7) Pursue Personal Leadership Development. Each standard identifies key leadership dimensions and behaviors principal supervisors should demonstrate. The overall goals are to define responsibilities for principal supervision, identify essential practices for selection, and ground professional growth in skills and knowledge development.
The document provides an overview and critique of the Higher Education Commission Ordinance of 2002 in Pakistan. Some key points:
1) It establishes the Higher Education Commission of Pakistan to oversee higher education policy, quality assurance, and degree recognition in order to modernize universities and promote research.
2) The commission is comprised of 17 members including university representatives and is intended to operate autonomously under the Prime Minister.
3) The ordinance outlines the commission's roles in accrediting universities and programs, approving new institutions, coordinating with provinces, and linking universities to industries.
4) Reforms introduced include extensive faculty development programs, infrastructure investments, research grants, and improving university-industry connections.
Structure of Teacher Education System in India by Garima Tandongarimatandon10
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
Teacher education faces several problems and challenges in India. While the number of teacher education institutions and programs have expanded quantitatively, there are issues with the quality and standards. Private institutions lack proper oversight and prioritize commercialization over quality. Teacher educators are often underqualified, underpaid, and contractual staff. Norms and standards decided by regulators are not research-based and do not focus enough on pedagogical processes. There is also a disconnect between theory and practice in teacher education programs. Overall, reforms are needed to improve human resource planning, mentoring, institutional linkages, use of ICT, and qualifications of teacher educators to better prepare the next generation of teachers.
The document outlines 7 domains that make up the National Competency-Based Teacher Standards for teachers in Philippine schools. The domains cover: 1) social regard for learning and being a positive role model for students, 2) creating a safe and fair learning environment, 3) understanding learner diversity, 4) effective curriculum planning and communication of learning goals, 5) proper assessment, monitoring, and reporting of student progress, 6) establishing community linkages, and 7) personal growth and professional development. The standards are meant to provide guidelines for teachers to be committed, accountable, and ensure high student learning outcomes and well-being.
High Quality And Ongoing Professional DevelopmentKathyRees
The staff at St. Helen Elementary School receives ongoing professional development aligned with the school improvement plan, including district-wide training, subject-area meetings, and conferences. This includes training to help teachers support economically disadvantaged students and improve reading skills. Data is used to determine development priorities and monitor progress. Professional development is research-based, collaborative, and aligns with curriculum and equity standards to improve student achievement.
The document discusses the concept of academic autonomy for colleges and its benefits. It aims to promote innovations in teaching and evaluation methods to improve education standards. An autonomous college would have freedom in curriculum design, teaching methods, and student assessments while being accountable for academic quality. Autonomy encourages critical thinking skills and meeting social needs but proper implementation and accountability are important to ensure program and student competency.
Textbook and learning_materials_policy_and_plan_of_action role.pdf copyInternational advisers
This document outlines Pakistan's National Textbook and Learning Materials Policy and Plan of Action. The key points are:
1. The objective is to improve education quality through better quality, affordable textbooks and learning materials to promote Pakistan as a knowledge-based society. This will be achieved through regulated competitive publishing.
2. Textbook boards will be reformed to facilitate, regulate and monitor the textbook approval process. A committee will select textbooks for public schools. Private schools can choose from approved textbooks.
3. Publishers will develop manuscripts, which will be reviewed by textbook boards and the Curriculum Wing for approval and compatibility with national standards. The process aims to be completed within 60 days.
Human Capital Challenges In The 21st Century Rand Bfe Mena 2011espie77
The document discusses human capital challenges in Gulf Cooperation Council (GCC) countries based on a presentation given in Abu Dhabi. It finds that while primary education is nearly universal, secondary enrollment and achievement in math/science are areas of concern, especially for boys. Women participate highly in post-secondary education but are underrepresented in STEM fields and the workforce. Unemployment is higher for more educated groups and women. Reforms discussed include improving education quality at all levels, addressing gender imbalances, understanding labor market incentives, and using data to evaluate policies.
National Curriculum Framework for Teacher Education,2010JANGID_ML
This document provides a national curriculum framework for teacher education in India. It aims to prepare professional and humane teachers. Key points addressed in the framework include:
- Emphasizing the important role of teachers in shaping society and the need for intensive teacher preparation.
- Highlighting developments like the National Curriculum Framework 2005 and the Right to Education Act 2009 that guided this new framework.
- Outlining new approaches to various curricular areas of teacher education like foundations of education, curriculum and pedagogy, and school internship.
- Suggesting ways to transact the curriculum and evaluate developing teachers through process-based education and continuous assessment.
- Focusing on continuing professional development and
The University Grants Commission (UGC) is India's higher education regulator established in 1956. It coordinates and maintains standards in universities and allocates funding. The UGC works to develop universities as centers of excellence, foster collaboration, and help universities with staff development and student mobility. It determines academic standards, supports research, frames regulations, and monitors university functions.
Teacher professionalism and professional development for the 21st century discusses recommendations from 1966 concerning the status of teachers. It outlines key conditions for teacher professionalism including having expert knowledge, specialized skills, and responsibility for student education and welfare. It also discusses the purpose of teacher preparation programs in developing general education and teaching abilities. The document recommends promoting continuing professional development through induction programs, in-service education, and awareness of educational research findings. In conclusion, it notes some ongoing issues around recognition of teaching as a profession and calls for revaluing teaching as a complex profession that supports teacher decision-making and continued learning.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
AUM aims at educating students to become well-rounded leaders and entrepreneurs. The University seeks to equip its students with a solid intellectual and academic foundation supported by career-specific skills, professional behavior, and ethical values.
Presentation on defense institute's reorganization by anjum fayyazAnjum Fayyaz
The document summarizes the planned reorganization of Defense Institute. Key points:
- The institute will reorganize into two schools - one for policy and management, the other for translation. It will also create a Dean of Advising position.
- The reorganization aims to provide higher quality academic programs and student services through streamlined administration and comprehensive advising.
- Students will see no changes to degrees or curriculum during the transition period beginning next academic year. The reorganization framework includes preparatory, planning, implementation, and launch phases.
The document summarizes the impact and development of higher education in Pakistan under the Higher Education Commission (HEC) compared to the previous University Grants Commission (UGC). Some key points:
- Under HEC, enrollment increased from 276,274 to 803,507, new universities and programs were established, and PhD output and scholarships increased substantially.
- Quality assurance measures were introduced including university rankings, accreditation councils, and tenure-track faculty. Recurring and development funding both increased dramatically under HEC.
- ICT infrastructure in universities saw major improvements with increased internet bandwidth, videoconferencing, and campus management systems. Research output and international impact also grew under HEC initiatives.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
The document provides guidance for schools in the Asia Society's International Studies Schools Network (ISSN) on developing and implementing their vision, mission, and overall design. It contains a design matrix that covers six domains: vision/mission/culture; student learning outcomes; curriculum/instruction/assessment; school organization/governance; professional learning communities; and partnerships. The matrix describes criteria for evaluating schools at different stages of implementation from beginning to exemplary. It aims to help ISSN schools with planning, self-assessment, and continuous improvement as professional learning communities.
The why, what and how of competency based curriculum 2018 by david nyengere k...Joseph Mwanzo
The document discusses curriculum reforms in Kenya that led to a competency-based approach. It notes that curriculum should meet individual and national needs. Kenya underwent reforms due to findings that the education system was not fit for purpose. A needs assessment found the curriculum needed change to align with sustainable development goals. This led Kenya to adopt a competency-based approach focusing on what learners can do, not just know. The process of curriculum reforms and developing this new approach are described.
This document summarizes information about the Higher Education Commission of Pakistan (HEC) and the Institute of Education and Research. It provides details on the establishment, objectives, roles, programs, achievements and conclusions of the HEC. It also gives an overview of the Institute of Education and Research, including its establishment, aims, objectives and publication of the Bulletin of Education and Research.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
The document summarizes the Bihar primary curriculum. It provides details on:
- The history of education in Bihar and the development of the Bihar curriculum framework.
- The key objectives of the Bihar primary curriculum (BPC) which include enjoyable learning, developing confidence, and practical knowledge.
- The subjects covered in the BPC including Hindi, English, environmental studies, and mathematics.
- An analysis of the BPC in terms of its child-centered approach, inclusion of practical work and creativity, but limited reflection of special needs.
- The grading system used in student evaluation and recent updates incorporating e-learning technologies.
Principal Supervisor Standards REFRESH Final 06-14-16Bernard Chandler
The document outlines seven standards for principal supervisors with the goal of improving student outcomes. The standards are: (1) Build Instructional Leadership Capacity, (2) Develop Learning-Rich Communities of Practice, (3) Balance Coaching & Evaluation, (4) Engage System Leaders to Promote Principals’ Success, (5) Lead for Equity and Access, (6) Drive & Sustain Strategic Change, and (7) Pursue Personal Leadership Development. Each standard identifies key leadership dimensions and behaviors principal supervisors should demonstrate. The overall goals are to define responsibilities for principal supervision, identify essential practices for selection, and ground professional growth in skills and knowledge development.
The document provides an overview and critique of the Higher Education Commission Ordinance of 2002 in Pakistan. Some key points:
1) It establishes the Higher Education Commission of Pakistan to oversee higher education policy, quality assurance, and degree recognition in order to modernize universities and promote research.
2) The commission is comprised of 17 members including university representatives and is intended to operate autonomously under the Prime Minister.
3) The ordinance outlines the commission's roles in accrediting universities and programs, approving new institutions, coordinating with provinces, and linking universities to industries.
4) Reforms introduced include extensive faculty development programs, infrastructure investments, research grants, and improving university-industry connections.
Structure of Teacher Education System in India by Garima Tandongarimatandon10
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
Teacher education faces several problems and challenges in India. While the number of teacher education institutions and programs have expanded quantitatively, there are issues with the quality and standards. Private institutions lack proper oversight and prioritize commercialization over quality. Teacher educators are often underqualified, underpaid, and contractual staff. Norms and standards decided by regulators are not research-based and do not focus enough on pedagogical processes. There is also a disconnect between theory and practice in teacher education programs. Overall, reforms are needed to improve human resource planning, mentoring, institutional linkages, use of ICT, and qualifications of teacher educators to better prepare the next generation of teachers.
The document outlines 7 domains that make up the National Competency-Based Teacher Standards for teachers in Philippine schools. The domains cover: 1) social regard for learning and being a positive role model for students, 2) creating a safe and fair learning environment, 3) understanding learner diversity, 4) effective curriculum planning and communication of learning goals, 5) proper assessment, monitoring, and reporting of student progress, 6) establishing community linkages, and 7) personal growth and professional development. The standards are meant to provide guidelines for teachers to be committed, accountable, and ensure high student learning outcomes and well-being.
High Quality And Ongoing Professional DevelopmentKathyRees
The staff at St. Helen Elementary School receives ongoing professional development aligned with the school improvement plan, including district-wide training, subject-area meetings, and conferences. This includes training to help teachers support economically disadvantaged students and improve reading skills. Data is used to determine development priorities and monitor progress. Professional development is research-based, collaborative, and aligns with curriculum and equity standards to improve student achievement.
The document discusses the concept of academic autonomy for colleges and its benefits. It aims to promote innovations in teaching and evaluation methods to improve education standards. An autonomous college would have freedom in curriculum design, teaching methods, and student assessments while being accountable for academic quality. Autonomy encourages critical thinking skills and meeting social needs but proper implementation and accountability are important to ensure program and student competency.
Textbook and learning_materials_policy_and_plan_of_action role.pdf copyInternational advisers
This document outlines Pakistan's National Textbook and Learning Materials Policy and Plan of Action. The key points are:
1. The objective is to improve education quality through better quality, affordable textbooks and learning materials to promote Pakistan as a knowledge-based society. This will be achieved through regulated competitive publishing.
2. Textbook boards will be reformed to facilitate, regulate and monitor the textbook approval process. A committee will select textbooks for public schools. Private schools can choose from approved textbooks.
3. Publishers will develop manuscripts, which will be reviewed by textbook boards and the Curriculum Wing for approval and compatibility with national standards. The process aims to be completed within 60 days.
Human Capital Challenges In The 21st Century Rand Bfe Mena 2011espie77
The document discusses human capital challenges in Gulf Cooperation Council (GCC) countries based on a presentation given in Abu Dhabi. It finds that while primary education is nearly universal, secondary enrollment and achievement in math/science are areas of concern, especially for boys. Women participate highly in post-secondary education but are underrepresented in STEM fields and the workforce. Unemployment is higher for more educated groups and women. Reforms discussed include improving education quality at all levels, addressing gender imbalances, understanding labor market incentives, and using data to evaluate policies.
National Curriculum Framework for Teacher Education,2010JANGID_ML
This document provides a national curriculum framework for teacher education in India. It aims to prepare professional and humane teachers. Key points addressed in the framework include:
- Emphasizing the important role of teachers in shaping society and the need for intensive teacher preparation.
- Highlighting developments like the National Curriculum Framework 2005 and the Right to Education Act 2009 that guided this new framework.
- Outlining new approaches to various curricular areas of teacher education like foundations of education, curriculum and pedagogy, and school internship.
- Suggesting ways to transact the curriculum and evaluate developing teachers through process-based education and continuous assessment.
- Focusing on continuing professional development and
The University Grants Commission (UGC) is India's higher education regulator established in 1956. It coordinates and maintains standards in universities and allocates funding. The UGC works to develop universities as centers of excellence, foster collaboration, and help universities with staff development and student mobility. It determines academic standards, supports research, frames regulations, and monitors university functions.
Teacher professionalism and professional development for the 21st century discusses recommendations from 1966 concerning the status of teachers. It outlines key conditions for teacher professionalism including having expert knowledge, specialized skills, and responsibility for student education and welfare. It also discusses the purpose of teacher preparation programs in developing general education and teaching abilities. The document recommends promoting continuing professional development through induction programs, in-service education, and awareness of educational research findings. In conclusion, it notes some ongoing issues around recognition of teaching as a profession and calls for revaluing teaching as a complex profession that supports teacher decision-making and continued learning.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
AUM aims at educating students to become well-rounded leaders and entrepreneurs. The University seeks to equip its students with a solid intellectual and academic foundation supported by career-specific skills, professional behavior, and ethical values.
Presentation on defense institute's reorganization by anjum fayyazAnjum Fayyaz
The document summarizes the planned reorganization of Defense Institute. Key points:
- The institute will reorganize into two schools - one for policy and management, the other for translation. It will also create a Dean of Advising position.
- The reorganization aims to provide higher quality academic programs and student services through streamlined administration and comprehensive advising.
- Students will see no changes to degrees or curriculum during the transition period beginning next academic year. The reorganization framework includes preparatory, planning, implementation, and launch phases.
Developing Human Capital in National Education Blueprint 2006-2010crane
The document discusses Malaysia's National Education Blueprint 2006-2010 which aimed to develop quality human capital. It outlines 6 strategic thrusts: 1) Nation Building 2) Developing Human Capital 3) Strengthening National Schools 4) Bridging Education Gaps 5) Improving the Teaching Profession 6) Accelerating Excellence in Educational Institutions. The document provides details on the approaches, objectives, and implementation strategies for developing human capital with knowledge, skills, and moral values to meet national development needs.
This document summarizes the efforts of Drs. Sandra Moore and Robert McCracken to implement leadership standards at Radford University's College of Education using collaborative decision-making. They formed a steering committee and had faculty learn about each other and work on short and long-term planning. This resulted in improved collaboration, attitudes, culture and pride. It also helped deal with budget cuts by valuing leadership, teamwork and increased performance over an authoritarian model.
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010Nor Zakiah
The National Higher Education Action Plan 2007-2010 aimed to strengthen higher education institutions in Malaysia and catalyze systemic change through several strategies. The plan sought to improve governance, leadership, academics, teaching and learning, and research at universities. It also aimed to establish apex universities, increase the number of PhD holders, conduct academic performance audits, promote lifelong learning, and improve graduate training programs. The plan outlined desired outcomes for each strategy and discussed implementing the plan through transforming the Ministry of Higher Education and establishing effective program governance.
In two paragraphs, how it should be the Academic plan for an engineer.pdfjaronkyleigh59760
In two paragraphs, how it should be the Academic plan for an engineering student?
Solution
The Academic Plan is a detailed roadmap that will lead us toward a future of continuous
academic success. The plan made up of group of core members resulting in top-level objectives
and corresponding actions was designed to benefit every segment of the college population.To
set these actions in motion, college must move forward with the same collaborative approach and
rigorous consultation process used to create the plan. The plan’s successful implementation rests
on ability to unify through collaboration with faculty, staff, students and communitymembers.
The Objectives should be:
Expanding the Reserach Strength: Research, scholarship, and creative work are essential
activities that distinguish universities from other educational institutions. These activities are
fundamental to institutional reputation, and a significant factor in making the university an
attractive place for prospective faculty and students.The Academic Plan will boost college
research profile by investing in faculty and graduate students and heightening awareness of
current and emerging areas of research strength.
Promote Program Quality and Innovation
Institution prides itself on its innovative and distinctive programs, enriched and expanded by
disciplinary permeability. Recognizing that a well-grounded disciplinary course of study
remains the
necessary foundation of a solid university education, the actions under this objective will lead to
more highly contextualized and focused criteria for defining the success of all programs.
Bulid Support to Student Sucess
Student success is a core purpose of universities, as well as source of great satisfaction for
instructors and students alike. The actions under this objective build on college current
practices around providing an outstanding learning experience. They also serve to refresh
College continuing commitment to preparing all our students, traditional and non-traditional,
to master the academic skills we consider essential to their success.
Increase in Expertimental learning and Community Engagement
Experiential learning and community engagement are two closely related facets of our core
academic mission: they allow us to test knowledge against experience and to put knowledge to
use for the benefit of society. The actions under this objective focus on improving institution
longstanding commitment to engaged learning experiences, in the knowledge that practical
experience can round out a strong university education and heighten student
engagement,motivation and success. The actions also aim to heighten Institution commitment to
forging partnerships and building bridges with constituencies outside campus boundaries.
Improve academic leadership and Adminstrative Support
Effective administration is essential to support the realization of Institution academic goals.
It involves a clear understanding that Institution academic mission is.
The document outlines the criteria and indicators used for institutional accreditation evaluations. It discusses 8 criteria for evaluation including governance and management, teaching and learning, faculty, research, extension activities, student support, resource management, and financial management. Under each criterion, it lists several indicators that evaluators assess such as curriculum alignment with mission/goals, faculty qualifications, research outputs, community engagement activities, student services, physical and learning resources, budgeting processes, and income generation. The purpose is to provide a framework for conducting comprehensive evaluations of universities and colleges seeking accreditation.
K-D Consulting's support of HLC Criteria for AccreditationFletcher Lamkin
Employing their expertise and the power of University Interactive Simulation, K-D Consultants can provide strong support to colleges and universities in meeting Higher Learning Commission Criteria for Accreditation
The document provides recommendations from the North Carolina State Board of Education's Literacy Task Force to improve K-3 reading instruction. The recommendations address: (1) requiring educator preparation programs to align their curriculum with the science of reading; (2) providing clinical experiences for teacher candidates focused on reading best practices; and (3) collaborating across agencies to ensure alignment of pre-service training and in-service professional development with reading science. Additional recommendations include incentives for advanced reading degrees, recruiting diverse teachers, assessing K-3 students' reading levels, and selecting evidence-based instructional materials.
The document outlines the vision, mission, goals, and core values of Ifugao State University as well as its College of Education, including increasing enrollment, developing student competence, expanding community engagement, and boosting the university's global reputation. It also provides an overview of the Methods of Research course, covering the research process, writing chapters, literature review, methodology, and grading system for a research proposal to be completed by students.
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This document discusses a proposed partnership between Fresno State University's educational administration program and local Linked Learning pathway schools. It suggests supplementing instructional supervision courses with hands-on externships at Linked Learning schools. This would help prepare future administrators to effectively implement Linked Learning programs and improve student outcomes. Key elements that would support the partnership include guidance from ConnectEd, collaboration between university and district staff, and leveraging available resources like funding and professional learning communities. Potential challenges include scheduling, community support, funding stability, and politics.
This document discusses a proposed partnership between Fresno State University's educational administration program and local Linked Learning pathway schools. It suggests supplementing instructional supervision courses with hands-on externships at Linked Learning schools. This would help prepare future administrators to effectively implement Linked Learning programs and improve student outcomes. Key elements that would support the partnership include guidance from ConnectEd, collaboration between university and district staff, and leveraging available resources like funding and professional learning communities. Potential challenges include scheduling, community support, funding stability, and politics.
SBE Literacy Task Force draft recommendationsEducationNC
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SBE literacy task force final draft recommendationsEducationNC
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This document outlines nine principles that guide teaching and learning at the University of Melbourne:
1. An atmosphere of intellectual excitement
2. An intensive research and knowledge transfer culture permeating teaching and learning
3. A vibrant social context
4. An international and diverse learning environment
5. Support for individual development
6. Clear academic expectations and standards
7. Learning cycles of experimentation, feedback, and assessment
8. High-quality learning spaces, resources, and technologies
9. An adaptive curriculum
These principles aim to create a first-class learning environment and prepare graduates with distinctive attributes. The document discusses responsibilities of the university, faculties, staff, and students to maintain high standards in teaching
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Liberal Approach to the Study of Indian Politics.pdf
Joint Education Transformation at National Defense University
1. THE CHAIRMAN’S UNIVERSITY
NATIONAL DEFENSE UNIVERSITY
Imagine, Create and Secure a Stronger Peace…
by Educating, Developing and Inspiring…
Leaders of Wisdom, Character and Strength…
THE CHAIRMAN’S UNIVERSITY
NATIONAL DEFENSE UNIVERSITY
Joint Education Transformation
NDU-P Meeting
26 February 2014
2. PRESENTERS NAME
DATE
Strategic Goals
Education and Leader Development:
Educates, develops and inspires
national security leaders
Scholarship: Creates, preserves, and
disseminates knowledge
Institutional Enablers: Creates
integrated solutions and services
University Improvement: Evolves to
foster institutional collaboration and
integration
Strategic Intent
Evolve into One University marked by preeminence and
collegiality across the institution
Leverage and integrate best practices to produce
synergy, alignment and excellence
Enable continual institutional renewal and
improvement
Imperatives
Advanced joint education and
supporting programs
Joint student body of national
security professionals
Students meet graduate education
performance standards
Joint faculty of scholars
Faculty engaged in knowledge
ceration and dissemination
Values
Academic Excellence Academic Freedom Collaboration Diversity Holistic Development Integrity
Vision
NDU will be the premier National Security Institution for advanced joint education, leader development, and scholarship
Mission
NDU supports the joint warfighter by providing rigorous Joint Professional Military Education to members of the U.S. Armed Forces and select others in order to develop leaders
who have the ability to operate and creatively think in an unpredictable and complex world.
Strategic Plan Framework
3. PRESENTERS NAME
DATE
Goal
Education and Leader
Development:
Educates, develops, and
inspires national security
leaders
Academic programs enable
graduates to lead effectively in a
rapidly changing global security
environment.
Graduates employ
innovative, critical, open, and
systems thinking.
Goal
Scholarship:
Creates, preserves, and
disseminates knowledge
Values and promotes scholarship to
drive leader development for
national and international security.
Fosters a reputation for excellence in
scholarship that attracts and retains a
highly effective faculty and staff of
national and international
prominence.
Develops and maintains an open,
inclusive, and transparent
educational environment of
enterprise-wide collaboration,
academic freedom, and diversity that
supports the pursuit of excellence in
scholarship.
Promotes awareness of, and access
to, NDU scholarship and expertise
across the institution and key
stakeholders.
Goal
Institutional Enablers:
Creates integrated
solutions and services
Workforce is recognized for
excellence in thought leadership and
their profession.
Allocates and manages resources
effectively, efficiently, and
transparently to achieve excellence in
mission success.
Information and educational
technology resources systems are
integrated, robust, accessible, and
enterprise-wide.
Library and information resources are
integrated, robust, accessible, and
enterprise-wide.
Goal
University Improvement:
Evolves/ Reforms to foster
institutional collaboration
and integration
Leads in the
transformation/evolution of joint
professional military education for
2020 and beyond.
Values and promotes an institutional
environment and culture of trust and
openness.
Continually pursues institutional and
academic excellence via institutional
improvement and renewal.
Strategic Plan Framework
4. • Maintain the high standards of education and
training
– “As we continue to advance “One University”
initiatives at National Defense University, we will
update the joint PME curriculum across the force to
emphasize key leader attributes. We will also explore
how best to adapt our learning institutions to serve a
global Joint Force, evaluating degree accreditation
and distance-learning delivery methods.”
» 18th Chairman’s 2nd Term Strategic Guidance to the Joint
Force. Page 10.
4
CJCS: Renew Our Commitment to
the Profession of Arms
5. • For AY 2014/2015 (Guidance from the Chairman
to LtGen Waldhauser)
– Tighten JMPE programs
– Incorporate
• Ethics and the Profession of Arms
• Desired Leader Attributes for Joint Force 2020
• Lessons from Decade of War
5
CJCS: Renew Our Commitment to
the Profession of Arms
6. • National Defense University evolves and reforms the
processes, practices, structures, organization, and
culture to foster institutional collaboration and
integration.
– NDU will henceforth define "One University" as a national
institution of higher learning under the Chairman of the
Joint Chiefs of Staff capable of creating, developing, and
disseminating knowledge focused on advanced joint
education, leader development, and scholarship. The
characteristics and attributes of "One University" will
guide our near-term planning and resourcing efforts and
provide a foundation for building the NDU of the future.
NDU Strategic Goal Four:
University Improvement
7. • Sub-Goal 4.1: National Defense University leads in the
transformation/evolution of joint professional military
education for 2020 and beyond.
– 4.1.1.1 Develop and promote a vision for the future of joint
professional military education.
– 4.1.1.2 Develop and promote a recommended structure for joint
professional military education.
– 4.1.1.3 Develop a plan for a terminal degree in joint professional
military education and/or national security education.
• Sub-Goal 4.2: National Defense University values and promotes
an institutional environment and culture of trust and
openness.
• Sub-Goal 4.3: National Defense University continually pursues
institutional and academic excellence via improvement and
renewal.
NDU Goal Four:
University Improvement
8. • A sequential three phased academic curriculum:
– Integrates critical thinking skills and the Chairman’s Desired
Leader Attributes throughout
– Phase I
• Ethics and the Profession of Arms,
• Desired Leader Attributes
• Lessons from the Decade of War
• JPME/National security core curricula common to all components
– Phase II – college core requirements
– Phase III – Electives and Capstone
• A common academic calendar which includes a standard
daily schedule across the University
• An individualized student learning contract and plan
NDU’s Joint Education
Transformation
9. • Assessment
– Chairman’s Guidance
• Places NDU at the forefront in the evolution of JPME
• Incorporates:
– Ethics and the Profession of Arms
– Desired Leader Attributes
– Lessons from the Decade of War
• Adapts our learning institution to serve a global Joint Force
– NDU-P and Provost Guidance
Joint Education Transformation