This presentation was given by Ajith Basu at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in Schools. A Global overview – Bill LucasEduSkills OECD
This presentation was given by Bill Lucas at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and critical thinking practices: experience of Russia – Marina Pin...EduSkills OECD
This presentation was given by Marina Pinskaya at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering Creativity and Critical Thinking in Higher Education – Wendy Diaz P...EduSkills OECD
This presentation was given by Wendy Diaz Perez at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in education - perspective from WalesEduSkills OECD
This presentation was given by Steve Davies at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Building a System of Learning and Instructional Improvement – Barbara Schneider EduSkills OECD
This presentation was given by Barbaba Schneider at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This presentation was given by Helen Charman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo EduSkills OECD
This presentation was given by Laura di Pizzo at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in Schools. A Global overview – Bill LucasEduSkills OECD
This presentation was given by Bill Lucas at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and critical thinking practices: experience of Russia – Marina Pin...EduSkills OECD
This presentation was given by Marina Pinskaya at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering Creativity and Critical Thinking in Higher Education – Wendy Diaz P...EduSkills OECD
This presentation was given by Wendy Diaz Perez at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in education - perspective from WalesEduSkills OECD
This presentation was given by Steve Davies at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Building a System of Learning and Instructional Improvement – Barbara Schneider EduSkills OECD
This presentation was given by Barbaba Schneider at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This presentation was given by Helen Charman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo EduSkills OECD
This presentation was given by Laura di Pizzo at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Towards a new curriculum in the NetherlandsEduSkills OECD
This presentation was given by Rosavande Tas at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity, education and readiness for the world ahead – Geoff MulganEduSkills OECD
This presentation was given by Geoff Mulgan at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity & Critical Thinking in Higher Education at Winchester – Paul Sowden EduSkills OECD
This presentation was given by Paul Sowden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in Schools – Re-engineering teaching & learning – Bill LucasEduSkills OECD
This presentation was given by Bill Lucas at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Assessment of Creativity: The next step – Todd Lubart EduSkills OECD
This presentation was given by Todd Lubart at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document discusses the changes that have occurred in education due to the COVID-19 pandemic. It notes that physical classes have been suspended and over 21 million students enrolled in remote learning for the current school year. Some parents find distance learning impractical and worry about increased costs. The pandemic has greatly impacted the education sector and it is unknown when changes will end. Educational institutions have faced challenges in leading and managing changes brought by the pandemic.
Implications of creativity and critical thinking in national curriculum, scho...EduSkills OECD
The document discusses the importance of creativity and critical thinking in the Russian national curriculum. It states that the education system in Russia is being revised to emphasize these skills and enable citizens to critically evaluate information, think creatively, continuously learn and retrain for the modern information and technology-based society. It advocates for teaching students to think critically by forming questions, identifying causes and consequences, doubting common truths, and listening to different opinions. It also describes new practices being implemented, like "Kvantorium", to develop these skills through project-based learning and cooperation with industries. A new monitoring program called "Creative Thinking" is being developed to assess these skills in line with PISA 2021.
Culture clubs in Finland. Prioritising children and young people’s wishes – I...EduSkills OECD
This presentation was given by Iina Berden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and critical thinking in schools - Andreas SchleicherEduSkills OECD
This presentation was given by Andreas Schleicher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Effective Education for Employment- A Global PerspectiveTeamLease
This document provides a summary of a report on effective education for employment from a global perspective. The report aims to identify key challenges in developing skilled workers to meet business needs worldwide and to begin addressing these challenges.
The summary focuses on 5 fast-growing economies: Brazil, China, India, South Africa, and the UAE. Research involved interviews with governments, educators, employers, employees, and learners. Key findings include the need to: increase the quality, relevance and accessibility of vocational education; strengthen connections between education and business; develop better assessment methods; and improve teaching of portable skills. Ideas to address these issues include developing an "Ideal Employee" concept and improving teacher training. The report is intended to spur
How do we use the arts to develop students' creativity in schoolsEduSkills OECD
This document discusses using arts education to develop student creativity. It addresses common questions like how the arts can foster creative thinking skills and the right assessment strategies. The document also examines partnerships between schools and cultural institutions in Denmark. These partnerships aim to provide artistic challenges and novel perspectives to inspire student creativity. However, the document notes that intentional practice and reflection are needed for creative learning. Qualitative methods are also suggested to better understand the complexity of creativity in these partnerships. Overall, the document advocates giving students freedom to explore and find their own expertise through arts education.
Scaling up to meet the cultural education challengeEduSkills OECD
This presentation was given by Derri Burdon at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
In With the Locals: Why On-Site Connection MattersCIEE
How do we break the third wall between study abroad group bubble voyeurism to allow for meaningful, authentic engagement abroad? During this session, we'll investigate the implications of involving local parties in faculty-led study abroad, particularly for pointedly focused curriculum in non-traditional areas of study. Faculty, student, and provider perspectives speak to experiences of international collaboration, challenges and successes, and how to utilize local networks to coordinate a meaningful and engaging experience abroad. Additionally, faculty and resident staff will reflect specifically on seeking out relevant and timely contacts and experiences and will provide personal examples of how to position a program experience and curriculum to facilitate growth.
The South Dakota Innovation Lab (SDIL) provides professional development to rural and Native American educators to help align education with problem-based learning and community relevance. Through SDIL, teachers learn to design transdisciplinary, problem-based learning projects that address real-world problems and promote critical thinking skills. This approach combines all school subjects and helps students develop solutions while embracing their unique cultural backgrounds. SDIL has worked with 20 districts, 329 teachers, and over 6,700 students across South Dakota to demonstrate how a problem-based, community-focused model of STEM education can work well for rural communities.
Scientific expertise; what it is and how it relates to scientific critical th...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Models of Teacher Education Some Reflectionsijtsrd
The education system has evolved from ancient to modern, adapting to global and local needs in Indian society. Indias future is shaping its classrooms as the rapidly growing population demands more qualified and professionally trained teachers. Teacher education needs significant transformation, investigation, digitalization, and universal changes that the world needs. They must possess investigative minds, adapt to transformations, and respond to universal needs to create understanding. The text emphasizes the importance of innovation and models in teacher education programs that can dynamically respond to new challenges in the education field, thereby aiding in national development and promoting the inclusion of various practices in these programs with digitalization and technology in education. Teacher education is crucial for fostering efficient and capable teachers, as they are the backbone of society. The article highlights the significance of best practices, new trends, and innovations in teacher education programs, as well as the significance of emerging trends in current teacher education, while also highlighting the importance of these elements in enhancing teaching effectiveness. Awal Saikh | Dibyendu Bhattacharyya "Models of Teacher Education: Some Reflections" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60047.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/60047/models-of-teacher-education-some-reflections/awal-saikh
Towards a new curriculum in the NetherlandsEduSkills OECD
This presentation was given by Rosavande Tas at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity, education and readiness for the world ahead – Geoff MulganEduSkills OECD
This presentation was given by Geoff Mulgan at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity & Critical Thinking in Higher Education at Winchester – Paul Sowden EduSkills OECD
This presentation was given by Paul Sowden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity in Schools – Re-engineering teaching & learning – Bill LucasEduSkills OECD
This presentation was given by Bill Lucas at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Assessment of Creativity: The next step – Todd Lubart EduSkills OECD
This presentation was given by Todd Lubart at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document discusses the changes that have occurred in education due to the COVID-19 pandemic. It notes that physical classes have been suspended and over 21 million students enrolled in remote learning for the current school year. Some parents find distance learning impractical and worry about increased costs. The pandemic has greatly impacted the education sector and it is unknown when changes will end. Educational institutions have faced challenges in leading and managing changes brought by the pandemic.
Implications of creativity and critical thinking in national curriculum, scho...EduSkills OECD
The document discusses the importance of creativity and critical thinking in the Russian national curriculum. It states that the education system in Russia is being revised to emphasize these skills and enable citizens to critically evaluate information, think creatively, continuously learn and retrain for the modern information and technology-based society. It advocates for teaching students to think critically by forming questions, identifying causes and consequences, doubting common truths, and listening to different opinions. It also describes new practices being implemented, like "Kvantorium", to develop these skills through project-based learning and cooperation with industries. A new monitoring program called "Creative Thinking" is being developed to assess these skills in line with PISA 2021.
Culture clubs in Finland. Prioritising children and young people’s wishes – I...EduSkills OECD
This presentation was given by Iina Berden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and critical thinking in schools - Andreas SchleicherEduSkills OECD
This presentation was given by Andreas Schleicher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Effective Education for Employment- A Global PerspectiveTeamLease
This document provides a summary of a report on effective education for employment from a global perspective. The report aims to identify key challenges in developing skilled workers to meet business needs worldwide and to begin addressing these challenges.
The summary focuses on 5 fast-growing economies: Brazil, China, India, South Africa, and the UAE. Research involved interviews with governments, educators, employers, employees, and learners. Key findings include the need to: increase the quality, relevance and accessibility of vocational education; strengthen connections between education and business; develop better assessment methods; and improve teaching of portable skills. Ideas to address these issues include developing an "Ideal Employee" concept and improving teacher training. The report is intended to spur
How do we use the arts to develop students' creativity in schoolsEduSkills OECD
This document discusses using arts education to develop student creativity. It addresses common questions like how the arts can foster creative thinking skills and the right assessment strategies. The document also examines partnerships between schools and cultural institutions in Denmark. These partnerships aim to provide artistic challenges and novel perspectives to inspire student creativity. However, the document notes that intentional practice and reflection are needed for creative learning. Qualitative methods are also suggested to better understand the complexity of creativity in these partnerships. Overall, the document advocates giving students freedom to explore and find their own expertise through arts education.
Scaling up to meet the cultural education challengeEduSkills OECD
This presentation was given by Derri Burdon at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
In With the Locals: Why On-Site Connection MattersCIEE
How do we break the third wall between study abroad group bubble voyeurism to allow for meaningful, authentic engagement abroad? During this session, we'll investigate the implications of involving local parties in faculty-led study abroad, particularly for pointedly focused curriculum in non-traditional areas of study. Faculty, student, and provider perspectives speak to experiences of international collaboration, challenges and successes, and how to utilize local networks to coordinate a meaningful and engaging experience abroad. Additionally, faculty and resident staff will reflect specifically on seeking out relevant and timely contacts and experiences and will provide personal examples of how to position a program experience and curriculum to facilitate growth.
The South Dakota Innovation Lab (SDIL) provides professional development to rural and Native American educators to help align education with problem-based learning and community relevance. Through SDIL, teachers learn to design transdisciplinary, problem-based learning projects that address real-world problems and promote critical thinking skills. This approach combines all school subjects and helps students develop solutions while embracing their unique cultural backgrounds. SDIL has worked with 20 districts, 329 teachers, and over 6,700 students across South Dakota to demonstrate how a problem-based, community-focused model of STEM education can work well for rural communities.
Scientific expertise; what it is and how it relates to scientific critical th...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Models of Teacher Education Some Reflectionsijtsrd
The education system has evolved from ancient to modern, adapting to global and local needs in Indian society. Indias future is shaping its classrooms as the rapidly growing population demands more qualified and professionally trained teachers. Teacher education needs significant transformation, investigation, digitalization, and universal changes that the world needs. They must possess investigative minds, adapt to transformations, and respond to universal needs to create understanding. The text emphasizes the importance of innovation and models in teacher education programs that can dynamically respond to new challenges in the education field, thereby aiding in national development and promoting the inclusion of various practices in these programs with digitalization and technology in education. Teacher education is crucial for fostering efficient and capable teachers, as they are the backbone of society. The article highlights the significance of best practices, new trends, and innovations in teacher education programs, as well as the significance of emerging trends in current teacher education, while also highlighting the importance of these elements in enhancing teaching effectiveness. Awal Saikh | Dibyendu Bhattacharyya "Models of Teacher Education: Some Reflections" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60047.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/60047/models-of-teacher-education-some-reflections/awal-saikh
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Emerging Trends in Teacher Education Under NEP2020ijtsrd
Through the goal of brining about a paradigm shift in how teacher education is delivered, the National Education Policy NEP 2020 constitutes a key milestone in Indias educational system. It highlights the value of transdisciplinary instruction, technological integration and education and care for young kids. One kind of program that is very transformative, inquisitive, and universal is teacher education. Modify Programs for teacher education should be created with needs and desires in consideration. A world and civilization in transition Thus, every step of the recruiting, onboarding, training, reward, retention, and feedback processes for teachers needs to be carefully planned properly. Additionally, insuring that the greatest education occurs in the classroom ought to be the ultimate objective of in service teacher development. For it to provide the next generation of teachers with the necessary skills to effectively integrate technology into their teaching practices, teacher education programs ought to incorporate experiential learning opportunities and hands on training. It is recommended that teacher education courses be revised to incorporate thorough instruction on technological and digital tool integrating practices. Examine suggested changes to professional development and teacher preparation programs in order to guarantee that educators have the abilities and know how to successfully execute new educational campaigns. mentoring, on site academic support for teachers, training courses, Peer learning, distance education, and practicing instruction in a classroom under an outstanding instructor are a few possible avenues for teachers to develop their ability to greet plurality.The instructor Development tends to be an ongoing endeavor rather than something that occurs once and for all. Be flexible and involved. Just as effective as career long teacher development. A instructor ought to With his knowledge, he can help learners grow. There ought to be educators who have the ability to make learning fun. Both in service and pre service training are required. The primary aim of the dialogue will be to examine particular reforms that have been proposed suggested for the education of teachers, like the enactment of multidisciplinary training programs and chances for ongoing professional development. The significance of incorporating technology into teacher preparation programs and the importance of mentoring to improve teaching methods will also be addressed in this essay. Learners’ ought to be prepared for complete growth and continuing education throughout their lives. Shibsankar Jana "Emerging Trends in Teacher Education Under NEP2020" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61305.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/61305/emerging-trends-in-teacher-education-unde
Shweta Choubey has over 10 years of experience in education, skill development, and community outreach programs. She has led several large-scale programs, including adult literacy programs reaching over 10,000 people, and skill readiness programs training 1,000 children. Currently she coordinates a skill upgradation program, placing students in jobs and conducting literacy programs. Previously she has written proposals, conducted monitoring and evaluations, and started her own venture providing computer training and job placement. She holds an M.A. in Social Work and has published papers on cultural capital and pedagogical methods affecting learning.
Fostering innovation and entrepreneurship in school education can help achieve sustainable development goals. Entrepreneurship education correlates with positive entrepreneurial outcomes and sustainable development. While education plays a role in shaping skills and culture, industry also drives innovation. Strategies like project-based and inquiry learning can promote open, active learning beyond the classroom. These pedagogical methods aim to develop collaboration, creativity, problem-solving skills, and tolerance for failure - helping students contribute to the UN's three pillars of sustainable development: economy, society and environment.
This document summarizes a presentation given at the 16th annual ISTE student convention on updating curriculum and nourishing talent through extracurricular activities to ignite genius in professional students. The presentation discusses how India's large education system faces challenges like poor performance and quality issues. It advocates linking academic and practical skills to help students understand their abilities and career goals. The presentation also emphasizes the importance of extracurricular activities in developing student skills and bonding, and suggests updates to curriculum like introducing vocational training, industry interactions, and interactive learning through technology.
This document summarizes a presentation given at the 16th annual student convention of ISTE A.B.I.T chapter titled "Igniting Genius Within Every Professional Student". The presentation focused on how updated curriculums, nourishing talent through extracurricular activities, and their relation can augment genius in professional students. It discussed challenges in India's education system like poor performance and teaching quality. It emphasized the importance of linking academic and practical skills, reducing performance gaps, and igniting genius in students through improved curriculums, extracurricular activities, vocational training, and industry interactions.
This document summarizes a presentation given at the 16th annual ISTE student convention on updating curriculum and nourishing talent through extracurricular activities to ignite genius in professional students. The presentation discusses how India's large education system faces challenges like poor performance and quality issues. It advocates linking academic and practical skills to help students understand their abilities and career goals. The presentation also emphasizes the importance of extracurricular activities in developing student skills and bonding, and suggests updates to curriculum like introducing vocational training, industry partnerships, and interactive learning through technology.
Quality Improvement in Inclusive Education for Teacher Educationijtsrd
Inclusive elite is the need of an hour that can be made possible only when there is total encompassment in education. Now inclusive education is the most executable plan of getting across of education to each. The meaning of inclusion has emerged as a result of Social justice movement in the field of disability which emphasizes that the school create an environment in which children with special needs are seen as an active member of the social continuity with competence and capability for making positive contribution Inclusive education as a concept is notion that requires school to react to the varying abilities of children. Inclusive education is a human right approach and the philosophy for attaining equity, justice and quality education for all children, especially those who have been traditionally excluded from mainstream education due to disability, ethnicity, gender or other characteristics, it is a human right approach, UNESCO has defined that it is a process of addressing and responding to the diverse needs of all scholars by raising participation in learning and reducing expulsion in and from education. In this context of education, the restructuring of school on inclusive lines is a reflection of the Social model in action. Shaikh Mateen Latif "Quality Improvement in Inclusive Education for Teacher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46423.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46423/quality-improvement-in-inclusive-education-for-teacher-education/shaikh-mateen-latif
Sanjli Gidwaney is interested in using innovative design and technology to strengthen education for underprivileged children in India. Through ethnographic research, she has identified opportunities to partner with design firms, NGOs, schools, and grassroots innovators. Her goal is to develop low-cost learning tools that inspire creative problem solving. She has conducted workshops with children in India and sees potential in adapting technologies like One Laptop Per Child. Moving forward, she plans to build relationships with partners and deploy sustainable solutions through NGOs while addressing challenges around funding, existing solutions, and designing for local needs.
Flow India is an education organization that focuses on experiential and interdisciplinary learning. It believes cultural engagement fosters human skills like critical thinking. It brings real-world contexts into classrooms through project-based learning to encourage lifelong learning. Its vision is to establish cultural learning as integral to education in India. Its mission is to develop 21st century skills in Indian students by making local culture a learning resource. It works with educators and stakeholders to shift views of out-of-school learning and uses communities to design creative learning experiences.
Sightsavers Education programme for Visually Imapired children into mainstream governmnet primary schools in Narshingdi district with accessible schools and ICT centres at community level.
The document discusses various topics related to educational productivity and strategies for expanding primary education in India. It defines educational productivity as the relationship between educational outputs and inputs. It discusses how educational outcomes are commonly measured and the role of residual factors like quality of labor in economic growth. It also outlines India's strategies for primary education expansion like Sarva Shiksha Abhiyan, mid-day meal schemes, the Right to Education Act, Beti Bachao Beti Padhao and other schemes aimed at promoting girls' education and improving infrastructure in minority schools.
The new National Education Policy of India focuses on developing key skills like creativity, critical thinking, communication, collaboration, and problem-solving. It aims to make education more holistic, multidisciplinary, and flexible. The policy introduces a 5+3+3+4 curriculum structure and emphasizes hands-on learning, research, and developing analytical abilities over rote memorization. It also aims to improve access to education and promote inclusion and equity.
Taking Learning Beyond the School GateKim Flintoff
The TIDES program aims to support students' collaborative problem solving of real-world challenges through industry, government, and community partnerships. It uses challenge-based learning where students identify issues, gain knowledge, and develop solutions. Students have worked on challenges in areas like agriculture, health, and sustainability. The program focuses on developing students' 21st century skills like collaboration, creativity, and critical thinking through personalized, hands-on learning experiences.
M.Ed Teacher Education's Topic-Explain concept of teacher education and discu...fatima roshan
The document discusses the objectives of teacher education in India as outlined by the National Curriculum Framework (NCF) 2009. It begins with an introduction to the current state of teacher education and challenges in India. The 11 key objectives outlined by the NCF 2009 are: 1) enable inclusive education, 2) develop perspectives for equitable development, 3) understand the role of community knowledge, 4) integrate ICT, 5) professionalize teacher education, 6) prepare teacher educators, 7) facilitate research and innovation, 8) support open/distance learning, 9) promote health/physical education, 10) promote vocational education, and 11) develop a comprehensive vision of teachers and teacher education. The objectives aim to address issues like teacher
Nai-Talim: Connecting Knowledge to life Outside the SchoolSonaliChannawar3
Nai-Talim: Connecting Knowledge to life Outside the School-Introduction ,Main Objective, Purpose, Ways to connecting knowledge inside and outside the classroom
(for B.Ed.I Semester -Nai-Talim: An Experiential Learning )
The document discusses the Atal Innovation Mission (AIM) which promotes innovation and entrepreneurship across India. AIM has established over 5,000 Atal Tinkering Labs (ATLs) in schools to promote skills like design thinking, coding, and problem solving. It also discusses various AIM programs like Atal Incubation Centers, Atal New India Challenges, and the Mentor of Change program which provides mentoring to ATL students. The goal is to nurture skills and create innovators to solve local problems through initiatives that foster creativity, collaboration, and hands-on learning.
Similar to Partnerships between formal and informal education – Ajith Basu (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
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Digital Artefact 1 - Tiny Home Environmental Design
Partnerships between formal and informal education – Ajith Basu
1. Partnerships between
formal and informal
education
Creativity and Critical Thinking Skills in School:
Moving the Agenda Forward
24-25 September 2019 – London
Organized by:
2. Agastya’s Mission:
to spark curiosity and propagate a
creative temper in disadvantaged
children and teachers through
experiential hands-on science
education and teacher trainings via
scalable & sustainable methods.
Agastya’s Vision:
to create an India of "creators,
tinkerers, solution seekers and
leaders who are humane, anchored
and connected"
12
Million
Children
250,000
Teachers
21
States
3. Agastya works to influence key behavioral shifts in children through its programs
Agastya’s presence is crucial in furthering the development of India through the inclusion of her poor.... with
education, these children may lift humanity to unimagined heights - Dr. A.P.J Abdul Kalam (Former President of
India), 2012
‘Yes’ to ‘Why?’
Looking to Observing
Passive to Exploring
Textbook to Hands-on
Fear to Confidence
Being led to Leadership
Knowledge to ‘Know’ability
4. Agastya uses scalable & interactive models to impact disadvantaged communities
172 acre
Creativity
Campus,
Kuppam
100 STEM
Oriented
Science
Centers
Across 21 States
Andhra Pradesh
Assam
Bihar
Chhattisgarh
Delhi
Goa
Gujarat
Haryana
Jharkhand
Karnataka
Madhya Pradesh
Maharashtra
Meghalaya
Odisha
Rajasthan
Sikkim
Tamil Nadu
Telangana
Uttar Pradesh
Uttarakhand
West Bengal
Make learning
Fun!
Useful!
Accessible!
5. Agastya touches 1.2 million children annually through its programs
105
Lab in a Box
Programs,
70
Lab on a
Bike Programs
26, iMobile and
Lab-on-a-Tab
programs
(digital
platforms)
600 +
Operation
Vasantha –
Night
Community
Centers
10000+
Teachers
trained till date
on
‘Constructivism’
pedagogy
35000+ trained
in Young
Instructor
Leader Program
200+
Mobile
Science Lab
Programs
200+
Mobile
Science Lab
Programs
6. ABOUT REACHPROGRAMS
Agastya’s Teacher Training
Program aims to empower
teachers to stimulate and nurture
curiosity, creativity and
confidence among students
through ‘hands-on’ creative
learning methods and to foster a
‘learn to learn’ attitude.
The program enables teachers to
create a multiplier effect in their
own locales through focused
workshops on capacity building
and follow-up programs.
To impart ‘Ava-Bodh’ principles
(Meta-cognition abilities)
Teacher Training Program in
Constructivism (TTPC):
• 4-day residential
Make Your Own Lab (MYOL):
• 3 – 4 day
• NCERT syllabus.
Teacher Training on Constructivism
with Make Your Own Lab (C-MYOL):
combines TTPC and MYOL,
Customized Teacher Training
Program:
requirements of stakeholders
No. of States
Total No. of Teachers Trained
2014-19
Total No. of Teachers Trained
2018-19
10,633
1,958
11
Proposed Programs
2019/20
2500 Teachers
3 month certificate
program on/off
site
Fellowship
offered
Agastya’s Teacher Training Initiative
7. Collaborations to foster relationships with the Formal Sector
Regulatory Bodies
Institutions / Universities
Donors / Foundations
• Government of India
• State Governments
• Education Departments
• Local bodies
• Design thinking – INSEAD and Stanford University
• Ecology study – Indian Institute of Science,
Bangalore
• Validation & Impact assessment - IIM Bangalore
• Curriculum / Pedagogy support, Knowledge /
Resource sharing - IIT IDC, IISER, IISc and more…
• Partnerships with over 100
corporates donor and foundations
• Honeywell, Deutsche Bank,
Broadcom, Synopsis, Qualcomm,
AMD, Bank Of America and
more…
AGASTYA
SUPLEMENTING
GOVERNMENT
SCHOOL
CURRICULUM OF
INDIA THROUGH
HANDS-ON
‘STEAM’
INTERVENTIONS