Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Approach in Government Technical Colleges in Fako Division and its Effects on...ijtsrd
The purpose of this paper was to investigate constraints to the implementation of the competence based approach CBA , and effects on vision 2035, as well as what teachers, principals and chiefs of work proposed as solutions to implementation problems. The major issue in this study was to find out whether the characteristics of the CBA constraints the implementation. The survey design was used The simple random sampling and clustered random sampling techniques were employed to obtain a sample of 10 principals, 19 chiefs of work and 129 teachers giving a total of 158 from a population of 509 government technical teachers, chiefs of work and principals in the five technical colleges that were used as sample in Fako division. Data was collected through the use of questionnaire comprising 46 items all closed ended and 2 open ended. Data from closed ended and open ended items were analyzed using the statistical package for the social sciences SPSS and the technique of content analysis respectively. Findings from the data analysis were presented using frequencies, percentages and means. The findings revealed that the CBA was preferred to other teaching methods in spite of its numerous constraints. As such, Cameroon can achieve vision 2035 if CBA is properly implemented. Some recommendations were made to improve on the practice for example, teachers need to be continuously trained through seminars workshops and regular follow up by principals and pedagogic inspectors to ensure the CBA is properly implemented. Ngwa Marcus Suh "Approach in Government Technical Colleges in Fako Division and its Effects on the Attainment of Vision 2035 of an Emerging Economy for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28044.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/28044/approach-in-government-technical-colleges-in-fako-division-and-its-effects-on-the-attainment-of-vision-2035-of-an-emerging-economy-for-cameroon/ngwa-marcus-suh
Here at the ExercicioWeb Site you will find several simulations with exercises, questions and activities aimed
at elementary, middle and high school covering the most diverse disciplines. For teachers, students who will
provide the Enem and the Vestibular also for the contestants
SIPOC MODEL IN MOROCCAN ENGINEERING EDUCATION CONTEXT: LEAN APPROACHijejournal
Morocco country faces a set of challenges related to the global economic crisis which strongly affects the
funding dedicated to different development sector. In this way, engineering schools are expected to respond
to higher education's heightened requirement while using the minimum amount of resources. Lean thinking
is a systematic approach to improve the efficiency of the educational process by promoting continuous
improvement. It can be applied both to learning and administrative steps to eliminate activities that do not
add value. In order to apply lean thinking principles in Moroccan engineering education we need to
understand how process activities create value and interact together. The process approach is a powerful
way of visualizing process flow and how inputs are transformed into outputs using different resources. The
purpose of this study is to introduce the first two principles of lean thinking, namely value definition and
process mapping, in Moroccan engineering education. Firstly we have chosen to study the ENSEM
(National Higher School of Electricity and Mechanics) processes. We have described its learning system in
order to define the value and elabora
Effectiveness of Internal Audits in Public Educational Institutions in Kenya...IJMER
Internal auditing has become a factor of the new accountability and control era. The
manner in which public sector entities maintain internal control and how they are held accountable has
evolved to require more transparency and more accountability from these organizations that spend
investor or taxpayer funds. This trend has significantly impacted how management implements,
monitors, and reports on internal control. Although internal auditors can be a valuable advisory
resource on internal control, the internal auditor should not be a substitute for a strong internal control
system. A system of internal control is the primary response to risks. The role of internal auditing has
evolved from an administrative procedure with a focus on compliance, to an important element of good
governance. In many cases the existence of internal auditing is mandatory (intosaigov 9140).
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Approach in Government Technical Colleges in Fako Division and its Effects on...ijtsrd
The purpose of this paper was to investigate constraints to the implementation of the competence based approach CBA , and effects on vision 2035, as well as what teachers, principals and chiefs of work proposed as solutions to implementation problems. The major issue in this study was to find out whether the characteristics of the CBA constraints the implementation. The survey design was used The simple random sampling and clustered random sampling techniques were employed to obtain a sample of 10 principals, 19 chiefs of work and 129 teachers giving a total of 158 from a population of 509 government technical teachers, chiefs of work and principals in the five technical colleges that were used as sample in Fako division. Data was collected through the use of questionnaire comprising 46 items all closed ended and 2 open ended. Data from closed ended and open ended items were analyzed using the statistical package for the social sciences SPSS and the technique of content analysis respectively. Findings from the data analysis were presented using frequencies, percentages and means. The findings revealed that the CBA was preferred to other teaching methods in spite of its numerous constraints. As such, Cameroon can achieve vision 2035 if CBA is properly implemented. Some recommendations were made to improve on the practice for example, teachers need to be continuously trained through seminars workshops and regular follow up by principals and pedagogic inspectors to ensure the CBA is properly implemented. Ngwa Marcus Suh "Approach in Government Technical Colleges in Fako Division and its Effects on the Attainment of Vision 2035 of an Emerging Economy for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28044.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/28044/approach-in-government-technical-colleges-in-fako-division-and-its-effects-on-the-attainment-of-vision-2035-of-an-emerging-economy-for-cameroon/ngwa-marcus-suh
Here at the ExercicioWeb Site you will find several simulations with exercises, questions and activities aimed
at elementary, middle and high school covering the most diverse disciplines. For teachers, students who will
provide the Enem and the Vestibular also for the contestants
SIPOC MODEL IN MOROCCAN ENGINEERING EDUCATION CONTEXT: LEAN APPROACHijejournal
Morocco country faces a set of challenges related to the global economic crisis which strongly affects the
funding dedicated to different development sector. In this way, engineering schools are expected to respond
to higher education's heightened requirement while using the minimum amount of resources. Lean thinking
is a systematic approach to improve the efficiency of the educational process by promoting continuous
improvement. It can be applied both to learning and administrative steps to eliminate activities that do not
add value. In order to apply lean thinking principles in Moroccan engineering education we need to
understand how process activities create value and interact together. The process approach is a powerful
way of visualizing process flow and how inputs are transformed into outputs using different resources. The
purpose of this study is to introduce the first two principles of lean thinking, namely value definition and
process mapping, in Moroccan engineering education. Firstly we have chosen to study the ENSEM
(National Higher School of Electricity and Mechanics) processes. We have described its learning system in
order to define the value and elabora
Effectiveness of Internal Audits in Public Educational Institutions in Kenya...IJMER
Internal auditing has become a factor of the new accountability and control era. The
manner in which public sector entities maintain internal control and how they are held accountable has
evolved to require more transparency and more accountability from these organizations that spend
investor or taxpayer funds. This trend has significantly impacted how management implements,
monitors, and reports on internal control. Although internal auditors can be a valuable advisory
resource on internal control, the internal auditor should not be a substitute for a strong internal control
system. A system of internal control is the primary response to risks. The role of internal auditing has
evolved from an administrative procedure with a focus on compliance, to an important element of good
governance. In many cases the existence of internal auditing is mandatory (intosaigov 9140).
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Change Management class assignment: Kenya is in the process of rolling out a new curriculum. Discuss the triggers that are resulting in the new curriculum, what is being changed, how is the change process being handled, what are the anticipated challenges of the change process, how are they and how can they be mitigated?
CADIE in-service teacher training course was developed and adapted to UNESCO ICT Competency Framework for Teachers (CFT Version 3) and built by adapting and supplementing existing Open Educational Resources (OER).
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Towards a capacity building framework in the use of information and communica...Gabriel Konayuma
The aim of the study was to develop a framework for capacity building in the use of educational technologies in Open, Distance and Flexible Learning Zambian Vocational Colleges by teaching staff to guide Colleges seeking to offer effective ODFL programmes.
Re- aligning higher education curriculum with the 21st century expectations: ...Joseph Mwanzo
Re-aligning higher education curriculum with the 21st century expectations:implications for teacher training in Kenya: a paper presented by Dr Julius Jwan, PhD on a conference on the state of Higher Education in Kenya at Kenyatta University on 23rd-August,2016
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. MANAGEMENT, FINANCING
AND ADMINISTRATION:
NKRUMAH COLLEGE OF
EDUCATION’ CONTRIBUTION
TO MEETING EDUCATION FOR
ALL EFA GOALS.
RUTH MWALE MUBANGA
PRINCIPAL
3. Nkrumah College of Education was opened in 1967
to train Junior Secondary School Teacher, while the
University of Zambia trained Senior Secondary
School Teachers
The period after independence there a rapid
expansion of both Primary and Secondary Schools, in
the country which resulted in
• Increase demand for teachers
• Reduced duration of Secondary School Training
from 3year to 2year in order to meet the demand
for Secondary School teachers.
• Teachers trained for junior secondary school
taught at senior level as well
4. In its efforts to attain Education for All, the
government introduce some reforms in the education
sector. These include:
The structure of Schools changed
The Primary School Grade 1-7, became Basic
School Grade 1-9
Secondary School became High School Grades 10
-12
However at present there is a transition where all
these exist
The Teachers’ training Colleges were transformed
into Colleges of Education.
5. Nkrumah College of Education currently trains
teachers for both upper Basic Grade 8 & 9 but is in
the process of being transformed into High School
College of Education which will train teachers for
Grade 10 -12
The College trains teachers for all subjects except
Home economics, Industrial arts and Fine arts
The college has a total enrolment of 603 first and
second year students and 2,203 Distance Education
students
A total of 64 academic staff and 71 support staff
6. From inception a total of 9862 students have
graduated from the college.
The role of the college is to provide post-secondary
training for high school teachers. While addressing
cross-cutting issues, the college also endeavors to
provide access, equity and quality education to its
candidates.
The main objectives of the College include:
Provision of a curricula relevant and responsive to
individual and national needs and value system,
Create an environment conducive for effective
teaching and learning
7. ensure adherence to learning and teaching standards,
guidelines and procedures to achieve high standards
and delivery of education
provide well qualified and committed teaching staff,
improve the learning environment.
To enhance learning by the use of various teaching
strategies
Foster professionalism in the implementation of the
curriculum
Cultivate a culture of innovation, creativity critical
thinking and life-long learning
8. Strengthen Continuous professional development for
all category of staff.
The college recognizes that in training teachers for
upper basic schools it has an important role to play in
meeting EFA goals.
Therefore the college has taken the following steps
Develop A College Strategic Plan for 2007-2013
Review the college curriculum and syllabus
Offering an upgrading course for Primary School
teachers through a distance Education program
Increased enrolment of students on the distance
program
9. ICT training for all staff
Developed Three year strategic Plan for CPD and
ICT
Integrate VVOB and NUFFIC project activities into
the main College Program
Support more members of staff upgrading
themselves. Currently there are 20 members of staff
studying under various programs.
Strengthen research activities
Publication of a college Journal
Introduction of action research for students
10. Strengthen college management, administration and
Financial accounting with the help of NPT (NUFFIC)
program.
The NPT is a programme of South-North cooperation
which helps developing countries to strengthen their
institutional capacity for providing post-secondary
education and training. It does this by mobilizing
expertise from Dutch organizations.
The NPT is demand-driven and flexible, and it
addresses local priorities. ‘Ownership’ on the part of
stakeholders in the South is an important feature of
the programme.
Needs were identified from existing Education
policy and Sector Plans. The priorities were identified
through dialogue with the ‘owners’ of the sector or
Sub-sector plans.
11. For the education sector in Zambia priorities at
tertiary level were elaborated in the Sector Plan for
education and the National Implementation
Framework (NIF).
After needs were identified, a plan of implementation
for NPT intervention was developed.
The decision of the area of intervention was influenced
by the fact that:
Nkrumah College is currently in a transition period of
changing the curriculum from two to three year.
12. In the near future the college would be offering
degree programs, hence the need for strengthening
Admission, Accounts, Management and
Administration. There was also a need for staff
training so that they would cope with the new
challenges and that they manage change.
In order for Nkrumah to meet these challenges the
college required to strengthen its institutional
capacity by:
Computerizing its records management systems
Providing appropriate soft and hard ware
Supporting continuous professional development.
Supporting the curriculum change process.
13. The NUFFIC program supports the college by
strengthening the college’s capacity in Management
The Management Development Program (MDP) is a
tailor made training program for
The management teams of both colleges
Individuals that are destined, or have the ambition,
to become part of the management team in the
(near) future.
There are 20 participants on the program from both
Colleges
The focus is on putting theory into practice,
coaching on the job, and developing soft
competences (as defined in the needs analysis).
14. The program is supportive for the Vice principals, the
heads of departments, the heads of sections and
individuals who have managerial responsibilities.
Curriculum development experts from CINOP and
FONTYS provided the Colleges with the basic
components for the MDP, based on the findings in the
Inception report and on their ample experience in the
field of Developing (educational) managers.
However, the participants of the MDP will have a
considerable influence on the program as they will
become the architects of their own curriculum.
15. Task Team Meeting
There are 4 task teams formed that consist of 4 staff
members (COCOE/NCE = 2/2) that are chaired by a
Task Team Leader.
It is the responsibility of the task teams to carefully
analyse the relevant processes in the colleges in order
to determine how the colleges can (further) improve
these in order to develop into an efficient and
effective organisation.
ICT will support the task teams by providing specific
information on ICT possibilities, pitfalls of ICT
solutions, best practices, et cetera.
16. These teams are tasked with analysing the systems and
processes within the colleges,
identifying strong/weak points,
formulating alternatives for solving the weak
points and/or further strengthen the strong points
and hence,
indicating the specific need for equipment.
Only then is an efficient use of the available funds in the
project guaranteed.
Financial Accounting and Procurement
Training of financial accounting officers,
procurement officer and strengthening systems
17. In financial management there is need for:
More accountability and more transparency
Proper reporting and record management.
With the support from NPT, the college should be able
to acquire soft and hard ware to improve information
and financial management systems
ICT
The consortium and the colleges agreed also that in
case of urgent need for equipment (e.g. internet
connection) funds would be made available
Also the consortium feels that it is necessary to
work more closely together with VVOB, as this
the area of ICT in organisation is also active
18. in Education, though focusing more on (basic) ICT
training.
As VVOB is also using part of its budget for
equipment, it become necessary to join forces so
as to prevent an inefficient use of funds.
ICT as a tool to improve systems as well as a tool
for teaching
Improved internal communication systems
Improve data keeping
Admission
Introduction of more transparent efficient systems
of admitting students to the college.
19. Challenges
The following remain the challenges which the college
still faces
Internet connection still is a problem hence internet
related activities and training can not take place
Need for continuous professional development
especially in the area of curriculum change,
management and teaching methodologies.
Lack of clear defined policy for continuous
Professional development
Lack of financial support for CPD
20. The Ministry of Education focus is on Basic
Education therefore most funding is allocated to
Basic Schools. The College then has
Inadequate, late funding that does not match with
the college budget
Inadequate Resource allocation formula
Lack of adequate teaching and learning materials
lack of expansion of college and poor
infrastructure
Lack of well defined promotion ladder, as a result
promotion to management position. Promotion
based on years of service and not competence or
training.
21. Poor communication and poor data management
Lack of clearly defined Distance Education
Program for teacher training colleges and lack of
coordination Distance Education program.
Therefore lack of support for such programs
Lack of ICT policy, therefore the Ministry does
not have direction
Research is not a priority therefore not funds
allocated to research, lack of forum sharing
research finding.
Appointment and Promotion for Lecturers does not
require them to research or publish, therefore
22. College Lecturers do not see any need for
research.
Conclusion: There is need for Ministry of
Education to see higher education as an
important partner is achieving Educational for
all goal. That way information and funding
will be channeled to higher education.