Presentation for HCM Sikkim on Singapore and Philippines Learning Visit 2015Bhim Thatal
Singapore and Philippines Learning Visit of the HRDD Delegates of Sikkim from January 11 to 18, 2015 Headed by the Hon'ble Minister for HRDD Sri RB Subba
Learning Objectives
After going through this module, the learner will be able to —
get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
understand the objectives and provisions under Samagra Shiksha for improving quality of school education.
take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, youth and eco clubs, etc., for providing children experiential learning opportunities and joyful learning.
Presentation for HCM Sikkim on Singapore and Philippines Learning Visit 2015Bhim Thatal
Singapore and Philippines Learning Visit of the HRDD Delegates of Sikkim from January 11 to 18, 2015 Headed by the Hon'ble Minister for HRDD Sri RB Subba
Learning Objectives
After going through this module, the learner will be able to —
get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
understand the objectives and provisions under Samagra Shiksha for improving quality of school education.
take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, youth and eco clubs, etc., for providing children experiential learning opportunities and joyful learning.
Hybrid learning is a way of combining traditional classroom experiences, experiential learning objectives, and digital course delivery that emphasizes using the best option for each learning objective
Hybrid learning is a way of combining traditional classroom experiences, experiential learning objectives, and digital course delivery that emphasizes using the best option for each learning objective
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. Teacher Faced Unique Situation
Teacher must educate the children of the 21st century, while the teacher is
a 20th-century generation so it needs a strategy to change old habits of teachers
to educate children of the 21st century.
5. Teaching Pattern
From 3Rs (Reading, Writing, Aritmatic) Plus 4C (Creativity, Critical Thinking, Communication,
Collaboration)
6. A person who is in front is giving the example, in the middle is
giving the support, and in the back is giving the power
8. 21st century learning skills
initiatives :
• Standard and assessment
• Curriculum and instruction
• Professional development
• Learning environment
Support
Systems
• Key Subjects
• Life and Career skills
• Learning and innovation skills
• Information, Media, and Technology skills
Skills
outcomes
9. Learning and Innovation skill
• Creative and innovative
• Critical thinking
• Communication and collaboration
Information, Communication and
Technology
• Information Literate
• Communication Literate
• Technology Literate
Carrier and Life
• Initiative and independent
• Social and cultural skills
• Productive and accountable
• Responsible and leadership skill
Sumber: 21st Century Skills, Education, Competitiveness. Partnership for 21st Century, 2008
21st CENTURY COMPETENCE FRAMEWORK
Knowledge is not enough [ core subjects]
without
-Critical creative
-Character [responsible, tolerant, productive
and adaptive skill)
And ICT literate
Partnership: industry 9
10. Skills outcomes
Key Subjects and 21st Century
Themes
Learning and innovation skils
Information, Media and
Technology Skills
Life and Career Skills
• 3 Rs
• 21st century themes
• creativity
• critical thinking
• communication
• collaboration
• create, evaluate, and effectively utilize
information, media, and technology
• thinking skills
• content knowledge
• social and emotional competencies
12. Teaches 21st century skills discretely in the context of key subjects and 21st century
interdisciplinary themes
Focuses on providing opportunities for applying 21st century skills across content
areas and for a competency-based approach to learning
Enables innovative learning methods that integrate the use of supportive
technologies, inquiry- and problem-based approaches and higher order thinking
skills
Encourages the integration of community resources beyond school walls
14. 100 Years Independence"Bonus Demografi"
Bonus Demography in Indonesia 2045
Productive age
Human Resources
competence
Not competence Burden asset
In-tangible asset
Transformation through Education
-Curriculum
- Teachers
-Facilities
-Funding
-Maintaining
8National
EducationStandard
15. Sumber: Archipelago Economy: Unleashing Indonesia’s Potential (McKinsey Global Institute, 2012)
....Indonesia’s economy has enormous promise...
.... Indonesia’s recent impressive economic performance is not widely understood ....
Perlu dipersiapkan social
engineering
Perlu peningkatan akses,
kualitas dan relevansi
pendidikan
16. Managementand
Leadership
AcademicandCulture
environmentinSchool
Readiness:
-Physical
-Emotional
-Intelectual
- Spiritual
Framework Curriculum Development
Students
Teaching-learning
process
competence
graduate
Curriculum
(Standards: graduates, curriculum, content, process, assessment)
Personal: faithful, religious, noble
A success learner*
A confidence individual
A responsible citizen
Effective contributors to civilization
* life-long education
Needs:
-Individual
-Community, Country, World
-civilization
appropriateness:
-Material
-Approach
-Assessment
Books
(Students and Teachers)
Teachers’ competency
Psychology Pedagogic Socio-eco-cultural
18. Curriculum able to create Indonesian
citizen that : Productive, Creative,
Innovative,
Affective
Through strengthening integrated
Attitudes, Skills, and
Knowledge
Productive
Creative
Innovative
Affective
Curriculum 2013 Development Themes (Law 20/2003)
Attitudes
KnowledgeSkills
19. TEACHING AS A PROFESSION:
TEACHER EDUCATION AND PREPARATION
21. INDONESIAN TEACHERS AT A GLANCE
Students :Teacher Ratio
Level Ministerial RegulationNo. 41/2007
Elementary 1:28
Nasional
1 : 17
11
13
13
14
14
14
14
14
15
15
15
15
15
16
16
17
17
17
17
17
17
17
17
17
18
18
18
19
22
22
22
39
75
Aceh
Kalimantan Selatan
Kalimantan Tengah
Jawa Timur
DI Yogyakarta
Sulawesi Tengah
Nusa Tenggara Barat
Sulawesi Barat
Sumatera Barat
Sulawesi Tenggara
Bengkulu
Jambi
Sulawesi Selatan
Sulawesi Utara
Riau
Jawa Tengah
Lampung
Gorontalo
Sumatera Utara
Kalimantan Barat
Maluku
Sumatera Selatan
Bali
Kalimantan Timur
Kepulauan Bangka Belitung
Kepulauan Riau
Nusa Tenggara Timur
Maluku Utara
DKI Jakarta
Jawa Barat
Banten
Papua Barat
Papua ELEMENTARY SCHOOL LEVEL
Classroom Teacher
Physical Education Teacher
Local Content Teacher
Existing
Oversupply
Existing
Undersupply
All Teachers
PermanentsTeachers
22. Background
• Current and future teachers must prepare ready-to use students
whom:
- independent
- capacity to cooperate as members of society;
- able to use information technology;
- able to exploit and develop various learning resources
22
• UNESCO education policy in the 21st century with The Four
Pillars of Education:
- Learning to Know
- Learning to Do
- Learning to Live Together, and
- Learning to Be
23. Characteristics of a profession
23
1) having a special expertise;
2) constituting a personal life-call and devotion;
3) having theories that are universally applicable;
4) devoting to the interests of society;
5) having autonomy in carrying out its work;
6) having its own code of conduct;
7) having a clear client;
8) having an organization/Professional association,
9) having a relationship with other organizations, and
10) there is a formal period of preparation and a requirement
for continous growth and development
24. number of Teacher: 2.922.826
Teachers in Indonesia
Government Regulations of Teacher:
The Law No. 20, 2003 (National Education System)
The Law No. 14, 2005 (Teacher and Lecture)
The Gov. Regulation No. 74, 2008 (Teacher)
The Regulation of The Minister of National Education No. 19, 2005
(National Standart of Education)
The Regulation of The Minister of Administrative and Bureaucratic Reform
No. 16, 2009 (Functional Teachers Positions and Credit Scores)
etc
26. Teacher candidate
CPNS Teacher
(80 %)
Full time Civil Servant
Teacher
(100 %)
Novice Teacher/IIIa
Induction
Program
(1 -2 Year)
pre-service
training (Pra-
Jabatan)
Recruitment Process
of Teacher for CPNS
26
Development of
Teacher
Profession
e.g.: Incentive and welfare,
Teacher Competency Test,
CPD, Apreciation and
Protection; career
development; etc
Professional Teacher
28. FUTURE CHALLENGES ON TEACHER RECRUITMENT5
Providing dedicated, qualified, well trained, and wellfare
teachers in the front line, remote, borders, and under
develop areas.
Decentralization of teachers management to the local
government
Distribution of teachers among different geographical ares
Mobilition of teachers between district, provinces, and
countries
The changes of curriculum development from time to
time.
29. THE WORKS IN PROGRESS6
Review existing regulations and documents on teachers’ recruitment
in private and public sectors.
Making new regulations on teachers’ recruitment in private and
public sectors.
Strengthen cooperation between MoNE and other ministries which
related to teachers’ recruitment, such as Ministry of Higher
Education, Ministry of Religious Affairs and Ministry of Domestic
Affairs.
Build a strong linkage among MoNE, Province, and Districts Office on
teachers’ data including data on existing teacher, expected teachers
and ideal number of teachers in each area of responsibility.