A guide for DepEd ALS Implementers of Cluster IV (Maydolong, Balangkayan, Llorente, Hernani, Gen.MacArthur Districts) of Eastern Samar Division on how to effectively and sustain-ably manage ALS-Community Learning Centers.
This document outlines the Accessibility Law (Batas Pambansa Bilang 344) and its amended implementing rules and regulations in the Philippines. It seeks to promote the rights of disabled persons to fully participate in social life by requiring buildings, institutions, establishments and public utilities to provide architectural and structural accessibility features. It also requires special accommodations in public transportation and parking for disabled individuals. Violations of the law are subject to fines and imprisonment. The relevant government ministers are tasked with implementing rules to achieve these goals.
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
This document provides a summary of the DepED Educational Facilities Manual. It discusses the importance of educational facilities and the basic principles for managing them. It also describes the process of school mapping which involves assessing existing school facilities, projecting future needs, and developing a perspective school map. The expected results of school mapping are identifying repair needs, additional classrooms required, locations for new schools, and resources allocation. The document emphasizes the importance of school mapping in effectively planning and managing educational facilities.
MISOSA and e-IMPACT are alternative delivery mode systems that address issues of access and quality in education. MISOSA addresses overcrowding through off-site learning using self-instructional materials supervised by teacher facilitators. e-IMPACT enables complete levels through community learning centers and small group spaces using modular materials. e-IMPACT emphasizes community and student collaboration while MISOSA uses large classes and self-study. Both aim to develop independent learning, but e-IMPACT stresses intrinsic motivation and confidence more than MISOSA.
This document discusses the concepts of localization and contextualization in teaching. It defines localization as allowing schools and local authorities to adapt curricula to local conditions by relating curriculum content and teaching methods to the local environment. Contextualization is developing skills, knowledge, and attitudes in students by presenting new topics in meaningful and real-life contexts. The document provides reminders for teachers on localizing instruction, such as using available local materials, anchoring lessons to students' lives, and building on school resources while respecting diversity. Localization and contextualization can enhance teaching all subjects according to the Philippines' Enhanced Basic Education Act.
This document contains tables of specifications for various subjects for Grade 2 students at Bongolan Elementary School. The tables list the competencies, number of days taught, number of test items, item numbers, and difficulty levels for assessments in Mathematics, Araling Panlipunan, MAPEH, Esp, and English for the first grading period. The tables were prepared by teachers and noted by the school principal.
This document outlines the plans for a Foundation Day celebration at Lupon National Comprehensive High School. The event will acknowledge the school's founding and include performances from vocal soloists and dance groups. Junior and senior high school students will participate in the vocal solos, dances, and other activities. The celebration is scheduled for January 30, 2023 at the school and will be funded by the PTA. The objectives are to celebrate the school's success, acknowledge those who founded it, and showcase talented students.
MONTHLY ACCOMPLISHMENT REPORT April 2022.docxLynnelYap3
This monthly accomplishment report from Lynnell F. Yap summarizes her activities and duties as a teacher in April 2022. She distributed modules and self-learning materials to students, with most modules completed and some still ongoing. Student achievement across her subjects showed most students demonstrating mastery or significant progress. She helped implement brigada eskwela activities like classroom restructuring and cleaning. Yap attended required meetings and trainings but did not participate in any post-graduate studies. She had perfect attendance and submitted all required monthly forms on time. Yap also advocated for the school by participating in two parent-teacher association meetings on expanding face-to-face learning and distributing third quarter report cards.
This document outlines the Accessibility Law (Batas Pambansa Bilang 344) and its amended implementing rules and regulations in the Philippines. It seeks to promote the rights of disabled persons to fully participate in social life by requiring buildings, institutions, establishments and public utilities to provide architectural and structural accessibility features. It also requires special accommodations in public transportation and parking for disabled individuals. Violations of the law are subject to fines and imprisonment. The relevant government ministers are tasked with implementing rules to achieve these goals.
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
This document provides a summary of the DepED Educational Facilities Manual. It discusses the importance of educational facilities and the basic principles for managing them. It also describes the process of school mapping which involves assessing existing school facilities, projecting future needs, and developing a perspective school map. The expected results of school mapping are identifying repair needs, additional classrooms required, locations for new schools, and resources allocation. The document emphasizes the importance of school mapping in effectively planning and managing educational facilities.
MISOSA and e-IMPACT are alternative delivery mode systems that address issues of access and quality in education. MISOSA addresses overcrowding through off-site learning using self-instructional materials supervised by teacher facilitators. e-IMPACT enables complete levels through community learning centers and small group spaces using modular materials. e-IMPACT emphasizes community and student collaboration while MISOSA uses large classes and self-study. Both aim to develop independent learning, but e-IMPACT stresses intrinsic motivation and confidence more than MISOSA.
This document discusses the concepts of localization and contextualization in teaching. It defines localization as allowing schools and local authorities to adapt curricula to local conditions by relating curriculum content and teaching methods to the local environment. Contextualization is developing skills, knowledge, and attitudes in students by presenting new topics in meaningful and real-life contexts. The document provides reminders for teachers on localizing instruction, such as using available local materials, anchoring lessons to students' lives, and building on school resources while respecting diversity. Localization and contextualization can enhance teaching all subjects according to the Philippines' Enhanced Basic Education Act.
This document contains tables of specifications for various subjects for Grade 2 students at Bongolan Elementary School. The tables list the competencies, number of days taught, number of test items, item numbers, and difficulty levels for assessments in Mathematics, Araling Panlipunan, MAPEH, Esp, and English for the first grading period. The tables were prepared by teachers and noted by the school principal.
This document outlines the plans for a Foundation Day celebration at Lupon National Comprehensive High School. The event will acknowledge the school's founding and include performances from vocal soloists and dance groups. Junior and senior high school students will participate in the vocal solos, dances, and other activities. The celebration is scheduled for January 30, 2023 at the school and will be funded by the PTA. The objectives are to celebrate the school's success, acknowledge those who founded it, and showcase talented students.
MONTHLY ACCOMPLISHMENT REPORT April 2022.docxLynnelYap3
This monthly accomplishment report from Lynnell F. Yap summarizes her activities and duties as a teacher in April 2022. She distributed modules and self-learning materials to students, with most modules completed and some still ongoing. Student achievement across her subjects showed most students demonstrating mastery or significant progress. She helped implement brigada eskwela activities like classroom restructuring and cleaning. Yap attended required meetings and trainings but did not participate in any post-graduate studies. She had perfect attendance and submitted all required monthly forms on time. Yap also advocated for the school by participating in two parent-teacher association meetings on expanding face-to-face learning and distributing third quarter report cards.
PRINCIPLES AND GUIDELINES FOR SPED IN THE PHILIPPINESbeajoyarcenio
This document outlines the philosophy, goals, objectives, definitions, and policies for special education in the Philippines. The key points are:
1. Special education aims to develop the maximum potential of children with special needs and enable them to become self-reliant members of society.
2. It refers to education tailored to students who are gifted or have physical, mental, social, sensory or cultural differences.
3. Identification, screening and assessment of students' needs is done using a team approach including parents, teachers, and medical professionals to determine appropriate supports and placements.
4. Students have equality of access to education across school levels with modifications made to curriculum, instructional strategies, materials and class sizes based
This document outlines the criteria and scoring system used to evaluate candidates for teaching positions. It discusses the following criteria: performance ratings, experience, outstanding accomplishments, education and training, potential, psychosocial attributes, and demonstration teaching. Points are assigned to each criterion, such as 35 points for performance ratings, 5 points for experience, and 20 points for outstanding accomplishments. Requirements are provided for each section, such as years of experience and level of education. The document also addresses promotion requirements, reclassification procedures, and documents needed for application.
Duties and Responsibilities of ALS Teacher.pptxGilbertTuraray1
The document defines three types of teachers involved in Alternative Learning System (ALS) programs: 1) ALS teachers employed by the Department of Education, 2) community ALS implementors hired by DepEd or local governments, and 3) learning facilitators financed by private sector entities. It then lists the roles and responsibilities of ALS implementors, which include assisting with individual learning plans, distributing learning modules, facilitating self-study groups, monitoring module use, assessing presentations, reflecting on progress, coordinating resources, maintaining facilities, and reporting on activities.
Alternative Learning System in the Philippinesjoems_angel2000
The document discusses the Alternative Learning System (ALS) program implemented by the Department of Education in the Philippines. ALS provides free education to those who cannot afford formal schooling and allows flexible scheduling. It aims to provide literacy and basic education to out-of-school youth and adults through community-based programs. Some key programs discussed include the Basic Literacy Program, Family Literacy Project, and Accreditation and Equivalency Program which provides certification upon completion.
ALTERNATIVE LEARNING SYSTEM ACCOMPLISHMENT REPORT OF HERNANI DISTRICTVicente Antofina
Alternative Learning System is an active partner of the formal education in delivering learning services to the marginalized sectors of the society. It gives opportunity for elementary and high school dropouts to acquire certificate/diploma equivalent to formal education completers.
This document discusses art education and the use of community resources in the Philippines. It explains how art has been used to instill values and encourage causes through history. Examples include paintings from the propaganda movement and songs about rice farming. However, Filipinos succeeded more in escaping colonial mentality than encouraging self-reliance through art. The document recommends using local museums, churches, festivals and historic homes to teach values and expose children to Philippine art and culture.
The document discusses strategies for teaching and learning social studies. It outlines the social studies learning standards which consist of essential requirements and grade level expectations. It then discusses several strategies for developmental activities that can be used, including cooperative learning, using committees, reading from textbooks, using workbooks, slides, filmstrips, overhead projectors, excursions and puppets. It emphasizes using a variety of learning opportunities to help students achieve relevant objectives.
The lesson plan discusses proper waste management and recycling. It aims to teach students about recycling and its importance. The plan outlines activities like singing a recycling song, guessing recycling materials from clues, and discussing how recycled items can be reused. Students will also sort objects into recyclable and non-recyclable categories and identify recyclable items in pictures. The goal is for students to understand recycling and how they can help reduce waste in their school and community.
This document discusses the history and development of curriculum in the Philippines. It covers the influences of Spanish colonial rule, American rule, and the Japanese occupation on the Philippine curriculum. It also describes the essentialist and progressive schools of thought on curriculum development. Additionally, it discusses the modernization and reforms of the Philippine curriculum after independence, including an emphasis on moral values, relevance, vocational education, and national consciousness. The document provides context on how political, economic, social, and religious factors have shaped curriculum development in the Philippines over time.
Technical Assistance Plan (Instructional supervision)MaestroSonnyTV
This instructional supervisory report outlines coaching objectives and strategies for grade 3 and 4 teachers over the school year. It identifies preparing weekly learning plans, communicating with parents, and improving teaching competence as priorities. The report details that coaching will include facilitating sessions on learning plan preparation, developing a parent communication strategy, conducting classroom observations, and organizing in-service trainings. It expects the strategies will result in approved weekly plans, improved teacher-parent communication, enhanced teaching skills, and improved teaching competence for grade 4 teachers. The coaching will use forms and materials and involve the school head, master teachers, and teachers over the course of the school year.
This certification document confirms that Marylou J. Echano served as a discussant at a district seminar on music and arts on September 16, 2009 at Buenavista Elementary School in General Trias, Cavite. The certification is signed by the head teacher and corroborated by five other teachers who confirm the details are true. Marylou J. Echano also signs to confirm under oath her role as discussant at the seminar on that date.
The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to afterschool programs. The No Child Left Behind Act (NCLB) reauthorized 21st CCLC in 2002, transferring the administration of the grants from the U.S. Department of Education to the state education agencies. Each state receives funds based on its share of Title I funding for low-income students. Funds are also allotted to outlying areas and the Bureau of Indian Affairs.The No Child Left Behind Act narrowed the focus of 21st CCLC from a community learning center model, where all members of the community benefited from access to school resources such as teachers, computer labs, gymnasiums and classrooms, to an afterschool program model that provides services only to students attending high-poverty, low-performing schools. The services they provide include Academic enrichment activities that can help students meet state and local achievement standards. They also provide additional services designed to reinforce and complement the regular academic program, such as: drug and violence prevention programs, counseling programs, art, music, and recreation programs, technology education programs, and character education programs. Programs also may provide literacy and related educational development services to the families of children who are served in the program. [1]
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Implemented curriculum vs achieved curriculumJERCAS Castillo
The document discusses the differences between an intended, implemented, and achieved curriculum. The intended curriculum refers to educational goals and structures, while the implemented curriculum involves classroom practices and activities designed to achieve those goals. The achieved curriculum refers to the learning outcomes of schooling. Curriculum mapping can compare the intended written curriculum to the implemented taught curriculum by recording what is taught. Backward mapping analyzes culminating test items to determine the achieved learned curriculum.
This document outlines an in-service training for teachers from March 15-19, 2021 on localizing and indigenizing intervention materials for least mastered competencies. It defines localization as relating learning content to local information and materials, and indigenization as enhancing curriculum competencies in relation to the learners' socio-cultural context. Examples are given of how to localize and indigenize specific math and science competencies using local community references. Least mastered competencies are defined as those not mastered by over half the class, not taught, or too difficult for learners. Teachers are tasked with identifying the least mastered competencies from the second quarter.
This document contains a detailed English lesson plan to teach pupils about nouns and the different kinds of nouns. The lesson plan outlines objectives, materials, procedures, application activities, and evaluation. It includes motivating games and group activities to engage pupils. Pupils will define nouns, differentiate types of nouns like person, place, animal, thing, and ideas, and provide examples of each. The lesson concludes with an evaluation where pupils identify nouns in sentences and an assignment to list additional examples.
This document summarizes the test results and best practices of ALS Cluster IV in Cebuana, Philippines. It shows that of 166 total test takers, 109 passed, resulting in a 65.66% pass rate. It also outlines several best practices implemented by the cluster, including various learning delivery modes, intensive advocacy, community partnerships, and capability enhancement initiatives. Data is presented on learner enrollment and outcomes by implementer, location, and program to evaluate effectiveness.
PRINCIPLES AND GUIDELINES FOR SPED IN THE PHILIPPINESbeajoyarcenio
This document outlines the philosophy, goals, objectives, definitions, and policies for special education in the Philippines. The key points are:
1. Special education aims to develop the maximum potential of children with special needs and enable them to become self-reliant members of society.
2. It refers to education tailored to students who are gifted or have physical, mental, social, sensory or cultural differences.
3. Identification, screening and assessment of students' needs is done using a team approach including parents, teachers, and medical professionals to determine appropriate supports and placements.
4. Students have equality of access to education across school levels with modifications made to curriculum, instructional strategies, materials and class sizes based
This document outlines the criteria and scoring system used to evaluate candidates for teaching positions. It discusses the following criteria: performance ratings, experience, outstanding accomplishments, education and training, potential, psychosocial attributes, and demonstration teaching. Points are assigned to each criterion, such as 35 points for performance ratings, 5 points for experience, and 20 points for outstanding accomplishments. Requirements are provided for each section, such as years of experience and level of education. The document also addresses promotion requirements, reclassification procedures, and documents needed for application.
Duties and Responsibilities of ALS Teacher.pptxGilbertTuraray1
The document defines three types of teachers involved in Alternative Learning System (ALS) programs: 1) ALS teachers employed by the Department of Education, 2) community ALS implementors hired by DepEd or local governments, and 3) learning facilitators financed by private sector entities. It then lists the roles and responsibilities of ALS implementors, which include assisting with individual learning plans, distributing learning modules, facilitating self-study groups, monitoring module use, assessing presentations, reflecting on progress, coordinating resources, maintaining facilities, and reporting on activities.
Alternative Learning System in the Philippinesjoems_angel2000
The document discusses the Alternative Learning System (ALS) program implemented by the Department of Education in the Philippines. ALS provides free education to those who cannot afford formal schooling and allows flexible scheduling. It aims to provide literacy and basic education to out-of-school youth and adults through community-based programs. Some key programs discussed include the Basic Literacy Program, Family Literacy Project, and Accreditation and Equivalency Program which provides certification upon completion.
ALTERNATIVE LEARNING SYSTEM ACCOMPLISHMENT REPORT OF HERNANI DISTRICTVicente Antofina
Alternative Learning System is an active partner of the formal education in delivering learning services to the marginalized sectors of the society. It gives opportunity for elementary and high school dropouts to acquire certificate/diploma equivalent to formal education completers.
This document discusses art education and the use of community resources in the Philippines. It explains how art has been used to instill values and encourage causes through history. Examples include paintings from the propaganda movement and songs about rice farming. However, Filipinos succeeded more in escaping colonial mentality than encouraging self-reliance through art. The document recommends using local museums, churches, festivals and historic homes to teach values and expose children to Philippine art and culture.
The document discusses strategies for teaching and learning social studies. It outlines the social studies learning standards which consist of essential requirements and grade level expectations. It then discusses several strategies for developmental activities that can be used, including cooperative learning, using committees, reading from textbooks, using workbooks, slides, filmstrips, overhead projectors, excursions and puppets. It emphasizes using a variety of learning opportunities to help students achieve relevant objectives.
The lesson plan discusses proper waste management and recycling. It aims to teach students about recycling and its importance. The plan outlines activities like singing a recycling song, guessing recycling materials from clues, and discussing how recycled items can be reused. Students will also sort objects into recyclable and non-recyclable categories and identify recyclable items in pictures. The goal is for students to understand recycling and how they can help reduce waste in their school and community.
This document discusses the history and development of curriculum in the Philippines. It covers the influences of Spanish colonial rule, American rule, and the Japanese occupation on the Philippine curriculum. It also describes the essentialist and progressive schools of thought on curriculum development. Additionally, it discusses the modernization and reforms of the Philippine curriculum after independence, including an emphasis on moral values, relevance, vocational education, and national consciousness. The document provides context on how political, economic, social, and religious factors have shaped curriculum development in the Philippines over time.
Technical Assistance Plan (Instructional supervision)MaestroSonnyTV
This instructional supervisory report outlines coaching objectives and strategies for grade 3 and 4 teachers over the school year. It identifies preparing weekly learning plans, communicating with parents, and improving teaching competence as priorities. The report details that coaching will include facilitating sessions on learning plan preparation, developing a parent communication strategy, conducting classroom observations, and organizing in-service trainings. It expects the strategies will result in approved weekly plans, improved teacher-parent communication, enhanced teaching skills, and improved teaching competence for grade 4 teachers. The coaching will use forms and materials and involve the school head, master teachers, and teachers over the course of the school year.
This certification document confirms that Marylou J. Echano served as a discussant at a district seminar on music and arts on September 16, 2009 at Buenavista Elementary School in General Trias, Cavite. The certification is signed by the head teacher and corroborated by five other teachers who confirm the details are true. Marylou J. Echano also signs to confirm under oath her role as discussant at the seminar on that date.
The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to afterschool programs. The No Child Left Behind Act (NCLB) reauthorized 21st CCLC in 2002, transferring the administration of the grants from the U.S. Department of Education to the state education agencies. Each state receives funds based on its share of Title I funding for low-income students. Funds are also allotted to outlying areas and the Bureau of Indian Affairs.The No Child Left Behind Act narrowed the focus of 21st CCLC from a community learning center model, where all members of the community benefited from access to school resources such as teachers, computer labs, gymnasiums and classrooms, to an afterschool program model that provides services only to students attending high-poverty, low-performing schools. The services they provide include Academic enrichment activities that can help students meet state and local achievement standards. They also provide additional services designed to reinforce and complement the regular academic program, such as: drug and violence prevention programs, counseling programs, art, music, and recreation programs, technology education programs, and character education programs. Programs also may provide literacy and related educational development services to the families of children who are served in the program. [1]
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
Implemented curriculum vs achieved curriculumJERCAS Castillo
The document discusses the differences between an intended, implemented, and achieved curriculum. The intended curriculum refers to educational goals and structures, while the implemented curriculum involves classroom practices and activities designed to achieve those goals. The achieved curriculum refers to the learning outcomes of schooling. Curriculum mapping can compare the intended written curriculum to the implemented taught curriculum by recording what is taught. Backward mapping analyzes culminating test items to determine the achieved learned curriculum.
This document outlines an in-service training for teachers from March 15-19, 2021 on localizing and indigenizing intervention materials for least mastered competencies. It defines localization as relating learning content to local information and materials, and indigenization as enhancing curriculum competencies in relation to the learners' socio-cultural context. Examples are given of how to localize and indigenize specific math and science competencies using local community references. Least mastered competencies are defined as those not mastered by over half the class, not taught, or too difficult for learners. Teachers are tasked with identifying the least mastered competencies from the second quarter.
This document contains a detailed English lesson plan to teach pupils about nouns and the different kinds of nouns. The lesson plan outlines objectives, materials, procedures, application activities, and evaluation. It includes motivating games and group activities to engage pupils. Pupils will define nouns, differentiate types of nouns like person, place, animal, thing, and ideas, and provide examples of each. The lesson concludes with an evaluation where pupils identify nouns in sentences and an assignment to list additional examples.
This document summarizes the test results and best practices of ALS Cluster IV in Cebuana, Philippines. It shows that of 166 total test takers, 109 passed, resulting in a 65.66% pass rate. It also outlines several best practices implemented by the cluster, including various learning delivery modes, intensive advocacy, community partnerships, and capability enhancement initiatives. Data is presented on learner enrollment and outcomes by implementer, location, and program to evaluate effectiveness.
Reading Material: Authentic Materials in Reading Lessonsfirdausabdmunir85
This document summarizes a study that examined Libyan EFL teachers' attitudes toward using authentic reading materials at the university level in Libya. The study found that Libyan EFL teachers held positive attitudes toward incorporating authentic texts in reading lessons. Teachers felt that an ideal reading class should combine both authentic texts and textbooks. The document provides background on the status of English language education in Libya and defines authentic materials as real-world texts produced for purposes other than language teaching. It discusses debates in the literature around defining authenticity and factors beyond just text that contribute to authentic language use.
Reading Horizons Webinar Handout. Please view the webinar here. http://www.readinghorizons.com/webinars/preparing-pre-service-teachers-to-teach-beginning-and-struggling-readers Original presentation and content by Dr. Brian Ludlow on behalf of Reading Horizons.
Reading Horizons offers a free reading workshop for preservice teachers with the intention of helping our students access educators prepared to teach reading and improve global literacy. Currently 60 universities use this workshop for their students.
The mission of Reading Horizons is to teach the world to read, and that mission is facilitated through a research-based Orton Gillingham approach to reading education.
The document provides information about different types of shops and shopping. It describes shops that sell various food items like bread, tea, sugar, coffee, butter, cheese, and fruit. The document also discusses how people used to do their shopping more frequently at smaller specialty shops like the butcher, grocer, and baker rather than large supermarkets. Large department stores sell a wide variety of goods across many departments under one roof.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
The document discusses key topics related to reading materials for second language learners. It covers 4 stages of reading, factors to consider when selecting texts, the role of texts in the classroom, differences between simplified and authentic texts, channel conversion, and implications for teachers. Texts can be used to teach language structures, develop reading skills, and provide interesting content. Both simplified and authentic texts have advantages, and teachers should consider learners' language levels and exposure to natural language forms. Channel conversion involves transferring information between mediums like text and graphics.
Ch. 1 becoming an effective teacher of readingjoseykrista
This chapter discusses eight principles of effective literacy teachers. It describes how teachers should understand how children learn based on constructivist and sociocultural theories, use four cueing systems in reading instruction, create a community of learners, adopt a balanced literacy approach, scaffold reading and writing skills, organize literacy instruction in multiple ways, differentiate instruction, and link instruction to ongoing assessment. The chapter advocates for student-centered, inquiry-based models of literacy learning rather than the traditional behaviorist model of direct instruction.
1) The document outlines Kristine Malia's balanced literacy reading program for 4th grade students.
2) A balanced literacy program combines explicit instruction, guided practice, independent reading and writing daily based on student needs.
3) The program includes components like phonics, reading strategies, vocabulary, comprehension, literature, writing and spelling instruction delivered through experiences like shared reading, read-alouds, and guided reading groups.
It presents strategies on how to deal with adult learners for Alternative Learning System in the Philippines which will serve as an ideal guide for ALS facilitators.
Planning, Designing, Developing Teaching Learning MaterialsRamesh C. Sharma
This document discusses strategies for developing effective teaching and learning materials for distance education. It covers various topics such as features of distance education learning materials, quantifying course credits, terminology used in distance vs face-to-face education, planning a course unit, instructional design models, learning styles, presenting content, activities and self-assessment questions, ending a unit, and editing materials. The overall focus is on providing guidance for creating self-directed, well-structured learning materials for distance education students.
DEVELOPMENT OF TEACHING LEARNING MATERIALSvalarpink
Edgar dale’s cone of experience - projected aids: OHP, slides, LCD projector, Audio Conference, Video Conference, Epidiascope and Slide Projector - Non Projected Aids: Charts, Flash Cards, Printed Materials, Bulletin Board, Magnetic Board and Flannel Board. Need and important of Audio Visual aids – Types of Audio Visual Aids – Graphic Aids, Activity Aids.
The document discusses various teaching resources and materials that can be used in the classroom, including coursebooks, the board, visual aids, technology, and alternatives when resources are limited. It provides advice on using different resources effectively, such as maintaining eye contact when writing on the board and including pre, during, and post viewing activities for videos. The document also considers the benefits and drawbacks of relying heavily on coursebooks for teaching.
This document discusses using images to aid learning and provides examples of strategies for doing so. It describes how images connect directly to long-term memory and help learners acquire knowledge in chunks by visualizing concepts. Several strategies are outlined for using images in the classroom, including using picture books to teach comprehension strategies, having students analyze photos to learn Bloom's Taxonomy, comparing and contrasting different images, and doing an "Image Detective" activity by posing and answering questions about photos. Both benefits and challenges of using teacher-created materials are presented.
Learning resources are devices and procedures that make teaching and learning more engaging. There are several principles for selecting and utilizing learning resources effectively. Resources should be appropriate for students' ages, interests, and educational objectives. They must be simple, accurate, and available within the school's budget. While resources can enhance learning when used properly, there are also limitations like teacher apathy, financial constraints, and dependency on stable electricity. Proper training is needed to ensure teachers optimize learning resources.
The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
The document outlines the steps and roles of social mobilization and social mobilizers. It discusses defining problems, establishing groups, designing strategies, developing action plans, building capacity, and implementing and monitoring plans. Key tasks include community dialogue and strengthening organizations. Social mobilizers qualities include integrity, relationship building, and community facilitation skills. Their roles include outreach, coordination, communication, training volunteers, reporting, and ensuring security procedures.
Role of NGO, Civil Society and Advocacy in EducationPickaNigam
This document discusses the roles and functions of NGOs, civil society, and advocacy groups in secondary education. It outlines that NGOs focus on areas like teacher training, curriculum development, community mobilization, and supporting special needs children. Their roles include creating innovative schooling models, monitoring education programs, and advocating for policy reforms. Civil society plays an important role as a link between communities and the government in designing, implementing, and monitoring education. Advocacy groups advocate for child-centered education policies and provide legal support for students with special needs.
Participatory approaches to rural developmentSuhail Hussain
Participatory development aims to engage local populations in development projects through local decision making and utilizing local capacities. It seeks to achieve localized capital accumulation based on skills development and resource generation. The key elements of participatory development are process, empowerment, and participation. Variations include manifestations in collaborative planning tools, benefits like sustainability, and criticisms like potential slowness. Case studies show applications in areas like natural resource management, governance, and rural poverty alleviation.
Michigan LEAP State Summit 2016 VisualRobert Kelly
This document outlines Michigan's draft state action plan for the Liberal Education and America's Promise (LEAP) initiative for year 1. It recommends initially focusing on sharing best practices around general education assessment, high impact practices, and strategies to facilitate integrative learning between institutions. It also recommends developing a communication plan to convey the value of general education skills to various stakeholders. The action plan's steps include joining the LEAP Faculty Collaborative, collecting and analyzing general education assessment data to determine impact on underserved student groups, and identifying which LEAP skills are taught in general education programs.
This document outlines Michigan's draft state action plan for the Liberal Education and America's Promise (LEAP) initiative for year 1. It recommends initially focusing on sharing best practices around general education assessment, high impact practices, and strategies to facilitate integrative learning between institutions. It also recommends developing a communication plan to convey the value of general education skills to various stakeholders. The action plan's steps include joining the LEAP Faculty Collaborative, collecting and analyzing general education assessment data to determine impact on underserved student groups, and identifying which LEAP skills are taught in general education programs.
This document outlines a lesson plan on community participation. The objectives are to define community participation, list its core features and advantages/disadvantages. It also discusses stages of participation, the community action cycle, and Participatory Rural Appraisal techniques. Community participation is defined as a process where individuals assume responsibility for their own health and development. It allows people to become agents in their own development rather than passive beneficiaries.
The document outlines the steps for conducting a community immersion program and needs assessment. It discusses: 1) gaining entry into the community through various methods like a formal introduction or by addressing an important problem; 2) integrating with community members by living with them to understand their way of life; and 3) assessing community needs through surveys, focus groups, public records, and community forums to identify important issues and inform program development. Conducting a thorough needs assessment is important for developing an effective community immersion program that addresses the real concerns of community members.
The document summarizes the processes that four higher education institutions took to develop student learning outcomes for community engagement and civic learning programs. It describes how each institution involved stakeholders, conducted research and assessment, and aligned the outcomes with their institutional mission. The outcomes developed address skills like critical thinking, diversity and inclusion, civic participation, and lifelong learning. The institutions provide examples for others looking to establish or improve outcomes for similar programs.
High River Recovery Toolkit 5 - Communications & Stakeholder Engagement GuideClarkeSchroeder
This document provides an overview of communications and stakeholder engagement for municipal disaster recovery. It discusses the role of effective communication and stakeholder engagement in reducing emotional impact and increasing resilience during recovery. The document also outlines components of a communications and stakeholder engagement plan including guidance, principles, objectives, methods, tools, and information requirements. Participants provided advice and opinions on municipal communications training, stakeholder engagement context, key messaging processes, community engagement methods, and identifying vulnerable populations. Prioritizing these aspects will help frame the municipal recovery plan and contingency plan. Further consultation and feedback is recommended.
The document outlines the basic steps of the community organization process:
1) Integration and community study to understand community issues and identify potential leaders.
2) Issue identification and analysis to select the most important problems to address.
3) Core group formation by bringing together change-seeking individuals and leaders.
4) Ground work like raising awareness and building consensus through meetings and discussions.
5) Capacity building through skills training, role playing, and developing leadership.
6) Mobilization and collective action to confront problems and advocate for solutions.
7) Evaluation and reflection after actions to learn lessons and improve future efforts.
8) Formalization of a community-based organization once objectives are achieved.
This document contains an assignment for a community nursing science module at the North West University Mafikeng Campus. It includes 6 questions about defining and describing project management, community development principles, project planning, and benefits of community involvement in development initiatives. The student is asked to address concepts like complexity, planning horizons, stakeholder involvement, uncontrollable factors, human orientation, ownership, participation, empowerment, sustainability, and building self-reliant communities.
This document discusses various tools used for development communication. It describes tools such as dialogues, focus group discussions, key informant interviews, participatory rural appraisal techniques, participatory action research, community need assessments, workshops and exhibitions, discussions and debates, and visioning sessions. For each tool, it provides details on what the tool is, when it should be used, and examples. It also discusses advantages and limitations of different tools such as dialogue, focus group discussions, key informant interviews, participatory rural appraisal, and participatory rural community appraisal. The document aims to explain how different communication tools can be effectively used for development.
Community development models allow communities to improve their surroundings and vary based on factors like community needs, available funds, and economic situations. There are three main types of models: needs-based which focus on addressing specific community needs; goal-oriented which set goals to improve long-term development; and asset-based which utilize existing community resources. Common community development approaches include technical assistance using experts, self-help engaging community members, conflict management, and strategies address issues like food security, health care, water/sanitation, education, and microenterprise.
This document defines key terms related to participatory planning and community participation in education. It discusses empowerment, community, planning, participatory planning, and how to involve community members in the educational planning process. This includes properly briefing local leaders, conducting orientation sessions, promoting working together, forming planning committees, and creating simple manuals and plans. It also outlines who should be represented in planning, and considers potential supports and doubts around participatory planning, including issues of efficiency, conflict, localism, mediocrity, authority and control. Finally, it discusses models of beneficiary participation in planning from consultation to collaboration to enterprise.
Community mobilization aims to engage community members to address a shared cause by raising awareness, assisting in delivering resources, and strengthening participation. It empowers communities to initiate their own development. The key steps are forming an action group to understand the situation, consulting the community to find needed information, developing action plans, presenting plans to the community, implementing plans using a toolkit, and reflecting on actions. A community mobilizer's roles include assisting with activities, designing methodologies, implementing plans, monitoring progress, and reporting. Community mobilization is important before a project to help communities understand goals and participate smoothly.
Social mobilization is an approach that empowers communities to participate in their own development. It involves deliberate processes to involve community members, leaders, and groups in organized efforts toward a common purpose. The document outlines the components, benefits, steps, and advantages of social mobilization. Components include empowering communities and transforming institutions equitably. Benefits include poverty alleviation, democratic governance, and conflict prevention. NSTP students act as catalysts by guiding community members to form self-help groups, develop skills, and implement small entrepreneurial activities.
This document provides an overview of key concepts and principles related to community development. It defines community development as "a process where community members come together to take collective action and generate solutions to common problems". The document notes that community development can range from small initiatives within small groups to larger initiatives involving broader communities. Effective community development should be long-term, well-planned, inclusive, equitable, holistic, initiated and supported by communities, and lead to benefits for community members. It also lists several principles of community development, including community participation, ownership, empowerment, lifelong learning, inclusion, access and equity, social action, advocacy, networking, and self-help.
This document provides an overview of the Local Control Funding Formula (LCFF) in California. It explains that LCFF aims to give more local control over funding by providing a base grant amount to districts plus supplemental funding for low-income students, English learners, and foster youth. It outlines the accountability process where districts must adopt a 3-year Local Control and Accountability Plan (LCAP) with input from parents and community to outline goals and expenditures. The document encourages districts to engage stakeholders early in the planning process and leverage LCFF to advance STEM goals that close achievement gaps.
This document describes a participatory movement for child rights in Karnataka, India. The movement aims to empower children and promote their participation in decisions that affect them. It targets at-risk children from 10 districts in Karnataka. The key approaches are promoting children's rights through advocacy, networking, and ensuring children's representation. Activities include forming child rights clubs, providing human rights education in schools, establishing task forces to address issues like trafficking and dropout rates. The movement is implemented through collaborative efforts between NGOs, government, and community partners. It utilizes participatory strategies like action research led by children to document progress and ensure their meaningful involvement.
Similar to Managing the Community Learning Center (CLC) (20)
ALS Lesson Log on MYDev Life Skills Module 2 Personal Development (Sessions 1-3)Vicente Antofina
This document outlines lesson plans for a series of sessions on personal development. The sessions aim to:
1) Help learners identify their personal values, skills, goals and learning styles.
2) Relate personal values to family and career choices.
3) Develop a plan to set and achieve goals by recognizing connections between values, interests and skills.
4) Appreciate that people learn in different ways and identify strategies to learn new skills.
A variety of activities are used including discussion, self-reflection exercises, and group work to help learners understand key concepts and apply them to their own development.
This document is an enrollment form collecting personal information from a learner enrolling in an Alternative Learning System (ALS) program. It requests information such as name, address, birthdate, civil status, religion, ethnicity, highest level of education completed, reason for dropping out of school, prior ALS attendance, distance and travel time to the learning center, and available times for classes. The form is signed by both the learner and facilitating teacher.
MyDev Life Skills module-2-interpersonal-communicationVicente Antofina
This document provides an overview and materials for a training module on interpersonal communication skills. The module consists of 3 sessions that cover listening and speaking effectively, cooperating with others, and customer service. Key topics include non-verbal communication, effective listening and speaking strategies, and customer care. Activities include role plays to demonstrate communication concepts, group discussions, and self-assessments. The goal is for participants to improve their interpersonal communication skills for personal and professional contexts.
This document outlines activities for a MyDev life skills program. It introduces life skills topics like work readiness, civic engagement, and components of business and community service plans. Learners will arrange and classify different life skills, guess what each module may cover, and discuss pictures related to business proposals and community service planning. They will also use metacards to develop house rules for the program by outlining agreements and next steps.
Sample Lesson Log on MYDev Life Skills Opening ActivityVicente Antofina
1) The document outlines an agenda for a training session on the MYDev life skills program, which will cover introducing the program, life skills modules, and the two final outputs of a business plan proposal and community service project.
2) Activities include icebreakers, defining key terms, sorting life skills into work readiness and civic engagement categories, and discussing the importance and requirements of the two final outputs.
3) The facilitator will evaluate learner comprehension and determine who requires additional support activities to catch up before moving forward with the lessons.
The document provides an overview and agenda for an opening session of a MYDev Life Skills training program. The session will introduce participants to the MYDev program, explain the life skills curriculum which will be implemented in two parts, and preview the nine modules that make up the curriculum content. Participants will also receive their participant handbooks and agree to the program modalities and expected outputs of a business proposal and community service project plan. The session is scheduled for 1 hour and 20 minutes and will help participants understand what to expect from the life skills training program.
The document outlines the daily schedule of classes for the Alternative Learning System (ALS) in Hernani, Eastern Samar for the 2019-2020 school year. It details the various learning and teaching activities, their duration and locations. In total, the schedule spans from 7:30am to 5:00pm and includes 510 minutes of classes on basic literacy, arts and computer skills at different educational levels across two venues in Hernani.
Budget of Work for LS 1 Communication Skills in EnglishVicente Antofina
The document provides a quarterly budget of work for learning strand 1 on communication skills in English for an alternative learning system. It includes 3 sentences or less summaries of the following:
1. The competencies and standards covered include listening, speaking, reading, writing and viewing skills in English for basic literacy, lower elementary and advanced elementary levels.
2. The delivery mode is face to face teacher facilitated instruction, and the document lists learning competencies, materials, and codes for each skill area and level.
3. Performance standards cover using English to function in family, community, nation and world, and participating in community and economic development.
Weekly Learning Competency Directory and Test Item BankVicente Antofina
Weekly Learning Competencies Directory and Test Item Bank for ALS is tracking mechanism of learning competencies taught within a week,monthly or quarterly. This will also facilitate the construction of test items for weekly, monthly, and quarterly assessments of learning by learning level and strand.
The Hernani DepEd-Cebuana Lhullier Foundation ALS Community Learning Center organized a clean-up drive activity on September 10, 2018 to engage ALS learners and raise environmental awareness. The activity was held from 8-10 AM at the Hernani Municipal Government Center and involved ALS teachers and learners, as well as other community members. The goals were to clean up the area and encourage participants to reflect on their role as environmental stewards. Expenses for snacks totaled 500 pesos. An activity completion report was submitted to the Division Office to document the event.
This document outlines a proposed clean-up drive activity for an Alternative Learning System (ALS) community learning center in Hernani, Eastern Samar, Philippines. The activity aims to engage ALS learners and raise environmental awareness by having teams of learners participate in a community clean-up event in September. The schedule allocates time for warm-up activities, an orientation, the clean-up drive led by three team leaders, and a reflection period. The proposed budget of 500 pesos for the activity will come from the ALS Teachers' allowance.
This document contains a weekly lesson plan for an Alternative Learning System on the topic of self-awareness and developing one's potential. The plan includes 3 objectives related to understanding concepts of self, identifying personal strengths and interests, and choosing appropriate careers. It lists learning competencies, references, and resources including motivational activities, lessons, and assessments. The plan involves students in self-reflection activities, role plays, worksheets, and discussions to help them learn about themselves and how to apply that knowledge.
This document is a table of contents for an annual report on an Alternative Learning System (ALS) program. It outlines 5 key result areas (KRAs) that will be covered in the report: advocacy and community organization, materials development, learning outcomes, management information system, and staff development. Under each KRA are 3-4 objectives and corresponding measures of verification that will provide evidence on progress achieving the objectives. The table of contents previews the structure and focus areas that will be discussed further in the report.
This document provides a series of task sheets for a training workshop on creating nail art. It includes 4 tasks: applying a base coat, placing a picture on the nails, applying a clear top coat, and cleaning excess polish. Each task sheet describes the performance objective, materials needed, step-by-step procedures, assessment methods rubrics and checklists to evaluate competency. The goal is for learners to complete all tasks and create nail art using pictures by following the proper techniques and procedures outlined in each task sheet.
A module-based test in Science for ALS Secondary Level compiled by the ALS Teachers of the Districts of maydolong, Balangkayan, Llorente, Hernani, and Gen. MacArthur of the Division of Eastern Samar
This document contains a 20 question quiz about various body systems and their functions. It tests knowledge about the excretory, respiratory, circulatory, immune/lymphatic, nervous, integumentary, endocrine, reproductive, skeletal, and muscular systems. Questions cover the roles and components of each system, such as which removes waste, transports oxygen, or secretes hormones. The quiz also contains true/false and multiple choice questions about specific anatomical structures and their classification.
This document provides instructions for a beginning computer basics practice assessment. It includes questions about hardware and software, input and output devices, keyboard shortcuts, and basic computer terminology. It then provides practice exercises to demonstrate moving icons, opening programs from the start menu, and typing sentences using shift keys for symbols. The goal is to test fundamental computer literacy and skills.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. What is a CLC?
• UNESCO defines a CLC as a "Iocal educational
institution outside the formal education system, for
villages or urban areas, usually set up and managed by
local people to provide various learning opportunities
for community development and improvement of
people's quality of life“.
• CLC is built on the premise that community
participation is key to empowering communities and
addressing local development challenges.
3. CLC Functions
• A CLC is envisioned to be a place where the
community can gather for literacy classes,
community meetings, training on non-formal
and informal programmes, public information
and dissemination, and community
development.
• It is also a centre that links with other agencies
of government, private and public organizations,
for programmes that are of benefit to the
community.
4. The objectives of CLCs are:
• To help in the development of the
livelihood of citizens through the
programmes and projects of the
alternative learning system;
• To strengthen and broaden
community links for mutual
support;
• To develop the capability of those
who lead the community or
barangay
6. CLC Programmes
• Livelihood training
• Meetings, assemblies, activities
• Meetings, literacy, livelihood
• Reading centre
• PEPT review, livelihood, seminars
• Seminars, meetings
• Activity Number of CLCs Percent
Seminars, training
• Training, reading centre, conferences
• Training
• Training, research, A&E
7. Factors contributing to the effective
functioning of CLC’s
• Local ownership and participation
• Enabling national policies and programs to respond to local realities
• Policy linkages and multi-sectoral support
• Strong support of central, provincial and local governments
• Strong management
• External support or interventions that help maximize local potential •
• Strong social capital (homogeneity and unity among community members
guided by similar values and aspirations)
• Multi-sectoral support with good networking, collaboration and
cooperation with different stakeholders.
8. Challenges faced
by CLC’s
• CLCs are not supported by or
linked to national policies and
programs.
• Programs not integrated to local
development plans and
programs.
• CLC programs are too thinly
spread and have little impact
• Sustainability issues
9. Community
Participation
• the greater the degree of
community participation in CLC
activities, the greater the
possibility and reality of
ownership, and, therefore, the
more likely the sustainability of
the CLC.
CLC
10. Possible Types of Participation
1. Manipulative participation. Participation is a sham.
2. Passive participation. People participate by being told what has
been decided or has already happened. Information shared belongs
only to external professionals.
3. Participation by consultation. People participate by answering
questions. No share in decisionmaking is conceded and professionals
are under no obligation to take on board people’s views. Again a
common early experience for most countries which is still the case for
the majority of CLCs in Bangladesh.
11. Possible Types of Participation
4. Participation for material incentives. People participate in return for
food, cash or other material incentives. They have no stake in
prolonging activities when the incentives end. This opinion is not
commonly held in other countries.
5. Functional participation. Participation is seen by external agencies
as a means to achieve project goals, especially reduced costs. People
may participate by forming groups to meet predetermined project
objectives.
12. Possible Types of Participation
6. Interactive participation. People participate in joint analysis, which
leads to action plans and the formation or strengthening of local
groups or institutions that determine how resources are used. Learning
methods are used to seek multiple viewpoints.
7. Self-mobilization. People take initiatives independently of external
institutions. They develop contacts with external institutions for
resources and technical advice but retain control over how resources
are used. This would be a view held by most countries of the role of
NGOs in founding CLCs.
14. • It is understandable that underserved and marginalized
groups which are unable to raise adequate resources for
education.
• Networking with other government and non-government
organizations with similar objectives can help raise non-
monetary resources in the form of awareness building and
teaching/ learning materials.
15. • Such networking will contribute to meaningful
knowledge sharing and capacity-building among
different stakeholders.
• Perceptions and attitudes of national and local level
government agencies are crucial for the functioning of
the CLCs.
16. Sustainability
• Participants to be involved in all aspects of CLCs.
• Community members can participate fully.
• Members participate fully and responsibly.
20. The human face of CLC’s
• In the pursuit of sustainability it is all too easy to forget that human
activities have a human face.
Example1: IGA (Income Generating Activity) does not rank very high
in the list of useful activities of a majority of CLCs but when members
of local communities are asked to mention the activities they think the
CLCs should concentrate on, they identified IGA as the most important
one and they have also indicated the specific trades they preferred.
Example 2: When local patrons support CLCs but meet objections to
their wish to have a say in CLC affairs.
22. The two
phases for
establishing
CLCs
I. Planning
• Community mobilization/ information
dissemination/drumming up interest;
• Community planning;
•Preparation of plans of action.
II. Implementation
• Execution of plans;
• Monitoring;
• Evaluation of programmes/drawing up of
lessons learned.
23. Competencies of
ALS Implementers
as CLC Managers
I. Leadership and Managing Operations
in the CLC
II. Instructional Leadership
III. Creating Community-Based and
Learner-Centered Learning Climate
IV. Enhancing Personal and Professional
Growth and Development
24. I. CLC Leadership and Managing Operations
A. Developing & Communicating Vision,
Mission, Goals, Objectives and Activities
of the CLC
• Coordinate and participate in formulating the CLC’s
VMGOA
• Explaining to the general public the CLC’s VMGOA
B. Management and Information System
• Conduct community literacy mapping.
• Gather data on ALS programs and projects
• Establish functional MIS
C. Development Planning
• Coordinate and participate in the planning for
development & implementation of ALS projects.
• Prepare action plan in coordination with the ALS ES I and
PSDS.
• Prepare performance targets.
• Prepare project proposals to source out funds in
coordination with ALS ES-I and PSDS.
D. Advocacy, Community Organization and Social
Mobilization
• Conduct linkage and networking with LGU’s, NGO’s and other
stakeholders.
• Coordinate with community leaders to identify potential learners
• Organize learning groups for ALS Basic Literacy Program,
Accreditation & Equivalency System and other ALS projects.
• Use various strategies in raising awareness on the ALS programs and
projects.
E. Monitoring and Evaluation
• Monitor and evaluate ALS programs and projects within the district.
•Prepare status and progress report of the different ALS programs and
projects.
•Submits quarterly and year-end accomplishment reports.
25. II. Instructional Leadership
A. Assessing Learners’ Literacy
• Conducts evaluation to determine the entry and exit level of learners using the Functional Literacy Test (FLT) and
other ALS assessment tools.
•Monitor and evaluate the learners’ learning progress.
B. Conducting Learning Sessions
• Conduct learning sessions using ALS core modules and other materials for at least 10 months a year.
• Devise plans and implement them in order to sustain gains of learners from the ALS programs.
26. III. Creating Community-Based and Learner-
Centered Learning Climate
A. Determine the learning needs of learners.
• Use Individual Learning Agreement (ILA) to identify the learning needs of evert learner.
• Conduct home visits, individual tutorials, counseling and other need-driven activities in an effort to retain and win the
learners back to the literacy sessions
• Assist in the preparation of learning portfolio.
A. Materials Development and / or Adaptation
• Prepare and develop community-based learning materials and other supplementary learning materials.
• Adapt existing ALS materials and other supplementary learning materials by localizing them.
• Adopt existing ALS materials and other supplementary learning materials.
• Translate ALS learning materials and other learning materials into the local language of the learners or communities
where he/she conducts learning session as the need arises.
27. IV. Enhancing Personal and Professional
Growth and Development
A. Professionalism
• Observes and demonstrates desirable personal and professional (RA 6713 & Code of Ethics RA 7836) behaviors like
respect, honesty, dedication, patriotism and genuine concern for others at all times
B. Capability Building
• Provide technical assistance to the mobile teacher, community leaders and other stakeholders.
• Serves as resource person, facilitator, and moderator during orientations, seminars, training, etc.
• Benchmark best practices of ALS Implementers in other divisions or regions.
C. Research and Development
• Coordinate and conduct action research and development activities to improve teaching-learning process as well as
delivery of ALS programs and projects.
28. References:
1. Google images
2. National Competency Based for School Heads Manual
3. Omnibus Guidelines for ALS
4. UNESCO Bangkok. Sustainability of Community Learning Centers:
Community Ownership and Support (Asia Pacific region Action
Research Studies), Bangkok 10110, Thailand. 2011
http://unesdoc.unesco.org/images/0021/002146/214655E.pdf