The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
This document proposes a new infrastructure for professional learning and development (PLD) across New Zealand's compulsory education sector. It recommends establishing a National Professional Learning Centre within the Ministry of Education to oversee PLD. The Centre would be governed by a board including stakeholders and experts, and managed by Ministry and sector personnel. It would design PLD based on evidence and data, provide curriculum support, accredit external personnel, and conduct research. The goal is to support schools and teachers in engaging in ongoing, evidence-informed inquiry to improve student outcomes through developing teaching practices. Both internal and external expertise would work together to effectively deliver PLD.
Application of the model of professional learning.docxwrite12
This summary outlines a plan to implement changes to curriculum, frameworks, teaching and pedagogy at an early childhood center called ABC.
The early childhood center currently follows an emergent curriculum based on children's interests. To improve practices, the plan will introduce the National Quality Framework and Early Years Learning Framework to enhance teachers' professional knowledge and align teaching.
Professional learning teams led by an educational leader and coordinator will be established. The educational leader will examine current practices, promote reflection among teachers, and emphasize applying principles of adult learning to staff development. Goals will be set and support provided to educators to foster positive change. Progress will be monitored through reflective practice and partnerships with families.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
This document discusses educational policy needs related to open educational resources (OER) and the policy support OER requires. It notes that OER can help address common educational challenges and drive social innovation by changing teacher-learner interactions. The document also reports on a CERI/OECD study that found mainstreaming OER will require a focus on major educational issues and support through four key policy areas: establishing repositories, encouraging communities of practice, modifying framework conditions, and conducting further research.
Bevins introduction of the new curriculum philippinesssusercc7829
The document summarizes a report on a consultation exercise undertaken in the Philippines regarding the introduction of a new curriculum and senior high school system. Key recommendations from the report include developing a rigorous evaluation strategy, clearly defined success criteria, and a strategy for addressing issues. It also recommends improving support for teacher guide writers, developing a national textbook, ensuring teacher guides meet teacher needs, and providing ongoing professional development for teachers. The goal is to enhance science teaching and learning in the Philippines.
The document discusses 21st century skills and the role of technology in education. It emphasizes developing proficiency in 21st century skills through technology, supporting innovative teaching and learning, and creating robust education support systems. Key aspects include encouraging self-learning, collaboration, and leveraging technology for 24/7 access to information and creating engaging learning environments. Educational technology can help improve teaching and learning, analyze the process, enhance goals, train teachers, develop curriculum and materials, and identify community needs.
The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community. The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education. The curriculum is available on DepED website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
This document proposes a new infrastructure for professional learning and development (PLD) across New Zealand's compulsory education sector. It recommends establishing a National Professional Learning Centre within the Ministry of Education to oversee PLD. The Centre would be governed by a board including stakeholders and experts, and managed by Ministry and sector personnel. It would design PLD based on evidence and data, provide curriculum support, accredit external personnel, and conduct research. The goal is to support schools and teachers in engaging in ongoing, evidence-informed inquiry to improve student outcomes through developing teaching practices. Both internal and external expertise would work together to effectively deliver PLD.
Application of the model of professional learning.docxwrite12
This summary outlines a plan to implement changes to curriculum, frameworks, teaching and pedagogy at an early childhood center called ABC.
The early childhood center currently follows an emergent curriculum based on children's interests. To improve practices, the plan will introduce the National Quality Framework and Early Years Learning Framework to enhance teachers' professional knowledge and align teaching.
Professional learning teams led by an educational leader and coordinator will be established. The educational leader will examine current practices, promote reflection among teachers, and emphasize applying principles of adult learning to staff development. Goals will be set and support provided to educators to foster positive change. Progress will be monitored through reflective practice and partnerships with families.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
This document discusses educational policy needs related to open educational resources (OER) and the policy support OER requires. It notes that OER can help address common educational challenges and drive social innovation by changing teacher-learner interactions. The document also reports on a CERI/OECD study that found mainstreaming OER will require a focus on major educational issues and support through four key policy areas: establishing repositories, encouraging communities of practice, modifying framework conditions, and conducting further research.
Bevins introduction of the new curriculum philippinesssusercc7829
The document summarizes a report on a consultation exercise undertaken in the Philippines regarding the introduction of a new curriculum and senior high school system. Key recommendations from the report include developing a rigorous evaluation strategy, clearly defined success criteria, and a strategy for addressing issues. It also recommends improving support for teacher guide writers, developing a national textbook, ensuring teacher guides meet teacher needs, and providing ongoing professional development for teachers. The goal is to enhance science teaching and learning in the Philippines.
The document discusses 21st century skills and the role of technology in education. It emphasizes developing proficiency in 21st century skills through technology, supporting innovative teaching and learning, and creating robust education support systems. Key aspects include encouraging self-learning, collaboration, and leveraging technology for 24/7 access to information and creating engaging learning environments. Educational technology can help improve teaching and learning, analyze the process, enhance goals, train teachers, develop curriculum and materials, and identify community needs.
The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community. The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education. The curriculum is available on DepED website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
The presentation briefly discusses the main features of National Curriculum for Elementry and Secondary Education - A Framework - 1988, The Curriculum for The Ten Year School - A Framework - 1975, National Curriculum Framework for School Education - 2000, and National Curriculum Framework - 2005
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
Why competency based curriculum reform is needed in kenya by ibeJoseph Mwanzo
The document discusses curriculum reforms in Kenya that aim to adopt a competency-based approach. It provides context for why curriculum change was deemed necessary, including findings from a national needs assessment study. The goals of the reforms are outlined, including empowering citizens with 21st century skills and aligning with sustainable development goals. The key changes that will occur under a competency-based approach are that the curriculum will emphasize what learners can do rather than just knowledge acquisition and will promote applying learning. A Basic Education Curriculum Framework was developed to guide the reforms process based on international best practices and stakeholder input.
The why, what and how of competency based curriculum 2018 by david nyengere k...Joseph Mwanzo
The document discusses curriculum reforms in Kenya that led to a competency-based approach. It notes that curriculum should meet individual and national needs. Kenya underwent reforms due to findings that the education system was not fit for purpose. A needs assessment found the curriculum needed change to align with sustainable development goals. This led Kenya to adopt a competency-based approach focusing on what learners can do, not just know. The process of curriculum reforms and developing this new approach are described.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
1. Instructional leaders can encourage effective use of technology in the classroom by discussing best practices, reviewing instructional strategies, conducting walkthroughs, and providing professional development on instructional technology.
2. Research shows that technology improves student performance when integrated into the curriculum, allows for collaboration, provides feedback, and is supported by teachers and administrators.
3. Instructional leaders must create a technology plan that ensures ubiquitous access to technology, connectivity, resources to support the system, policies around technology use, and assessment of effectiveness.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
The document discusses reforms to education policy focusing on reducing burden on students and moving away from rote learning. It covers 5 areas: perspectives on learning and knowledge, curriculum development, classroom environment, systemic reforms, and social constructivism. The goals are to make learning more connected to life outside school, enrich the curriculum, promote overall student development, and reduce examination stress. It also discusses using activity-based and technology-enhanced teaching, as well as issue-based and collaborative learning.
Insights from international work on innovative learning environmentsEduSkills OECD
This document summarizes a presentation given by Marco Kools of the OECD on insights from international work on innovative learning environments. It discusses how learning and innovation are essential in knowledge societies. It describes several OECD projects exploring the nature of learning, innovative learning environment case studies, and strategies for implementing and sustaining educational change. Key findings include the importance of learner-centered principles, innovating the core elements of teaching and learning, and using technology to enhance collaboration and personalization.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
The document discusses the latest initiatives in education development in Malaysia and their connection to the philosophy of education. It covers international performance standards (IPS), their implications for the Malaysian curriculum including the introduction of higher-order thinking skills (HOTS) and new teaching methods. It also discusses the impacts of globalization on education and the development of industrial revolutions in Malaysia, focusing on preparing students and institutions for Industry 4.0.
Curriculum Development in Higher Education: Crafting Educational Excellence f...Acadecraft Pvt. Ltd.
The process of "Curriculum Development in Higher Education: Crafting Educational Excellence for the Future" involves creating a framework that guides the design, implementation, and evaluation of educational programs at the tertiary level. This intricate process aims to cultivate an environment that nurtures intellectual growth, critical thinking, and prepares students for the challenges and opportunities they will encounter in their future endeavors.
https://www.acadecraft.com/higher-education/curriculum-development-services/
The document provides an overview of a report and MILE Guide for 21st century skills created by the Partnership for 21st Century Skills. It defines what 21st century skills are through six elements: core subjects, learning skills, 21st century tools, 21st century context, 21st century content, and assessment. It then describes what the MILE Guide is and how it can be used to benchmark progress in learning and teaching, leading and managing, and partnering. Finally, it outlines nine steps organizations can take to build momentum in incorporating 21st century skills.
The document discusses assessing curriculum in three parts: intended, implemented, and achieved curriculum.
1) The intended curriculum refers to initial goals and objectives, the implemented curriculum refers to learning activities and experiences provided to students, and the achieved curriculum refers to actual learning outcomes based on the first two.
2) Examples are provided for assessing each part, such as whether intended objectives are clear and measurable, whether implemented activities align with objectives, and whether achieved outcomes meet intended standards.
3) Criteria for curriculum assessment include goals and objectives being specific, observable, and able to guide instruction and evaluation of student performance.
This document discusses the roles and functions of educational technology in the 21st century. It defines educational technology as the development, application, and evaluation of systems and techniques to improve the learning process. Some key roles of educational technology include providing 24/7 access to information, facilitating social interaction, and serving as a teaching aid. Important functions include improving teaching and learning, enhancing educational goals, training teachers, developing curriculum and materials, and identifying community needs. The document calls for comprehensive use of technology to develop 21st century skills, support innovative teaching and learning, and create robust education support systems.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
The document provides an overview of competency-based curriculum and the basic education curriculum framework in Kenya. It outlines the session objectives which are to explain the rationale for curriculum reforms, identify attributes of 21st century learners, describe the pillars and theoretical approaches of CBC, and explain the organization of basic education. It then discusses the rationale for curriculum reforms based on the constitution, vision 2030, task force reports, and needs assessment surveys. It also describes the paradigm shift from the previous system to CBC, outlines the pillars, competencies, learning areas, and appropriate pedagogies of the CBC framework.
This document provides curriculum specifications for the Information and Communication Technology (ICT) subject for upper secondary students in Malaysian schools. It outlines 6 learning areas and specifies the learning outcomes, topics, and suggested activities and strategies for teaching each topic. The document is intended to guide ICT teachers in planning and implementing effective ICT instruction aligned with the national curriculum.
This document provides guidelines for teachers on the Information and Communication Technology (ICT) curriculum for upper secondary students in Malaysia. It contains detailed explanations of the ICT subject content, which is divided into six learning areas: ICT and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems. The document recommends student-centered teaching approaches and self-directed learning strategies. It aims to equip students with ICT knowledge and skills to prepare them for tertiary education and the job market in a technology-driven global economy.
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
The presentation briefly discusses the main features of National Curriculum for Elementry and Secondary Education - A Framework - 1988, The Curriculum for The Ten Year School - A Framework - 1975, National Curriculum Framework for School Education - 2000, and National Curriculum Framework - 2005
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
Why competency based curriculum reform is needed in kenya by ibeJoseph Mwanzo
The document discusses curriculum reforms in Kenya that aim to adopt a competency-based approach. It provides context for why curriculum change was deemed necessary, including findings from a national needs assessment study. The goals of the reforms are outlined, including empowering citizens with 21st century skills and aligning with sustainable development goals. The key changes that will occur under a competency-based approach are that the curriculum will emphasize what learners can do rather than just knowledge acquisition and will promote applying learning. A Basic Education Curriculum Framework was developed to guide the reforms process based on international best practices and stakeholder input.
The why, what and how of competency based curriculum 2018 by david nyengere k...Joseph Mwanzo
The document discusses curriculum reforms in Kenya that led to a competency-based approach. It notes that curriculum should meet individual and national needs. Kenya underwent reforms due to findings that the education system was not fit for purpose. A needs assessment found the curriculum needed change to align with sustainable development goals. This led Kenya to adopt a competency-based approach focusing on what learners can do, not just know. The process of curriculum reforms and developing this new approach are described.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
1. Instructional leaders can encourage effective use of technology in the classroom by discussing best practices, reviewing instructional strategies, conducting walkthroughs, and providing professional development on instructional technology.
2. Research shows that technology improves student performance when integrated into the curriculum, allows for collaboration, provides feedback, and is supported by teachers and administrators.
3. Instructional leaders must create a technology plan that ensures ubiquitous access to technology, connectivity, resources to support the system, policies around technology use, and assessment of effectiveness.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
The document discusses reforms to education policy focusing on reducing burden on students and moving away from rote learning. It covers 5 areas: perspectives on learning and knowledge, curriculum development, classroom environment, systemic reforms, and social constructivism. The goals are to make learning more connected to life outside school, enrich the curriculum, promote overall student development, and reduce examination stress. It also discusses using activity-based and technology-enhanced teaching, as well as issue-based and collaborative learning.
Insights from international work on innovative learning environmentsEduSkills OECD
This document summarizes a presentation given by Marco Kools of the OECD on insights from international work on innovative learning environments. It discusses how learning and innovation are essential in knowledge societies. It describes several OECD projects exploring the nature of learning, innovative learning environment case studies, and strategies for implementing and sustaining educational change. Key findings include the importance of learner-centered principles, innovating the core elements of teaching and learning, and using technology to enhance collaboration and personalization.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
The document discusses the latest initiatives in education development in Malaysia and their connection to the philosophy of education. It covers international performance standards (IPS), their implications for the Malaysian curriculum including the introduction of higher-order thinking skills (HOTS) and new teaching methods. It also discusses the impacts of globalization on education and the development of industrial revolutions in Malaysia, focusing on preparing students and institutions for Industry 4.0.
Curriculum Development in Higher Education: Crafting Educational Excellence f...Acadecraft Pvt. Ltd.
The process of "Curriculum Development in Higher Education: Crafting Educational Excellence for the Future" involves creating a framework that guides the design, implementation, and evaluation of educational programs at the tertiary level. This intricate process aims to cultivate an environment that nurtures intellectual growth, critical thinking, and prepares students for the challenges and opportunities they will encounter in their future endeavors.
https://www.acadecraft.com/higher-education/curriculum-development-services/
The document provides an overview of a report and MILE Guide for 21st century skills created by the Partnership for 21st Century Skills. It defines what 21st century skills are through six elements: core subjects, learning skills, 21st century tools, 21st century context, 21st century content, and assessment. It then describes what the MILE Guide is and how it can be used to benchmark progress in learning and teaching, leading and managing, and partnering. Finally, it outlines nine steps organizations can take to build momentum in incorporating 21st century skills.
The document discusses assessing curriculum in three parts: intended, implemented, and achieved curriculum.
1) The intended curriculum refers to initial goals and objectives, the implemented curriculum refers to learning activities and experiences provided to students, and the achieved curriculum refers to actual learning outcomes based on the first two.
2) Examples are provided for assessing each part, such as whether intended objectives are clear and measurable, whether implemented activities align with objectives, and whether achieved outcomes meet intended standards.
3) Criteria for curriculum assessment include goals and objectives being specific, observable, and able to guide instruction and evaluation of student performance.
This document discusses the roles and functions of educational technology in the 21st century. It defines educational technology as the development, application, and evaluation of systems and techniques to improve the learning process. Some key roles of educational technology include providing 24/7 access to information, facilitating social interaction, and serving as a teaching aid. Important functions include improving teaching and learning, enhancing educational goals, training teachers, developing curriculum and materials, and identifying community needs. The document calls for comprehensive use of technology to develop 21st century skills, support innovative teaching and learning, and create robust education support systems.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
The document provides an overview of competency-based curriculum and the basic education curriculum framework in Kenya. It outlines the session objectives which are to explain the rationale for curriculum reforms, identify attributes of 21st century learners, describe the pillars and theoretical approaches of CBC, and explain the organization of basic education. It then discusses the rationale for curriculum reforms based on the constitution, vision 2030, task force reports, and needs assessment surveys. It also describes the paradigm shift from the previous system to CBC, outlines the pillars, competencies, learning areas, and appropriate pedagogies of the CBC framework.
This document provides curriculum specifications for the Information and Communication Technology (ICT) subject for upper secondary students in Malaysian schools. It outlines 6 learning areas and specifies the learning outcomes, topics, and suggested activities and strategies for teaching each topic. The document is intended to guide ICT teachers in planning and implementing effective ICT instruction aligned with the national curriculum.
This document provides guidelines for teachers on the Information and Communication Technology (ICT) curriculum for upper secondary students in Malaysia. It contains detailed explanations of the ICT subject content, which is divided into six learning areas: ICT and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems. The document recommends student-centered teaching approaches and self-directed learning strategies. It aims to equip students with ICT knowledge and skills to prepare them for tertiary education and the job market in a technology-driven global economy.
Similar to Ncf2005 paper7 kavya b ed sem 1 gndu .ppt (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Ncf2005 paper7 kavya b ed sem 1 gndu .ppt
1. Ncf200
5
Discover the National Curriculum Framework 2005, guiding
principles, key features, and how it shapes education in the 21st
century.
BY:- KAVYA
2. Introduction to
Ncf2005
The National Curriculum Framework 2005 (Ncf2005) is a
comprehensive document that provides guidelines for the
development of school education in India.
3. Pri ciple a d Objective of Ncf2005
1 2 3
C ild-Ce tric
Ap p roac
Holi tic
Develop e t
I terdi cipli ary
Lear i g
Ncf2005 emphasizes
learning that is attuned
to the child's unique
abilities, interests, and
ne e ds.
The framework
promotes the
development of
knowledge, skills,
values, and attitudes
for lifelong learning.
Ncf2005 encourages
the integration of
subjects to foster a
holistic
understanding of
concepts and
promote critical
thinking.
4. Key Feature of
Ncf2005
Flexible
Curriculu
Educatio al
Equity
Co ti uou
Evaluatio
The framework allows for
contextual adaptation to
meet regional, cultural, and
socio-economic
re qu ire m e nt s.
Ncf2005 promotes inclusive
education by addressing the
diverse needs of all
learners, including those
with special needs.
The framework
emphasizes a
comprehensive and
continuous assessment
system to support a
learner-centric approach.
5. Guidi g Value of Ncf2005
In clusi vi t y
Ncf2005 aims to provide equal educational
opportunities for all learners, regardless of
their background or abilities.
Re sp e ct
The framework emphasizes the
significance of respecting different
perspectives, cultures, and values.
Empathy
The framework promotes
understanding
and compassion towards others,
encouraging students to value diversity.
Creativity
Ncf2005 encourages innovative and
imaginative thinking to foster creative
problem-solving skills.
6. I ple e tatio of Ncf2005
i Educatio
Reco ceptualizi g
Teac i g
Collaborative Lear i g I quiry-Ba ed Approac
Ncf2005 encourages
teachers to adopt innovative
teaching methods that
engage students actively in
the learning process.
The framework
emphasizes cooperative
learning approaches to
foster teamwork,
communication, and
critical thinking skills.
Ncf2005 promotes curiosity-
driven learning experiences
to develop students'
research and analytical
skills.
7. C alle ge i I ple e ti g
Ncf2005
2
3
1
I f ra tru c tu
re
Teac er Trai i g
A e e t Practice
Developing fair and balanced assessment methods that align with
the principles and objectives of Ncf2005.
Providing systematic and comprehensive training for teachers to
align their pedagogy with Ncf2005 requirements.
Ensuring adequate infrastructure, resources, and facilities to support a
learner-centric and inclusive education system.
8. Co clu io a d Future
I plicatio of Ncf2005
Ncf2005 has been instrumental in transforming education to create
a learner-centric, equitable, and inclusive system. As we move
forward, it is crucial to continue adapting and refining the
framework
to meet the evolving needs and challenges of education in the 21st
century.