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The document discusses the goals and plans for educational reform in the UK from 2010-2020. It aims to raise the minimum school leaving age to 18, introduce new diploma qualifications in 17 subject areas, and reduce assessments at A-Level while maintaining rigor. The reform seeks to have 90% of students achieve level 2 qualifications and 70% level 3 qualifications by age 19. New diploma qualifications will provide more flexible, practical options alongside traditional GCSEs and A-Levels. Apprenticeships will also be expanded to provide additional options for students. The goals of the reform are to better prepare students for an increasingly technology-driven world and changing job market.
This document provides information about Bohol Island State University in the Philippines, including its vision, mission, goals, and core values. It also outlines the course syllabus for a Law Related Studies course, covering topics like the Philippine constitution and bill of rights. The course objectives are mapped to program outcomes, and the content, assessment methods, and references are detailed. In summary, the document outlines the strategic direction and curriculum for a law-focused course at Bohol Island State University.
This article discusses the implementation of problem-based learning (PBL) in the mechanical engineering program at Bahrain Polytechnic. The curriculum was designed with PBL embedded through short projects in the first two years, building up to a full-time year 3 design project modeled after an authentic industry experience. Both individual and group components were included to develop foundational knowledge and employability skills. The learning environment was an open workshop simulating industry. An evaluation assessed the impact of the PBL approach on graduate quality and employability through surveys of students and analysis of graduate destinations data. The research aimed to provide evidence on the efficacy of PBL and share lessons learned in implementing PBL in mechanical engineering.
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Educación y capacitación son sólo dos palabras que son ampliamente utilizadas e incluso más que cualquier otras palabras en casi todos los de la literatura y escritos de una disciplina académica y profesional. Ambos tienen similar significado de diccionario y a veces se utilizan con la superposición de descripción. La policía es una organización altamente estructurada y compleja con una variedad de deberes obligatorios y opcionales y responsabilidades. El estatus en la jerarquía organizativa de policía exigen un sistema separado de gestión de recursos humanos.
Police education and trainning in pakistanWael Hikal
The document discusses police education and training in Pakistan. It begins by defining education and training, noting that education aims to develop the mind while training focuses on learning specific skills. [SENTENCE 1] It then explains that in policing, training provides officers with instructions on performing tasks while education helps officers solve problems independently and interact effectively. [SENTENCE 2] The document outlines that police require different levels of education and training depending on their role, from basic skills for entry-level positions to more comprehensive education for higher-level jobs. [SENTENCE 3]
This document provides information about Course 4 of the Teacher Induction Program, which focuses on responding to community contexts. The course aims to help teachers build relationships with the wider school community, understand the school's context, and comply with policies to foster relationships. It contains the intended learning outcomes, module outlines, and session details about contextualizing teaching strategies to respond to learners' needs based on their community contexts. The first module discusses building relationships with the community and teaching with context in mind, grounded in legal bases and theories of contextual teaching and learning.
14 19 Educational Reform Presentation by J Croxton-CayzerJamescayzer
The document discusses the goals and plans for educational reform in the UK from 2010-2020. It aims to raise the minimum school leaving age to 18, introduce new diploma qualifications in 17 subject areas, and reduce assessments at A-Level while maintaining rigor. The reform seeks to have 90% of students achieve level 2 qualifications and 70% level 3 qualifications by age 19. New diploma qualifications will provide more flexible, practical options alongside traditional GCSEs and A-Levels. Apprenticeships will also be expanded to provide additional options for students. The goals of the reform are to better prepare students for an increasingly technology-driven world and changing job market.
This document provides information about Bohol Island State University in the Philippines, including its vision, mission, goals, and core values. It also outlines the course syllabus for a Law Related Studies course, covering topics like the Philippine constitution and bill of rights. The course objectives are mapped to program outcomes, and the content, assessment methods, and references are detailed. In summary, the document outlines the strategic direction and curriculum for a law-focused course at Bohol Island State University.
This article discusses the implementation of problem-based learning (PBL) in the mechanical engineering program at Bahrain Polytechnic. The curriculum was designed with PBL embedded through short projects in the first two years, building up to a full-time year 3 design project modeled after an authentic industry experience. Both individual and group components were included to develop foundational knowledge and employability skills. The learning environment was an open workshop simulating industry. An evaluation assessed the impact of the PBL approach on graduate quality and employability through surveys of students and analysis of graduate destinations data. The research aimed to provide evidence on the efficacy of PBL and share lessons learned in implementing PBL in mechanical engineering.
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Educación y capacitación son sólo dos palabras que son ampliamente utilizadas e incluso más que cualquier otras palabras en casi todos los de la literatura y escritos de una disciplina académica y profesional. Ambos tienen similar significado de diccionario y a veces se utilizan con la superposición de descripción. La policía es una organización altamente estructurada y compleja con una variedad de deberes obligatorios y opcionales y responsabilidades. El estatus en la jerarquía organizativa de policía exigen un sistema separado de gestión de recursos humanos.
Police education and trainning in pakistanWael Hikal
The document discusses police education and training in Pakistan. It begins by defining education and training, noting that education aims to develop the mind while training focuses on learning specific skills. [SENTENCE 1] It then explains that in policing, training provides officers with instructions on performing tasks while education helps officers solve problems independently and interact effectively. [SENTENCE 2] The document outlines that police require different levels of education and training depending on their role, from basic skills for entry-level positions to more comprehensive education for higher-level jobs. [SENTENCE 3]
This document provides information about Course 4 of the Teacher Induction Program, which focuses on responding to community contexts. The course aims to help teachers build relationships with the wider school community, understand the school's context, and comply with policies to foster relationships. It contains the intended learning outcomes, module outlines, and session details about contextualizing teaching strategies to respond to learners' needs based on their community contexts. The first module discusses building relationships with the community and teaching with context in mind, grounded in legal bases and theories of contextual teaching and learning.
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and gives the department authority over basic education policy, planning, standards, and outcomes assessment. The act defines terms related to basic education and establishes principles of shared governance between national, regional, and local levels. It outlines the powers and duties of the Secretary of Education and regional education directors to implement basic education.
The document discusses the State Council of Educational Research and Training (SCERT) and the Kerala Curriculum Framework (KCF) 2007. SCERT prepares syllabi for schools in Kerala and conducts professional development programs for teachers. The KCF 2007 was developed based on the National Curriculum Framework 2005 and aims to promote social justice, environmental awareness, citizenship, nationalism, and vocational skills. It adopts a critical pedagogy approach and issue-based curriculum. Education is divided into pre-school, primary, secondary, and higher secondary stages with a focus on activity-based and collaborative learning. Both SCERT and KCF aim to strengthen and modernize education in Kerala.
This document provides an overview of a teacher induction course on responding to community contexts. The course aims to help teachers build relationships with the wider school community, understand the community context, and comply with school policies. It discusses theories of contextual teaching and learning, and emphasizes connecting curriculum to students' experiences and environments. The course consists of 2 modules, with the first focusing on building school community relationships, and the second on teaching with the context in mind through localization, indigenization, and understanding legal bases for contextualization.
The document provides information about Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education (DepEd) organizational structure. The course has two modules: Module 1 covers DepEd's organizational structure and processes, while Module 2 discusses relevant laws for teachers. Module 1 includes sessions on the history of the Philippine public education system and DepEd's central, regional, and school offices. It aims to help teachers understand DepEd's roles and responsibilities and respond to scenarios using their knowledge of DepEd's structure and processes.
The document discusses whether the Hong Kong government should invest more in general education or professional education. It outlines the current education system in Hong Kong and proposals to reform the system by introducing elements of general education at different levels. Stakeholders like students, employers, and the government are presented as having differing views, with students favoring general education's ability to broaden horizons and employers wanting both professional skills and soft skills developed through general education.
This document presents Windesheim University's new educational concept. It aims to prepare students for a rapidly changing society and future jobs that may not exist yet. The concept is based on Windesheim's educational vision of offering an ambitious study climate, educating valuable professionals, providing personalized student counseling, and maintaining high-quality education. It explores potential future trends and their implications. The educational environment, organization, learning outcomes, and assessment are described to align with the vision and future needs.
The document provides an overview of Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education's organizational structures and relevant laws surrounding teachers' roles and responsibilities. The course is divided into two modules: 1) DepEd Organizational Structure and Processes, and 2) Relevant Laws for Teachers. Module 1 discusses the history of public education in the Philippines and the organizational structures of DepEd at the central, regional, division, and school levels. It aims to help teachers understand how DepEd works to support the education system and respond to situations using the proper laws and processes. Module 2 will cover laws related to the teaching profession.
The document discusses principles of curriculum organization. It begins with introducing the concept of curriculum and its importance in a child's development. It then outlines 15 key principles that should guide curriculum organization, such as ensuring it is child-centered, activity-based, integrated, flexible, comprehensive, and balanced. The document concludes that the curriculum is the core of education and should be organized according to these principles to meet the needs of both students and society.
The document discusses principles of curriculum organization. It begins with introducing the concept of curriculum and its importance in a child's development. It then outlines 15 key principles that should guide curriculum organization, such as ensuring it is child-centered, activity-based, integrated, flexible, comprehensive, and balanced. The document concludes that the curriculum is the core of education and should be organized according to these principles to meet the needs of both students and society.
20010811 ra-9155- Governance for Basic Educationtitserchriz Gaid
This document is the Republic Act No. 9155 which establishes a framework for governance of basic education in the Philippines. It defines the roles and responsibilities at each level of governance - from the national Department of Education down to individual schools. It aims to improve the quality of basic education by empowering schools and promoting accountability. It also transfers some cultural agencies to a new oversight body and abolishes the Bureau of Physical Education.
This document is a placement brochure for the LL.M. Batch of 2020-2021 at the National Law Institute University in Bhopal, India. It provides information about the university and LL.M. program, faculty profiles, academics and courses, student demographics and achievements, internship opportunities, the placement process, and an invitation for recruiters to participate in hiring students from the program. The brochure aims to introduce the batch of LL.M. students and promote opportunities for recruiters to hire qualified legal graduates from the university's program.
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
Learning involves acquiring or modifying knowledge, behaviors, skills, or preferences through experience. It can occur consciously or unconsciously and results in relatively permanent changes. Key factors that influence learning include intellectual, environmental, physical, emotional, media, and relationship factors. There are different types of learning including remembering, understanding, applying, analyzing, evaluating, and creating. The four pillars of learning are learning to know, learning to do, learning to live together, and learning to be. Transfer of learning occurs when learning in one situation impacts performance in another situation, which can be positive, negative, or neutral.
This document outlines the governance structure and roles within the Philippine Department of Education based on Republic Act 9155, otherwise known as the Governance of Basic Education Act of 2001. It defines key terms and establishes the powers and responsibilities of the Secretary of the Department of Education in formulating policies, standards, and plans. It also discusses the roles of undersecretaries, assistant secretaries and principles of shared governance between units within the education system.
This document contains a take-home exam submitted by a student named Kathleen C. Abaja to Dr. Nilo L. Rosas at the Polytechnic University of the Philippines. The exam contains 5 questions related to applying systems analysis to education. The student provides multi-paragraph answers to each question analyzing topics like how systems analysis can be used to study education as a social, cultural, economic and political system. The student also analyzes education reform in the Philippines.
The document discusses curriculum and instructional design. It provides definitions of curriculum, including macro and micro curriculum. It also discusses objectives and characteristics of different curriculum models used in the Philippines like the Secondary Education Development Plan curriculum, New Secondary Education Curriculum, Basic Education Curriculum, and Revised Basic Education Curriculum. Instructional design models and theories are also covered, including Gagné's nine events of instruction and the ADDIE model of analyze, design, develop, implement, and evaluate. Learning domains and outcomes based on behaviorism, cognitivism, and constructivism are summarized as well.
This document is a Republic Act that establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and defines its powers and responsibilities at the national and regional levels. At the national level, the Secretary of Education is responsible for formulating educational policies, standards, and plans. At the regional level, each regional office is responsible for defining educational policy frameworks, developing regional plans and standards, and monitoring outcomes to reflect local needs and values. The purpose is to improve access to and quality of basic education.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
Educational research is important for educational reform in Bangladesh to achieve goals like the MDGs, EFA, and poverty reduction. The Bangladeshi constitution calls for universal education and removing illiteracy. There have been several education commissions but no permanent body. Research has informed reforms to curriculum, teaching quality, and increasing access to education. Key research organizations in Bangladesh conduct studies to inform policymaking and reforms. However, more needs to be done to institutionalize the link between research findings and education reforms.
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and gives the department authority over basic education policy, planning, standards, and outcomes assessment. The act defines terms related to basic education and establishes principles of shared governance between national, regional, and local levels. It outlines the powers and duties of the Secretary of Education and regional education directors to implement basic education.
The document discusses the State Council of Educational Research and Training (SCERT) and the Kerala Curriculum Framework (KCF) 2007. SCERT prepares syllabi for schools in Kerala and conducts professional development programs for teachers. The KCF 2007 was developed based on the National Curriculum Framework 2005 and aims to promote social justice, environmental awareness, citizenship, nationalism, and vocational skills. It adopts a critical pedagogy approach and issue-based curriculum. Education is divided into pre-school, primary, secondary, and higher secondary stages with a focus on activity-based and collaborative learning. Both SCERT and KCF aim to strengthen and modernize education in Kerala.
This document provides an overview of a teacher induction course on responding to community contexts. The course aims to help teachers build relationships with the wider school community, understand the community context, and comply with school policies. It discusses theories of contextual teaching and learning, and emphasizes connecting curriculum to students' experiences and environments. The course consists of 2 modules, with the first focusing on building school community relationships, and the second on teaching with the context in mind through localization, indigenization, and understanding legal bases for contextualization.
The document provides information about Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education (DepEd) organizational structure. The course has two modules: Module 1 covers DepEd's organizational structure and processes, while Module 2 discusses relevant laws for teachers. Module 1 includes sessions on the history of the Philippine public education system and DepEd's central, regional, and school offices. It aims to help teachers understand DepEd's roles and responsibilities and respond to scenarios using their knowledge of DepEd's structure and processes.
The document discusses whether the Hong Kong government should invest more in general education or professional education. It outlines the current education system in Hong Kong and proposals to reform the system by introducing elements of general education at different levels. Stakeholders like students, employers, and the government are presented as having differing views, with students favoring general education's ability to broaden horizons and employers wanting both professional skills and soft skills developed through general education.
This document presents Windesheim University's new educational concept. It aims to prepare students for a rapidly changing society and future jobs that may not exist yet. The concept is based on Windesheim's educational vision of offering an ambitious study climate, educating valuable professionals, providing personalized student counseling, and maintaining high-quality education. It explores potential future trends and their implications. The educational environment, organization, learning outcomes, and assessment are described to align with the vision and future needs.
The document provides an overview of Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education's organizational structures and relevant laws surrounding teachers' roles and responsibilities. The course is divided into two modules: 1) DepEd Organizational Structure and Processes, and 2) Relevant Laws for Teachers. Module 1 discusses the history of public education in the Philippines and the organizational structures of DepEd at the central, regional, division, and school levels. It aims to help teachers understand how DepEd works to support the education system and respond to situations using the proper laws and processes. Module 2 will cover laws related to the teaching profession.
The document discusses principles of curriculum organization. It begins with introducing the concept of curriculum and its importance in a child's development. It then outlines 15 key principles that should guide curriculum organization, such as ensuring it is child-centered, activity-based, integrated, flexible, comprehensive, and balanced. The document concludes that the curriculum is the core of education and should be organized according to these principles to meet the needs of both students and society.
The document discusses principles of curriculum organization. It begins with introducing the concept of curriculum and its importance in a child's development. It then outlines 15 key principles that should guide curriculum organization, such as ensuring it is child-centered, activity-based, integrated, flexible, comprehensive, and balanced. The document concludes that the curriculum is the core of education and should be organized according to these principles to meet the needs of both students and society.
20010811 ra-9155- Governance for Basic Educationtitserchriz Gaid
This document is the Republic Act No. 9155 which establishes a framework for governance of basic education in the Philippines. It defines the roles and responsibilities at each level of governance - from the national Department of Education down to individual schools. It aims to improve the quality of basic education by empowering schools and promoting accountability. It also transfers some cultural agencies to a new oversight body and abolishes the Bureau of Physical Education.
This document is a placement brochure for the LL.M. Batch of 2020-2021 at the National Law Institute University in Bhopal, India. It provides information about the university and LL.M. program, faculty profiles, academics and courses, student demographics and achievements, internship opportunities, the placement process, and an invitation for recruiters to participate in hiring students from the program. The brochure aims to introduce the batch of LL.M. students and promote opportunities for recruiters to hire qualified legal graduates from the university's program.
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
Learning involves acquiring or modifying knowledge, behaviors, skills, or preferences through experience. It can occur consciously or unconsciously and results in relatively permanent changes. Key factors that influence learning include intellectual, environmental, physical, emotional, media, and relationship factors. There are different types of learning including remembering, understanding, applying, analyzing, evaluating, and creating. The four pillars of learning are learning to know, learning to do, learning to live together, and learning to be. Transfer of learning occurs when learning in one situation impacts performance in another situation, which can be positive, negative, or neutral.
This document outlines the governance structure and roles within the Philippine Department of Education based on Republic Act 9155, otherwise known as the Governance of Basic Education Act of 2001. It defines key terms and establishes the powers and responsibilities of the Secretary of the Department of Education in formulating policies, standards, and plans. It also discusses the roles of undersecretaries, assistant secretaries and principles of shared governance between units within the education system.
This document contains a take-home exam submitted by a student named Kathleen C. Abaja to Dr. Nilo L. Rosas at the Polytechnic University of the Philippines. The exam contains 5 questions related to applying systems analysis to education. The student provides multi-paragraph answers to each question analyzing topics like how systems analysis can be used to study education as a social, cultural, economic and political system. The student also analyzes education reform in the Philippines.
The document discusses curriculum and instructional design. It provides definitions of curriculum, including macro and micro curriculum. It also discusses objectives and characteristics of different curriculum models used in the Philippines like the Secondary Education Development Plan curriculum, New Secondary Education Curriculum, Basic Education Curriculum, and Revised Basic Education Curriculum. Instructional design models and theories are also covered, including Gagné's nine events of instruction and the ADDIE model of analyze, design, develop, implement, and evaluate. Learning domains and outcomes based on behaviorism, cognitivism, and constructivism are summarized as well.
This document is a Republic Act that establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and defines its powers and responsibilities at the national and regional levels. At the national level, the Secretary of Education is responsible for formulating educational policies, standards, and plans. At the regional level, each regional office is responsible for defining educational policy frameworks, developing regional plans and standards, and monitoring outcomes to reflect local needs and values. The purpose is to improve access to and quality of basic education.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
Educational research is important for educational reform in Bangladesh to achieve goals like the MDGs, EFA, and poverty reduction. The Bangladeshi constitution calls for universal education and removing illiteracy. There have been several education commissions but no permanent body. Research has informed reforms to curriculum, teaching quality, and increasing access to education. Key research organizations in Bangladesh conduct studies to inform policymaking and reforms. However, more needs to be done to institutionalize the link between research findings and education reforms.
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PCLL curriculum reform at HKU: an evolution or a revolution?
1. Wilson CHOW
Julienne JEN
Firew Kebede TIBA
Department of Professional Legal Education
University of Hong Kong
1
2. PCLL = Postgraduate Certificate in Laws
Professional training programme
Pre-requisite for training as a trainee solicitor or
pupil barrister
Introduced in HK in 1972 and at the time was
substantially a knowledge-based course
The current HKU PCLL course -> mainly skills
based
The progress of the HKU PCLL course: a
revolution? Or an evolution?
2
3. Progress = pro and gradi, meaning to walk
forward
For Spencer:
“this law of organic progress is the law of all
progress. Whether it be in the development of the
Earth, in the development of Life upon its surface,
in the development of Society, of Government, of
Manufactures, of Commerce, of Language,
Literature, Science, Art, this same evolution of the
simple into the complex, through successive
differentiations, holds throughout.”
3
4. For Spencer, complete living encompasses, body,
mind, family, citizenship, and happiness and
activities required for complete living are
hierarchically arranged:
(a) activities which directly minister to self-
preservation;
(b) activities indirectly ministering to self-preservation
by the securing of necessities to life;
(c) the rearing and discipline of offspring;
(d) the maintenance of social and political relations;
(e) miscellaneous activities making up the leisure part
of life, gratifying tastes and feelings
4
5. Teaching should proceed from the simple to the
complex.
Education should proceed from the indefinite to
the definite, from concrete to the abstract, and from
vagueness to exact differentiation.
Thus:
“The development of the mind, as all other development,
is an advance from the indefinite to the definite. In
common with the rest of the organism, the brain reaches
its finished structure only at maturity; and in
proportion as its structure is unfinished, its actions are
wanting in precision.”
5
6. Along the same line, education must proceed
from the concrete to the abstract, following the
organization of knowledge from single facts to
general formulae; and each branch of
instruction should proceed from the empirical
to the rational to the abstraction of principles
from concrete practice.
6
7. Previous curriculum: rich knowledge rich
components which were more suitable for the
academic stage.
2001 Redmond/Roper report proposed the
abolition of the same, to be substituted by a
programme which solely takes the form of
practical training in transactions and skills,
within a strong ethical context.
7
8. Prior to 2001, reform to the HKU PCLL
curriculum had already taken place, albeit in a
rather piecemeal basis.
From 2001 onwards, there was a conceptual
shift of the framework of the HKU PCLL
curriculum.
The focus turned to: “how legal work is done”,
rather than structure the course around the
various subject areas.
The new HKU PCLL course aims to achieve
outcomes based learning.
8
9. The reform came to its high point last year
(2008-2009 academic year), when the new HKU
PCLL course was launched, catering for the
new graduates from the new HK LLB courses
(which had just changed from 3 years to 4
years) and overseas students who had passed
the new PCLL entrance requirements.
9
10. Goals: (1) provide a general professional
education by equipping students with basic
skills and knowledge to perform with
competence legal work in specified fields and (2)
provide students with a general foundation for
subsequent practice by enabling them to learn
and develop new skills in response to employer
and client needs.
The new course largely focuses on skills based
training in different subject areas with emphasis
on the transfer of such skills between the
different subject areas.
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11. In the first semester, students will learn and
practice the requisite skills in core practice
areas: property transactions, corporate and
commercial transaction, civil and criminal
litigation and professional and practice
management.
In the second semester, to meet students and
the profession’s demands, students will learn
and practice the requisite skills in the context of
3 elective subjects of their choice.
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12. The progress of the HKU PCLL course took the
form of an evolution, gradually evolving from its
simpler homogeneous phase to heterogeneity:
from a knowledge rich course to a skills based
course where the learning of such skills are
transferable between the subjects with a
diversification to cater for the needs of both
branches of the legal profession.
The building block approach followed in the
new HKU PCLL curriculum also closely follows
the Spencer’s principles moving from the simple
to the complex in its progression.
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13. What may come next in the evolution?
In Spencer’s words, the training will be more
successful if it creates a “pleasurable excitement
in the pupils”.
How can one make a professional legal training
even more exciting?
The trend: use methods that realistically
portray legal practice, e.g. the use of
simulation, online and computer based
technologies.
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