1. The document discusses the BERMUTU program presented at a workshop in Gorontalo, Indonesia, which aims to improve education through reformed management and universal teacher upgrading.
2. The program's goals are to make Gorontalo municipality smart, healthy, creative, and environmentally-friendly, as well as stabilize development to achieve prosperity and independence.
3. Key elements of the BERMUTU program include reforming teacher education, improving teacher quality, renewing accountability systems, and improving monitoring and evaluation to enhance teacher performance and student achievement.
The document discusses admission policies and organizational problems in improving the quality of teacher education in India. It outlines the guidelines for admission to various teacher education programs established by the National Council of Teacher Education. Some key organizational problems are the large gap between the demand and supply of teachers due to increased school enrollment, a backlog of 33% of in-service teachers who are untrained, and inconsistencies between the various teacher education programs and levels in terms of structure, execution, and expansion that has negatively impacted quality. Meeting the goal of providing basic education for all Indian children by 2030 will require training over 10,00,000 new teachers annually over the next 15 years.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
The Basic Education Sector Reform Agenda (BESRA) aims to improve basic education outcomes in the Philippines by 2015. It outlines five key reform thrusts: 1) Empowering school-level stakeholders to continuously improve their own schools; 2) Raising teaching standards to meet demands for better learning; 3) Increasing social support for attaining learning outcomes; 4) Improving complementary early childhood, alternative learning, and private sector participation; and 5) Changing DepED's institutional culture to better support reforms. The document details specific policy actions under each thrust, such as ensuring schools have improvement plans and resources to improve independently, adopting competency-based teaching standards, and preparing teacher demand projections.
Justice verma commission (JVC) Report Recommendations and Actions takenBhaskar Reddy
This slides contain Justice verma commission Recommendations and Actions
taking as three parts
1. Pre-service teacher education
2. In-service teacher education
3. Teacher education Audit
all with recommendations and Actions
The document summarizes Kenya's proposed education curriculum reforms. It outlines plans to shift from a content-focused curriculum to one centered around competencies. Key changes include increasing flexibility, integrating early childhood education, and emphasizing skills like critical thinking, creativity, and digital literacy. The reforms aim to better align Kenya's education system with its development goals and international standards.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
The document discusses admission policies and organizational problems in improving the quality of teacher education in India. It outlines the guidelines for admission to various teacher education programs established by the National Council of Teacher Education. Some key organizational problems are the large gap between the demand and supply of teachers due to increased school enrollment, a backlog of 33% of in-service teachers who are untrained, and inconsistencies between the various teacher education programs and levels in terms of structure, execution, and expansion that has negatively impacted quality. Meeting the goal of providing basic education for all Indian children by 2030 will require training over 10,00,000 new teachers annually over the next 15 years.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
The Basic Education Sector Reform Agenda (BESRA) aims to improve basic education outcomes in the Philippines by 2015. It outlines five key reform thrusts: 1) Empowering school-level stakeholders to continuously improve their own schools; 2) Raising teaching standards to meet demands for better learning; 3) Increasing social support for attaining learning outcomes; 4) Improving complementary early childhood, alternative learning, and private sector participation; and 5) Changing DepED's institutional culture to better support reforms. The document details specific policy actions under each thrust, such as ensuring schools have improvement plans and resources to improve independently, adopting competency-based teaching standards, and preparing teacher demand projections.
Justice verma commission (JVC) Report Recommendations and Actions takenBhaskar Reddy
This slides contain Justice verma commission Recommendations and Actions
taking as three parts
1. Pre-service teacher education
2. In-service teacher education
3. Teacher education Audit
all with recommendations and Actions
The document summarizes Kenya's proposed education curriculum reforms. It outlines plans to shift from a content-focused curriculum to one centered around competencies. Key changes include increasing flexibility, integrating early childhood education, and emphasizing skills like critical thinking, creativity, and digital literacy. The reforms aim to better align Kenya's education system with its development goals and international standards.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
This document discusses teacher education in Ontario. It notes that improving teacher learning is key to improving student learning. It examines the challenges of teacher education, including selecting candidates, preparing teachers, supporting new teachers, and ensuring ongoing professional development. It provides an overview of the current context and issues regarding pre-service teacher education programs in Ontario, including criticisms that programs are too short, theoretical, and disconnected from practice in schools. The document calls for reforms to better integrate theory and practice and ensure teachers are prepared to teach Ontario's common curriculum.
Talvndr .challenges facing distance education in the 21st centuryDr. Shalini Pandey
Distance education focuses on teaching methods that deliver instruction to students who are not physically present in a traditional classroom setting. It aims to create and provide access to learning when the source of information and learners are separated by time and distance. Studies have shown that distance education students can learn as well as or better than conventional students, with equivalent final grades, though retention rates may be lower for distance students. While distance education faces challenges in finding cost-effective models and enhancing reputation and support systems, its future lies in clear missions, optimal quality and equity balance, collaboration, and minimizing the digital divide.
Quality enhancement in teacher educationprincipalscsa
This document discusses quality enhancement in teacher education. It notes that teacher education underwent expansion in India in heterogeneous conditions, and some institutions ran teacher education programs in a diluted form for commercial purposes. The National Council for Teacher Education (NCTE) was established to regulate teacher education programs and ensure they meet norms and standards. NCTE recognizes institutions that meet infrastructure and other requirements to effectively deliver teacher education curriculums. An agreement between NCTE and NAAC aims to use assessment and accreditation as an effective tool for continuous quality improvement in teacher education programs and institutions.
Impact of ncte on secondary teacher education in rajasthanJai Dayal Singh
The document summarizes a paper presented at a national seminar on the impact of the National Council of Teacher Education (NCTE) on secondary teacher education in Rajasthan, India. It discusses the background and establishment of the NCTE and its efforts to regulate and improve teacher education. Key findings of the study presented in the paper include that many teacher training colleges in Rajasthan do not fully meet NCTE standards regarding infrastructure, staffing, and academic performance. While oversight by NCTE has helped address some issues, malpractices still exist in areas like staff appointments and exam results. Overall, government-run and privately-managed colleges generally have better facilities than ordinary teacher training colleges.
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
The document provides an overview of the education system in Mauritius at the end of the 20th century. It discusses reforms and innovations introduced over the last 10 years across pre-primary, primary, secondary, and tertiary education. Key reforms included establishing a legal framework, implementing evaluation policies, and introducing objectives and characteristics of current and future reforms. Achievements over the last decade are also summarized for each education level. Lessons learned and major difficulties encountered are outlined, along with the main problems and challenges still facing the education system.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
The University Grants Commission supports orientation programs and refresher courses for teachers conducted by 66 Academic Staff Colleges and 5 Refresher Course Centers. The orientation program helps new lecturers develop skills and the refresher courses allow experienced teachers to share experiences. Participation in these courses is mandatory for career advancement. Teachers must meet eligibility requirements regarding years of service and time since last course. Courses are conducted year-round using experts as resource persons and focus on subjects, emerging topics, and technology skills. Interested eligible teachers apply through their institutions directly to the appropriate center.
Teacher education: meeting the global demand and challenges in tertiary insti...SubmissionResearchpa
Education is regarded as a tool of national growth in most societies and no nation can survive today in the face of the influence of globalization without training and providing qualitative education to her citizens. The teacher is at the center of the teaching and socialization process situate in the school and towards the realization of a nation’s educational policy. This role is also complimentary to the functions performed by the agencies of socialization such as the family, mass media, religious organizations, peer group, and non-government organizations. Consequently, the paper examined the nature, importance, roles and challenges of teacher education in meeting the global demand in Nigerian. The paper identified institutional corruption at all levels of teacher education, quality of programme and products, weak admission policy of students, poor facilities provision and management as part of its challenges in Nigeria. Five recommendations were made which includes the provision of adequate facilities, e-learning environments and improved security in collaboration with the host communities. by Dagogo A. F. Daminabo 2020. Teacher education: meeting the global demand and challenges in tertiary institutions in Nigeria. International Journal on Integrated Education. 3, 6 (Jul. 2020), 87-91. DOI:https://doi.org/10.31149/ijie.v3i6.439. https://journals.researchparks.org/index.php/IJIE/article/view/439/438 https://journals.researchparks.org/index.php/IJIE/article/view/439
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?
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
Teacher preparation the case of the two years “in” and one year “out” policy ...Alexander Decker
This document summarizes a study that investigated Ghana's "In-In-Out" teacher training program, where trainees spend two years on campus and one year teaching in schools. The study examined how trainees are prepared and the roles of various stakeholders. It found that (1) on-campus training adequately prepares trainees, but (2) some mentors in schools were not fully supporting trainees. The study recommends all stakeholders work together to ensure the program's success.
Zambia's Ministry of Education Initiatives towards the Implementation SDG 4, ...ESD UNU-IAS
This presentation was part of the 7th African RCE Meeting, 2-4 August 2017 in Lusaka, Zambia “RCE Initiatives: Milestones for Achieving the Sustainable Development Goals”.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA aims to improve the delivery of basic education through five key reform thrusts, with a focus on strengthening school-based management (SBM). SBM is recognized as central to BESRA's goal of empowering schools and communities to improve education quality. The document outlines achievements under SBM including adoption of frameworks, allocation of grants to schools, and increased awareness among schools. Overall BESRA is widely accepted as an important education reform that recognizes local stakeholders as best positioned to identify school needs and drive continuous improvement.
Roberto Garrido es un ingeniero informático que trabaja en aplicaciones de realidad aumentada y virtual para el patrimonio histórico. Ha participado en varios proyectos de investigación sobre este tema y ha publicado artículos sobre técnicas de interacción y uso de escaneado láser 3D para mejorar el acceso a sitios patrimoniales.
This document discusses teacher education in Ontario. It notes that improving teacher learning is key to improving student learning. It examines the challenges of teacher education, including selecting candidates, preparing teachers, supporting new teachers, and ensuring ongoing professional development. It provides an overview of the current context and issues regarding pre-service teacher education programs in Ontario, including criticisms that programs are too short, theoretical, and disconnected from practice in schools. The document calls for reforms to better integrate theory and practice and ensure teachers are prepared to teach Ontario's common curriculum.
Talvndr .challenges facing distance education in the 21st centuryDr. Shalini Pandey
Distance education focuses on teaching methods that deliver instruction to students who are not physically present in a traditional classroom setting. It aims to create and provide access to learning when the source of information and learners are separated by time and distance. Studies have shown that distance education students can learn as well as or better than conventional students, with equivalent final grades, though retention rates may be lower for distance students. While distance education faces challenges in finding cost-effective models and enhancing reputation and support systems, its future lies in clear missions, optimal quality and equity balance, collaboration, and minimizing the digital divide.
Quality enhancement in teacher educationprincipalscsa
This document discusses quality enhancement in teacher education. It notes that teacher education underwent expansion in India in heterogeneous conditions, and some institutions ran teacher education programs in a diluted form for commercial purposes. The National Council for Teacher Education (NCTE) was established to regulate teacher education programs and ensure they meet norms and standards. NCTE recognizes institutions that meet infrastructure and other requirements to effectively deliver teacher education curriculums. An agreement between NCTE and NAAC aims to use assessment and accreditation as an effective tool for continuous quality improvement in teacher education programs and institutions.
Impact of ncte on secondary teacher education in rajasthanJai Dayal Singh
The document summarizes a paper presented at a national seminar on the impact of the National Council of Teacher Education (NCTE) on secondary teacher education in Rajasthan, India. It discusses the background and establishment of the NCTE and its efforts to regulate and improve teacher education. Key findings of the study presented in the paper include that many teacher training colleges in Rajasthan do not fully meet NCTE standards regarding infrastructure, staffing, and academic performance. While oversight by NCTE has helped address some issues, malpractices still exist in areas like staff appointments and exam results. Overall, government-run and privately-managed colleges generally have better facilities than ordinary teacher training colleges.
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
The document provides an overview of the education system in Mauritius at the end of the 20th century. It discusses reforms and innovations introduced over the last 10 years across pre-primary, primary, secondary, and tertiary education. Key reforms included establishing a legal framework, implementing evaluation policies, and introducing objectives and characteristics of current and future reforms. Achievements over the last decade are also summarized for each education level. Lessons learned and major difficulties encountered are outlined, along with the main problems and challenges still facing the education system.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
The University Grants Commission supports orientation programs and refresher courses for teachers conducted by 66 Academic Staff Colleges and 5 Refresher Course Centers. The orientation program helps new lecturers develop skills and the refresher courses allow experienced teachers to share experiences. Participation in these courses is mandatory for career advancement. Teachers must meet eligibility requirements regarding years of service and time since last course. Courses are conducted year-round using experts as resource persons and focus on subjects, emerging topics, and technology skills. Interested eligible teachers apply through their institutions directly to the appropriate center.
Teacher education: meeting the global demand and challenges in tertiary insti...SubmissionResearchpa
Education is regarded as a tool of national growth in most societies and no nation can survive today in the face of the influence of globalization without training and providing qualitative education to her citizens. The teacher is at the center of the teaching and socialization process situate in the school and towards the realization of a nation’s educational policy. This role is also complimentary to the functions performed by the agencies of socialization such as the family, mass media, religious organizations, peer group, and non-government organizations. Consequently, the paper examined the nature, importance, roles and challenges of teacher education in meeting the global demand in Nigerian. The paper identified institutional corruption at all levels of teacher education, quality of programme and products, weak admission policy of students, poor facilities provision and management as part of its challenges in Nigeria. Five recommendations were made which includes the provision of adequate facilities, e-learning environments and improved security in collaboration with the host communities. by Dagogo A. F. Daminabo 2020. Teacher education: meeting the global demand and challenges in tertiary institutions in Nigeria. International Journal on Integrated Education. 3, 6 (Jul. 2020), 87-91. DOI:https://doi.org/10.31149/ijie.v3i6.439. https://journals.researchparks.org/index.php/IJIE/article/view/439/438 https://journals.researchparks.org/index.php/IJIE/article/view/439
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?
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
Teacher preparation the case of the two years “in” and one year “out” policy ...Alexander Decker
This document summarizes a study that investigated Ghana's "In-In-Out" teacher training program, where trainees spend two years on campus and one year teaching in schools. The study examined how trainees are prepared and the roles of various stakeholders. It found that (1) on-campus training adequately prepares trainees, but (2) some mentors in schools were not fully supporting trainees. The study recommends all stakeholders work together to ensure the program's success.
Zambia's Ministry of Education Initiatives towards the Implementation SDG 4, ...ESD UNU-IAS
This presentation was part of the 7th African RCE Meeting, 2-4 August 2017 in Lusaka, Zambia “RCE Initiatives: Milestones for Achieving the Sustainable Development Goals”.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA aims to improve the delivery of basic education through five key reform thrusts, with a focus on strengthening school-based management (SBM). SBM is recognized as central to BESRA's goal of empowering schools and communities to improve education quality. The document outlines achievements under SBM including adoption of frameworks, allocation of grants to schools, and increased awareness among schools. Overall BESRA is widely accepted as an important education reform that recognizes local stakeholders as best positioned to identify school needs and drive continuous improvement.
Roberto Garrido es un ingeniero informático que trabaja en aplicaciones de realidad aumentada y virtual para el patrimonio histórico. Ha participado en varios proyectos de investigación sobre este tema y ha publicado artículos sobre técnicas de interacción y uso de escaneado láser 3D para mejorar el acceso a sitios patrimoniales.
Ancient death grip leaf scars reveal ant−fungal parasitismmarciofdias
This document discusses a fossil leaf from the Messel Pit fossil site in Germany that provides evidence of ancient ant-fungal parasitism behavior. The 48 million year old fossil leaf contains 29 scars centered on leaf veins that match the distinctive "death grip" behavior of ants infected by fungi today. This represents the first known example of behavioral manipulation preserved in the fossil record and suggests this interaction between ants, fungi, and plants has existed for tens of millions of years.
Whats teeth got to do with it fall2011 seminar brochureShirley Gutkowski
This document provides information about an upcoming seminar titled "What's Teeth Got To Do With it? Oral complications of medications and life-saving treatments". The seminar will be presented by Shirley Gutkowski, a dental hygiene expert, and will cover the latest advances in oral care for patients taking medications or receiving treatments that can impact oral health. Attendees will learn how to effectively teach clients oral hygiene techniques, evaluate referrals for oral care, and understand how good oral hygiene can reduce illness. The seminar is aimed at nurses, physician assistants, and other healthcare professionals and will provide 3 hours of continuing education credit.
ACHIEVING UNIVERSAL BASIC EDUCATION IN NIGERIA: ISSUES OF RELEVANCE, QUALITY ...Kunle Areo
The document discusses Nigeria's Universal Basic Education (UBE) program. It outlines the objectives of UBE, which include providing free and compulsory education, reducing dropout rates, and ensuring students acquire literacy, numeracy, and life skills. It also discusses government efforts to implement UBE like teacher training, classroom construction, and increasing enrollment rates. However, it notes that unless issues of education quality and relevance are addressed, Nigeria may not achieve universal primary education by the 2015 target date.
This document discusses educational planning and quality teacher training programs in the Philippines. It describes the establishment of the Ateneo Teacher Center (ATC) in 1985 to provide retraining programs for basic education teachers. The ATC conducts seminars, workshops, and programs to help upgrade teachers' skills. It also assists schools in developing instructional materials and reading programs. While focusing on professional development, the ATC could expand to address teachers' personal and organizational development as well. The document emphasizes the importance of quality education and defining what constitutes a quality education system in the Philippines.
The document summarizes the ongoing curriculum reforms in Kenya led by the Kenya Institute of Curriculum Development. It discusses the shift from a content-focused to competency-based curriculum to better prepare students with 21st century skills. A pilot of the new early years education curriculum was conducted in 470 schools across Kenya and received positive feedback from teachers, parents, and students. The full implementation of the competency-based curriculum will be rolled out progressively through 2025.
Why curriculum reforms are being conducted in Kenyan education sector:paper p...Joseph Mwanzo
International Bureau of education recommends that curricula should be reviewed every five years:Find out how the process of curriculum reform is being conducted in Kenya.
The new National Education Policy 2020 aims to transform India's education system by 2040. It replaces the previous National Policy on Education from 1986. Some key principles of the new policy are developing good citizens with empathy and resilience, focusing on foundational literacy and numeracy, promoting conceptual learning over rote memorization, and ensuring equity and inclusion for all students. The policy covers school education, higher education, and vocational training. It has been criticized for its emphasis on local languages potentially limiting English education and for being developed without enough state input. If properly implemented, the policy could boost literacy, skills, and overall growth in India by 2040.
This document provides guidance for teachers on continuous professional development. It discusses reflecting on teaching practice and planning goals for improvement in using new learning delivery modalities. The document includes a self-assessment questionnaire, templates for setting goals and an individual development plan. It emphasizes aligning professional development with the Philippine Professional Standards for Teachers across domains like content knowledge, learning environment, diversity of learners and more. Teachers are guided to identify priorities, choose relevant training programs and discuss topics at their School Learning Action Cell meetings to strengthen practice.
Final School learning Recovery Plan of Upper GabrielaGemmaviDulnuan2
This document outlines Villa Pascua E/S's Learning Recovery and Continuity Plan for SY 2022-2023. It discusses the following key points:
- The LRCP model is adapted from DepEd Region 2 and SDO Quirino's plans with priority areas of instruction/assessment, teacher training, and learning support materials.
- The plan's objectives include improving literacy/numeracy skills through various reading and math programs, enhancing teacher competencies, and developing contextualized learning resources.
- Other details covered include the school profile, curriculum/learning modalities, class programming, assessment, and guidelines on teacher workload for face-to-face classes.
- The overall goal is to
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/
The document provides the DepEd Professional Development (PD) Priorities for Teachers and School Leaders for School Year 2020-2023. It outlines the PD priorities that will be drawn from the Philippine Professional Standards for Teachers, School Heads, and Supervisors. The priorities are intended to guide DepEd units and learning service providers in developing proposals for teacher and school leader professional development. The priorities will help support the continuous upskilling and reskilling of educators to improve learning outcomes. The enclosure provides tables outlining the specific PD priorities for each standard according to the level of expertise of educators.
Matatag-Curriculum Bansang Makabata, Batang MakabansaPamelaManglicmot1
The MATATAG curriculum aims to address the needs of 21st century learners and develop students who are Makadiyos, Makatao, Makakalikasan, and Makabansa. It focuses on foundational skills like literacy and numeracy. The curriculum also emphasizes 21st century skills and nationalistic values. It will be implemented gradually from 2024 to 2028. While it aims to better prepare students, it also faces challenges in terms of resources, training, and adjustment for teachers and students.
This document outlines the Philippine Professional Standards for Teachers. It includes 7 domains that define teacher quality, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers with descriptors for beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. Finally, it provides details on the strands and indicators for each domain at different career stages.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
The document outlines the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It describes the standards across 7 domains that teachers are required to demonstrate, including: 1) content knowledge and pedagogy, 2) learning environment, 3) diversity of learners, 4) curriculum and planning, 5) assessment and reporting, 6) community linkages and professional engagement, and 7) personal growth and professional development. Collectively, the 7 domains comprise 37 strands that refer to more specific dimensions of teacher practice. The standards were created to complement education reforms and articulate what constitutes teacher quality in the K-12 system.
Malaysia Education Blueprint 2013-2025Tracey Akiam
The document outlines Malaysia's education blueprint for 2013-2025. It aims to transform the education system through 11 shifts, including benchmarking learning standards to international levels, ensuring students are proficient in Bahasa Malaysia and English, developing values-driven citizens, improving teacher quality, empowering school leaders, leveraging technology, strengthening ministry capabilities, increasing partnerships and transparency. The blueprint will be implemented in three waves to first turn around the system, then accelerate improvement, and ultimately move towards excellence.
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The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
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PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT.pptx
materi bupati pendidikan bermutu
1. BETTER EDUCATION THROUGH
REFORMED MANAGEMENT AND
UNIVERSAL TEACHER
UPGRADING (BERMUTU)
PRESENTED AT BERMUTU
WORKSHOP
GERMAN, NOV 23-29 2013
DAVID BOBIHOE AKIB
2. “DISTRICT GORONTALO TO BE SMART, HEALTHY, CREATIVE AND
ENVIRONMENTAL VISION TO PROSPER AND INDEPENDENT
COMMUNITY"
STRUCTURE
OF VISION
SMART
HHEEAALLTTHHYY
CREATIF
ENVIRONMENTAL
VISION
PPRROOSSPPEERRITITYY
INDEPENDENT
3. 1.
2.
3.
Making of Gorontalo Municipality Smart,
Healthy and Creatif.
Making of Gorontalo Municipality
Environmental Vision
Stabilize of Gorontalo Municipality
Development tobe Prosperity and
Independent
4.
5. Education development policy in Gorontalo regency
adapted to the vision and mission of the development
area, namely the period 2010-2015:
Educational programs geared to revitalize enhancing
the quality of educational facilities including educators,
school staff, and student achievement;
Development of education sector policies can actually
be directed to improve the quality of human resources
so as to support economic empowerment;
Development of education sector policies expected to
be more oriented to community involvement as a whole,
in terms of increased capacity (capacity development) in
the creation of a generation of healthy and intelligent.
8. QUALITY
EDUCATION
PROGRAM AND
AFFORDABLE
ALL IN EDUCATION IMPLEMENTATION
PROCESS TO ACHIEVE TARGET QUALITY
orient PERMITTED :
1).START OF TEACHER QUALITY,
2).EDUCATION FACILITIES THAT
REPRESENTATIVE,
3).WELFARE EDUCATION PERSONNEL,
4). AND FINALLY THE COMPETITIVE
EDUCATION OUT PUT.
ANYWAY THIS PROGRAM THROUGH
GOVERNMENT ATTEMPT TO THE FULLEST
GORONTALO DISTRICT SCHOOL IN
MAKING THIS AREA HAVE
INTERNATIONAL STANDART
9. TO BE SMART REGENCY ON 2015
ININDDICICAATTOORR
1. Education Funding
2. Increased qualifications, competence, and teacher certification.
3. IT application for e-learning dan e-administration
4. Construction and rehabilitation of educational facilities
5. Reform Models Learning through the use of learning modules (PAKEM).
6. Widening access, increase quality, relevance, and competitiveness of
education, strengthening governance, accountability, and the public image of
education in a comprehensive manner.
7. Non-formal and informal education to reach the unreached (Education
BERMUTU cheap and affordable).
10.
11. BERMUTU program basically teachers anticipate
problems related to:
1.Uneven distribution of teachers,
2.Pupil teacher ratios and relatively low
compared to other countries, while the national
teacher ratio low, but varies from one place to
another;
3.Elementary education teacher education
qualifications are still relatively low, especially
at the elementary school,
4.Quality professional educators tend to have an
impact on the low low student achievement;
12. BERMUTU PROGRAM
COMPONENTS
1.Reforming education for prospective teachers
2.Strengthen efforts to improve the quality of
teachers at the district and school
3.Renewed accountability and incentive systems
to improve performance and career teachers
4.Improve monitoring and evaluation of teacher
quality and student achievement
13. Continuing Professional Development (Continuous
Professional Development) and the Learning
Experiences and Outcomes Work (Recognition of
Prior Learning) is believed to be one of the main
determinants of teacher performance and student
learning.
Experience of other countries that support the
Composer program leads to improved teacher
quality significantly.Added value is the BERMUTU
program helped local governments Increased
competence in teacher professionalism,
competence, professionalism principals, school
supervisors and professional competence;
Can produce better learning practices and the
quality of students.
14. 1. DEVELOPING SKILLS
TEACHING
2.IMPROVEMENT OF
COMPETENCE
3.CONTINUOUS IMPROVEMENT OF
PROFESSIONALISM
4. RECOGNITION OF EXPERIENCE
WORKING AND LEARNING
5.TEACHER CERTIFICATION
6.TEACHER INDUCTION FOR
BEGINNERS
7. TEACHER PERFORMANCE
EVALUATION
8.MAPPING TEACHERS
BERMUTU
15. BENEFITS BERMUTU PROGRAM IN THE
GORONTALO REGENCY
In support BERMUTU program through Direct
Assistance Fund (DBL) of the working group
Teachers, Principals and Supervisors are expected
to provide a boost in acceleration of the
implementation of the program. Various studies on
teacher and student learning outcomes provide a
number of important implications for a variety of
strategies to improve the quality of teachers in order
to improve the learning process. Some key findings
from research on the benefits of the Program
BERMUTU is:
16. 1.Skills and knowledge of teachers tend to have a big
impact on student achievement than other variables such
as teacher experience, class size, and teacher-student
ratios;
2.Students can attain higher achievement in math and
science when taught by teachers who have been certified
standards;
3. Started and teacher certification has the strongest
correlation with student achievement in reading and
math;? increase teacher salaries tend to have a direct
impact on student achievement;
4.Trend is a common perception that the level of teachers'
salaries will affect interest in entering the teaching
profession, and;
5. Long experience of teaching WILL have an impact on
student achievement
17. USING THE TOOLS
OF EDUCATION
SET ON STUDENT
DISCIPLINE
ASSESSMENT OF
STUDENT LEARNING
TRANSFER OF
KNOWLEDGE TO
ALL STUDENTS
USING GOOD AND
TRUE
LANGUANGE
SETTING UNIT
LESSON
PREPARING
MATERIALS
LESSON.
MAKES SPIRIT
STUDENT
LEARNING
18. STANDARDIZATION
TEACHER PROFESSIONAL
DEVELOPMENT
STANDARDIZATION
STANDARDIZATION OF
EDUCATION IS
RECALLING CLAIM
COMMUNITY NEEDS
CHANGING SO FAST
THAT IS GOING
NATIONAL TEACHERS
IN AREAS AVOID THE
ACCUMULATION OF
STANDARDIZATION
OF EDUCATION
ACCOUNTABILITY
WILL PRODUCE A
GOOD AND
TRANSPARENT
WHICH CONTAINS A
MORAL OBLIGATION
TO GIVE FOR EQUAL
OPPORTUNITY TO
ALL STUDENTS
AS A GUIDE FOR
TEACHERS HOLD
CHANGES IN GLOBAL
SO THAT WILL
IMPROVE STUDENT
LEARNING HOURS
WILL UNDERSTAND
MORE
STANDARDIZATION
TEACHER PROFESSIONAL
DEVELOPMENT
MAPPING AS A
PROBLEM AND TO
FIND OUT WHETHER
SUCCESSFUL ARE
ACHIEVED
STANDARD
19. Direct Assistance Fund (DBL) through QUALITY program that has been
accepted by the Working Group 237 Teacher / KKG in Gorontalo
regency since 2009 s / d end of 2012 was Rp. 8,320,900,000 (eight
billion, three hundred in twenty million, nine hundred thousand rupiah’’s)
with DBL distribution details as described in the following table :
2009/ RP 634.000.000
RP 2.O26.300.000
13 GROUPS
20. SUCCESS OF 6 INDICATORS BERMUTU PROGRAM :
:
1. Increasing the number of teachers
qualified in accordance with Law Teachers
and Lecturers
2. he increasing number of elementary and
secondary teachers as partners in Gorontalo
regency BERMUTU that teach using methods
appropriate to the age of students and courses
taught
3.Reduced number of teachers are absent
6.The increasing number of teachers who
attended DEGREE from an accredited
University
5. The increasing number of KKG /
MGMPs, PSC / MKKS, KKPS / MKPS
active in Gorontalo regency
4. The increasing number of novice
teachers who follow the Induction Program
in the District of Gorontalo
:
21. Data development and Professional Allowance Basic Education in the Province of Gorontalo
Basic Education Data
Rata-rata : 97,9%
Total Teachers
Jumlah : 11.755
Certified Teachres
Rata-rata : 43,4%
Basis : Jumlah Guru
Loan Receiver
Rata-rata : 73,5%
Sumber data : Dapodik, 10 Mei 2013 Basis : Guru Bersertifikat
22. EDUCATION FOR ALL
(APM)
ELEMENTARY NET
ENROLLMENT
RATES
MMDDGG’’ss
TTaarrggeettss
oonn 22001155
98,91 %
(APM)
JUNIOR NET
ENROLLMENT
RATES
NNaattiioonnaall
TTaarrggeettss
PPrroovviinnccee TTaarrggeettss
RReeggeennccyy TTaarrggeettss
(APM)
SENIOR NET
ENROLLMENT
RATES
TIME SCALES 2012-2013
23. LOCAL GOVERNMENT COMMITMENT
IN RESTRUCTURING QUALITY EDUCATION
LOCAL GOVERNMENT COMMITMENT
IN RESTRUCTURING QUALITY EDUCATION
24. Good education and quality form the basis of
development and progress further. Good quality
education, will produce quality human resources
well too. For this reason, improving the quality of
education is an urgent problem.
Specialized in Gorontalo regency, education
problems is not only the responsibility of the
Institute of Education, but backed by all
stakeholders in order to realize the Smart District
2015.
25.
26. -E-EDDUUCCAATTIOIONN N NGGOO
Interconnectivity through Budget Team
Functioning in Quality Improvement Services
Education By Giving Advisory, Referral and
Support Personnel, Facilities and Infrastructure, Monitoring And
Education In National, Provincial, and District
As a function of the input control and rmemberi
education issues
As an institution that works to provide financial
assistance, expertise, and consulting functions
More to the cooperation and assistance functions
Arrange Quality education program planning
Support and backup the entire educational
program
27. THE LOCAL GOVERNMENT IS VERY
CONCERNED IN 2015 THE SMART
DISTRICT GOAL’S, ONE OF THEM BY
OPTIMIZING SERVICES TO STUDENTS
IN REMOTE AREAS, THE LOCAL
GOVERNMENT PROVIDE FREE CAR
OPERATIONS PERFORMED ON THE
NEXT TIME TO TAKE THE STUDENTS
TO SCHOOL, AND LATER IN THE DAY
USED BY VILLAGERS FOR TRADE
ACTIVITIES
28. Allocation of school district encourages inequality:
Some types of school operating costs does not depend on the number of
students, for example, transport costs
Schools in remote locations require greater transportation costs
The role of local government as a trigger berpotesi also increased school
achievement
29.
30. IMPROVEMENT EFFORTS ARE MADE IN THE
QUALIFICATION AND CERTIFICATION BY LOCAL
GOVERNMENT
a. REGIONAL BUDGET existence of
scholarships for
S1 = 368 people
S2 = 142 people
S3 = 8 peopleb.
b.Funding to groups working teachers
31. Certified Teachers
NO YEAR CIVIL
GOGERNME
NT
LABOUR
CONTARCT
SCHOOL
SUPERVIS
ORY
TOTAL
1234567
2006
2007
2008
2009
2010
2011
2012
13
865
127
312
360
279
291
-
31
16
13
25
2-
-
15
-
38
18
--
13
911
143
363
403
282
291
TOTAL 2.247 87 71 2.406
32. BREAKTHROUGH SOME EDUCATION SECTOR IN
CONNECTION WITH THE CURRICULUM 2013
1. In accordance with the stipulation that the
ministry curriculum test only in 5 th grade, 5
and 2 junior high school. But by the Local
Government Gorontalo enacted at all levels of
the school so that the use sharing
implentasinya in areas such as procurement of
books.
2. Implementation of teacher performance
appraisal
3. Implementation of teacher performance
appraisal..
33. Continues.........
4.Character-based learning program
implementation;
5.Integrating culture into the themes of
learning;
6.Floating potential of 2,000 teachers on
curriculum implementation in 2013;
7.Novice teacher induction program (PIGP)
34. EEDDUUCCAATTIIOONN RREEGGUULLAATTIIOONNSS
LOCAL RULE
ARTICLE 1 IN
2009
ABOUT
MANAGEMENT
EDUCATION
GOVERNMENT REGULATIONS
a. Minimum Service Standards (2009 - article 26)
b. Performance Evaluation (2009 -article 27)
c. Curriculum Standart (2009 -article 28)
d. Non-Formal and Informal Education (2009
GOVERNMENT REGULATIONS
a. Minimum Service Standards (2009 - article 26)
b. Performance Evaluation (2009 -article 27)
c. Curriculum Standart (2009 -article 28)
d. Non-Formal and Informal Education (2009
-article 29)
-article 29)
e. Multigrade teaching (2009- article 34)
f. Transfer and Placement (2009-article 32)
g. Education mapping (2009- article 32 )
h. Early childhood education (2009- article 33 )
i. Teachers Regrouping (2009-article 34 )
j. RKAS preparation (2009- article 35 )
k. Teacher places rolling (2009- article 06)
l. Teacher certification (2009- article 37)
m. Competence Development (2009-article 38)
n. Induction of Teacher (2010- article. 68 )
o. Certification(2010- article 72)
e. Multigrade teaching (2009- article 34)
f. Transfer and Placement (2009-article 32)
g. Education mapping (2009- article 32 )
h. Early childhood education (2009- article 33 )
i. Teachers Regrouping (2009-article 34 )
j. RKAS preparation (2009- article 35 )
k. Teacher places rolling (2009- article 06)
l. Teacher certification (2009- article 37)
m. Competence Development (2009-article 38)
n. Induction of Teacher (2010- article. 68 )
o. Certification(2010- article 72)
36. 2. Officer performance contract
2. Officer performance contract
for education increased CCoommmmitimtmeennnntsts c coonntrtraacctt
for education increased
commitment to greater
competence
1) Compulsory Education as long as 12
years
2) Gross enrollment rates (APK) /
Enrollment rates (APM) increased
3) Fasilitasi dan Mediasi Anak Putus
Sekolah
commitment to greater inovation
commitmen to greater dedication
37. 3. Scholarship
Awarding scholarships
to underprivileged
students who
conducted using
multiple sources of
funding :
a. Ministry
b. Regency Budget
c. PNPM Programme
d. Anoter source
38. 4. Improve the professionalism
of teachers
Giving Matching Funds For Each Group of KKG and MGMPs by 10 Million
Rupias for Each Group. Improving the quality and competence of teachers
through intense profesiaonalisme KKG / MGMPs / PSC / MKKS / KKPS /
MKPS with the number of groups as follows:
- KKG 58 groups.
- MGMP 21 groups.
- MKKS 4 groups.
- KKKS 17 groups.
- KKPS 2 groups.
- MKPS 1 groups.
- AUM 1 groups.
- FKKG 1 groups
- FMGMP 1 groups
- FMKKS 1 groups
39. 5. TEACHER BUS PROGRAM
-RECRUITMENT 60 THE BEST TEACHER WHO WAS ACCOMPANIED BY 3
PERSONNEL ADVISOR NAMELY FROM STATE UNIVERSITY PROFESSORS
GORONTALO
40. EDUCATION
LEVEL
6. TEACHERS
SERTIFICATION
YEAR
TOTAL
2006 2007 2008 2009 2010 2011 2012
KINDERGARTEN - 17 9 14 11 31 51 133
ELEMENTARY 6 125 41 223 239 194 178 1006
JUNIOR HIGH 6 404 61 81 89 41 6 688
SENIOR HIGH 1 234 16 4 26 1 5 287
VOCATIONAL
- 116 16 3 20 1 7 163
HIGH SCHOOL
KINDERGARTEN
SUPERVISORY - 1 - 4 10 1 - 16
ELEMENTARY
SUPERVISORY - 7 - 27 6 - 2 42
JUNIOR HIGH
- 6 - 5 1 - - 12
SUPERVISORY
SENIOR HIGH
SUPERVISORY - 1 - 2 1 - - 4
TOTAL 13 911 143 363 403 269 249 2351
For teachers certified by the Government inaugural done so
that the evidence for their recognition as a certified teacher,
so the psychological effect on the performance of certified
teachers
41. MOOTILANG
Guru Layak
Sertifikasi
22
PULUBAL
A
Guru
Layak
Sertifika
si 220
53
BOLIYOHUT
O
Guru Layak
Sertifikasi
135
TIBAWA
Guru
Layak
Sertifikasi
261
BONGOMEM
E
Guru Layak
Sertifikasi
296
34 123
66
78
LIMBAR
Guru
Layak
Sertifikasi
206
144
46
TELAGA
Guru
Layak
Sertifikasi
330
57
393
LIMBOTO
Guru
Layak
Sertifikasi
491
160
237
55
61 137
46
121
ASPARAGA
Guru
Layak
Sertifikasi
ASPARAGA
Guru
Layak
Sertifikasi
48
48
TOLANGOHUL
TOLANGOHUL
A
A
Guru Layak
Sertifikasi
Guru Layak
Sertifikasi
112
112
MOOTILANG
O
O
Guru Layak
Sertifikasi
42
42
PULUBAL
A
Guru
Layak
Sertifika
si 220
BOLIYOHUT
O
Guru Layak
Sertifikasi
135
TIBAWA
Guru
Layak
Sertifikasi
261
BONGOMEM
E
Guru Layak
Sertifikasi
296
Bilihu
Guru
Layak
Sertifikasi
Bilihu
Guru
Layak
Sertifikasi
75
75
LIMBAR
Guru
Layak
Sertifikasi
206
LIMBOTO
Guru
Layak
Sertifikasi
491
Tabongo
Guru
Layak
Sertifikasi
Tabongo
Guru
Layak
Sertifikasi
98
98
TELAGA
BIRU
Guru
Layak
Sertifikasi
296
Tilango
Guru
Layak
Sertifikasi
TELAGA
BIRU
Guru
Layak
Sertifikasi
296
TELAGA
Guru
Layak
Sertifikasi
330
Tilango
Guru
Layak
Sertifikasi
Telaga
Jaya
Guru
Layak
Sertifikasi
114
76 Telaga
76
Jaya
Guru
Layak
Sertifikasi
114
Batudaa
Guru
Layak
Sertifikasi
156
Batudaa
Guru
Layak
Sertifikasi
156
BATUDAA
PANTAI
Guru
Layak
Sertifikasi
120
41
BATUDAA
PANTAI
Guru
Layak
Sertifikasi
120
42. 8. IMPROVING TEACHER COMPETENCE IN THE FIELD OF
INFORMATION TECHNOLOGY
Conducting training teachers with the material: Program Office
Management, e-Learning and Dynamic Web Programming, so that
teachers are expected to master the IT up to the intermediate level and
above. This activity is funded by the budget regency sharing
43. Equitable distribution of qualified Equitable distribution of qualified tteeaacchheerrss iinnccrreeaassee
Doing Equitable With Teachers Mutation:
In 2008 = 644 teachers
In 2010 = 344 teachers
1.In 2011 = 360 teachers
• Provide Scholarships to Increase Teachers
qualification through budget regency follow :
• S1 = 368 people
1.S2 = 142 people
S3 = 8 people
44. 10. Open Financial System, Active Learning Community
School-Based Management Program is a
program Transparency Accountability
School-Based Management Program is a
program Transparency Accountability
School Program
School Program
Participation in Education
PSM is an Civil Society activity
PSM is an Civil Society activity
to build a new school
to build a new school
PAIKEM an Active Learning,
Innovative, Creative, Effective,
PAIKEM an Active Learning,
Innovative, Creative, Effective,
and Fun
and Fun
45. 11. TEACHER AND STUDENT COMPARATIVE STUDY
OVERSEAS
Efforts to improve competence in both teachers and students,
Gorontalo regency government implement Comparative Study Program
for Teachers and Students Abroad (Malaysia, Singapore and Thailand)
47. DEVELOPMENT COOPERATION PROGRAM IN EDUCATION
IN THE GORONTALO REGENCY
a. BERMUTU ( Better Education Through Reformed Management and
Universal Teacher Upgrading ) cooperation with the World Bank
who provide assistance in terms of teacher certification
47
48. b. MGP-BE ( Mainstreaming Good Practice in
Basic Education ) joint with UNICEF, the
intervening two district elementary education
by performing classification and sub-urban
districts characterized rural character. With
the total number of schools in the
intervention were 42 schools include SBM,
PAKEM, PSM. Results in getting that
Gorontalo regency in UAN as the first rank in
the province, and the uneven quality of
education in all the regency of Gorontalo
49. c. WDD / WSD ( Whole Distric Development – Whole School
Development ) cooperation with Australia there is a programs
that implement the physical development of the New School
Unit as well as preparing all the whole administrative.
c. WDD / WSD ( Whole Distric Development – Whole School
Development ) cooperation with Australia there is a programs
that implement the physical development of the New School
Unit as well as preparing all the whole administrative.
50. d. PAUD it means Early Childhood Education cooperated
with World Bank; This program has built 60 village
institution in early childhood education and 2 unit
early childhood institution in every village
d. PAUD it means Early Childhood Education cooperated
with World Bank; This program has built 60 village
institution in early childhood education and 2 unit
early childhood institution in every village
52. Local Issue
1.The need to think about strategy before and after the
end of the transition Composer Program in 2013, to ensure
that the implementation of the Program Guidance teachers
in the first year after the end of the program is not
interrupted BERMUTU;
2.In general, the District Education Office / City does not
have legislation adequate to maintain sustainability
(sustainability), coaching, and professional development of
teachers, principals and supervisors after the end
BERMUTU Program in 2013;
3.Specialized in Gorontalo regency, Teachers Who Teach
There Still No Match With Background diplomas, so the
material is not optimal control and impact on student
achievement;
53. National Issue
1. TEACHERS FOR THE DEGREE WILL CONTINUE BACHELOR TO DOCTORATE, WILL
BE CONSTRAINED BY LACK OF A STATE UNIVERSITY / PRIVATE UNIVERSITY
ACCREDITED IN THE AREA
2. REGION IN INDONESIA THAT MOST OF THE FORM OF ISLANDS, ASPECTS OF
CONTROL RANGE VERY DETERMINE THE LOCATION AWAY FROM SCHOOL TAKEN,
THE HIGH COST OF TRAVEL, LIMITATIONS OF COMMUNICATIONS (MOBILE NETWORK
NOT AVAILABLE) FOR TEACHERS WILL INHIBIT DEVELOP THEIR COMPETENCE;
3.REGULASI ARE NOT CLEAR FROM THE CENTRAL GOVERNMENT SO FREQUENTLY
CHANGING CURRICULUM WAS RADICALLY CAUSES CONFUSION IN THE
PROVINCE/REGENCY AREA;
4.WELFARE OF TEACHERS WHO ARE STILL LOW
5. TEACHING PERSONNEL TOTAL AMOUNT NOT BALANCED WITH A LOT OF STUDENT
IN EVERY CLASS THAT THERE SHOULD BE TEACH IN DOUBLES 4-5 OF SUBJECT
6. HELP FUND FOR TEACHERS WHO WANT TO GO ON GRADUATE STUDIES MASTER
UNTILL DOCTORATE.
54. Global Issue
1.OCCUPYING INDONESIA EDUCATION SYSTEM RANK THE LOWEST IN
THE WORLD. UNDER GLOBAL LEAGUE TABLES 2012 ISSUED BY
PEARSON EDUCATION-ENGLISH FIRM, INDONESIA EDUCATION SYSTEM
TOGETHER ARE BOTTOM MEXICO AND BRAZIL
2. PREPARING THE IMPORTANCE OF TEACHER QUALITY AND GLOBAL
VISION FOR THE SAKE OF EDUCATION QUALITY IMPROVEMENT IN
INDONESIA.
3.STILL NEEDED HELP AND CONTRIBUTION FROM
UN/INTERNATIONAL INSTITUTIONS /INTERNATIONAL AGENCIES /
NGO ESPECIALLY IN THE ASIA ZONE TO INCREASE QUALITY
EDUCATION