The document summarizes support services provided by the Learning Support Unit at MCAST, a college in Malta. The LSU supports over 6,000 full-time and 5,000 evening/part-time students across 10 institutes. Support includes a Pathways program for students with disabilities, academic assistance regardless of prior qualifications, and learner-centered individualized support. Foundational programs provide contextualized vocational and literacy instruction, while higher levels offer one-on-one tutoring. The LSU contributes to lifelong learning and equity through flexible education pathways and inclusion of diverse learners.
A Finlândia aparece no topo dos principais rankings internacionais de qualidade da educação. O investimento na formação das professoras e professores finlandeses explica boa parte desse sucesso. Sem dúvida, o Brasil é muito diferente da Finlândia. Mas os desafios para formar um bom professor lá e cá são semelhantes, o que torna mutuamente útil e produtivo o diálogo entre profissionais dedicados a esse trabalho num e noutro país. É este o objetivo deste seminário, com palestra de Minna Mäkihonko, da Universidade da Finlândia, e comentários de Beatriz Cardoso, fundadora e diretora do Laboratório de Educação.
MINNA MÄKIHONKO
Professora universitária sênior especializada em educação infantil e de pessoas com necessidades especiais, é chefe de educação inclusiva na Tampere University (Finlândia). Tem larga experiência em desenvolvimento profissional e avaliação de competências de professores em diferentes contextos locais e regionais. Doutora em Educação, possui experiência internacional em políticas educacionais e desenvolvimento de sistemas e estratégicas educacionais.
A Finlândia aparece no topo dos principais rankings internacionais de qualidade da educação. O investimento na formação das professoras e professores finlandeses explica boa parte desse sucesso. Sem dúvida, o Brasil é muito diferente da Finlândia. Mas os desafios para formar um bom professor lá e cá são semelhantes, o que torna mutuamente útil e produtivo o diálogo entre profissionais dedicados a esse trabalho num e noutro país. É este o objetivo deste seminário, com palestra de Minna Mäkihonko, da Universidade da Finlândia, e comentários de Beatriz Cardoso, fundadora e diretora do Laboratório de Educação.
MINNA MÄKIHONKO
Professora universitária sênior especializada em educação infantil e de pessoas com necessidades especiais, é chefe de educação inclusiva na Tampere University (Finlândia). Tem larga experiência em desenvolvimento profissional e avaliação de competências de professores em diferentes contextos locais e regionais. Doutora em Educação, possui experiência internacional em políticas educacionais e desenvolvimento de sistemas e estratégicas educacionais.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Examination is the important focal point in education system.
Parents and teachers and educationist expressing their opinion about examination reforms.
Important reasons are following to reform the present system of examination.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Examination is the important focal point in education system.
Parents and teachers and educationist expressing their opinion about examination reforms.
Important reasons are following to reform the present system of examination.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This slide deck illustrates the connections between the radical personalization called for in KnowledgeWorks' Forecast 3.0 and competency education. Specifically, the slides outline the levels of implementation of competency education contained in KnowledgeWorks' competency education continuum.
Individualised instruction, Meaning of individualised instruction, Definition of individualised instruction, Objectives of individualised instruction, Characteristics of individualised instructional Programmes, Methods of individualised instruction, conclusion
In education, an Equivalency Programme is defined as an alternative educational programme equivalent to existing formal general or vocational education. - ATLP-CE
All students including those with different kinds of disabilities
Special children should get all the benefits like normal children, involved in academic and non-academic activities.
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Malta college of arts, science & technology
1. Over 6,000 full time students and
5,000 evening courses students
FOUNDED IN 2001
TEN DIFFERENT INSTITUTES & THE GOZO
CENTRE
2. Pathway Programme
• A two year training programme for students
with mild to moderate intellectual disability.
• Three courses of study
1. Numeracy and literacy
2. Life skills
3. Vocational Studies
3. The learning Support Unit
Service Provision
• The Learning Support Unit LSU collaborates closely
with other units and institutes within MCAST.
– to ensure that students receive the necessary academic
support to succeed and become autonomous independent
learners.
• Students are supported by various forms of support
regardless of limited or lack of previous qualifications.
– Consideration of different teaching and learning strategies
to cover set Key Skills syllabi, from Foundation
programmes throughout higher level courses.
4. Learner centred approach
• Supports:
– autonomous learning skills
– individual learning goals
– individual learning style
– collaborative learning techniques
– assessment through Learning
Outcomes based assignments
– continuous formative and
summative profiling of learner
progress through appropriate
record-keeping including Class or
Individual Student Profiles
5. Support during Foundation Level courses
• Small group settings and
individual support at
Foundation Level 1 and
Level 2.
• Complete withdrawal
combined with additional
support lessons as required.
• Same programme syllabi as
mainstream courses.
• Sessions in IT and Personal
Development (PD).
6. Identification of needs and support at
Foundation Level
• Identification of type and
extent of required
academic support
through Initial
Assessment Tests (IATs)
in English, Maltese and
Mathematics.
• Vocational embedding
and/or contextualization
of Key Skills delivery.
7. The Level 1 and 2
Foundation Programmes
• Vocational embedding of
Maltese, Maths and
English subject content at
Introductory Level 1.
• Learning set in
manageable steps and
progressive level of
difficulty.
• Individualized learning
strategies.
• Key Skills learning majorly
contextualized according
to vocational area at
Level 2.
• Same course content and
assessment as
mainstream programme.
• Same assignments for all
students as mainstream
programme.
8. Embedded Vocational and Key Skills
• During embedded lessons, vocational lecturers
deliver their vocational lessons.
• Key Skills lecturers are present to support
learning by linking the key skills subject to the
vocational topic.
• The embedded topic is further reinforced during
the Key Skills lessons.
9. Assessment
• Level 1 Introductory Programme Assessment
– Embedded and/or contextualized to vocational
content and set in manageable steps of progressive
levels of difficulty.
• Level 2 Foundation Programme Assessment
– Course content and assessment the same as
mainstream classes, the difference being in the
learning strategies adopted.
10. Support at Level 3 and beyond
• Weekly support on a one-
to-one basis or in a small
group setting.
• Support in general or
specific:
– literacy skills
– speaking, reading and
writing support
– planning for assignments
and course work
– individualized learning
strategies and support.
11. Supporting individual learning
– weekly support on a one-to-one basis or
in a small group setting
– support in general or specific literacy skills
– speaking, reading and writing support
for general or specific purposes.
– developing coping and study strategies
– tackling particular learning conditions
– developing sound learning strategies and
study skills
– support in planning for assignments and
course work
12. Contribution to Lifelong Learning Agenda
• Collaboration with Career Guidance professionals in secondary schools
and at MCAST.
• Collaboration with counsellors to support students with particular
challenges to aid learner retention.
• Emphasis on practical and relevant learning promoting holistic education
as well as education for employment purposes.
• Aiding individualized learning pathways within the official curriculum and
supporting individual needs to make learning more flexible than
traditional schooling.
13. Improving quality and efficiency
• Observing QA procedures regarding assignment setting, correction
and verification.
• Investing in staff professional development.
• Making connections with other professionals in the learning and
wider communities.
• Taking a learner centred approach whilst
updating knowledge about the
requirements of the labour market.
14. Promoting equity, social cohesion
and active citizenship
• Commitment to support the development of sound literacy,
numeracy, intrapersonal and interpersonal skills.
• Making quality education accessible to all learners irrespective of
prior qualifications and ability.
• Supporting the development of knowledge, skills and competences
through the Unit’s programmes.
• Actively promoting and practicing inclusion of various social groups;
not simply by physical inclusion but by tailoring programme
content and through outreach initiatives both within MCAST itself
and with different stakeholders.
15. Enhancing creativity and innovation
• Including transversal Key Competencies within Key
Skills delivery, making the learning experience relevant
and practical.
• Encouraging trans-cultural dialogue and interest for
personal, employment and cultural development.
• Collaborating with different stakeholders for greater
accessibility to ICT not only for formal learning but also
to facilitate flexible learning, inclusion and greater
learner centered approaches.
16. For further information visit our web site
www.mcast.edu.mt
lsu@mcast.edu.mt
2398 7517 or 2398 7518
pathway@mcast.edu.mt
2398 7320 or 2398 7321
THANK YOU
John Bartolo
john.bartolo@mcast.edu.mt