This document highlights the background, progress of PEER Institutionalization, and good practices in Nepal as discussed in the first PEER-PAC meeting.
This document highlights the background, progress of PEER Institutionalization, and good practices in Sri Lanka, as discussed in the first PEER-PAC meeting.
This document highlights the background, progress of PEER Institutionalization, and good practices in India as discussed in the first PEER-PAC meeting.
This document highlights the overview of PEER Institutionalization, assessment, and nine conditions of achieving Institutionalization in partner countries, as discussed in the first PEER-PAC meeting.
This document highlights the progress of PEER institutionalization, country background, and good practices in Afghanistan, as discussed in the first PEER-PAC meeting.
The document discusses principles of adult learning and summarizes the PEER training program. It outlines core assumptions of adult learning including experience, readiness and need to know. It then provides details on the PEER training package, methodology, team composition and instructor development process. Standards and next steps are proposed to further develop and institutionalize the training approach.
This document highlights the background, progress of PEER Institutionalization, and good practices in Pakistan as discussed in the first PEER-PAC meeting.
This document highlights the background, progress of PEER Institutionalization, and good practices in Bangladesh as discussed in the first PEER-PAC meeting.
The document outlines the agenda and content of a meeting to discuss PEER Training Standards. The agenda includes reviewing current PEER training standards, agreeing on minimum regional standards and benchmarks, and developing tools and guidelines. It then discusses the PEER program framework, principles of adult learning, and PEER's training methodology and package. Details are provided on instructor development process, suggested team composition, and deliverables of the Regional Technical Working Group. The document aims to ensure quality and standardization of emergency response training across countries.
This document highlights the background, progress of PEER Institutionalization, and good practices in Sri Lanka, as discussed in the first PEER-PAC meeting.
This document highlights the background, progress of PEER Institutionalization, and good practices in India as discussed in the first PEER-PAC meeting.
This document highlights the overview of PEER Institutionalization, assessment, and nine conditions of achieving Institutionalization in partner countries, as discussed in the first PEER-PAC meeting.
This document highlights the progress of PEER institutionalization, country background, and good practices in Afghanistan, as discussed in the first PEER-PAC meeting.
The document discusses principles of adult learning and summarizes the PEER training program. It outlines core assumptions of adult learning including experience, readiness and need to know. It then provides details on the PEER training package, methodology, team composition and instructor development process. Standards and next steps are proposed to further develop and institutionalize the training approach.
This document highlights the background, progress of PEER Institutionalization, and good practices in Pakistan as discussed in the first PEER-PAC meeting.
This document highlights the background, progress of PEER Institutionalization, and good practices in Bangladesh as discussed in the first PEER-PAC meeting.
The document outlines the agenda and content of a meeting to discuss PEER Training Standards. The agenda includes reviewing current PEER training standards, agreeing on minimum regional standards and benchmarks, and developing tools and guidelines. It then discusses the PEER program framework, principles of adult learning, and PEER's training methodology and package. Details are provided on instructor development process, suggested team composition, and deliverables of the Regional Technical Working Group. The document aims to ensure quality and standardization of emergency response training across countries.
This slide show describes about the criterion 6 of NAAC as per latest guidelines 2020. It is about institutional vision, leadership, strategic management, faculty empowerment, financial management and Internal Quality Assurance System .
This slide show describes extension activities as well as outreach activities for NAAC. It deals with designing, checklist, problems, types of activities and reporting.
The document outlines major structural changes being made to the UK education system, including raising the leaving age to 18, revising pathways and qualifications, and introducing new programmes like Diplomas. Diplomas are intended to have a vocational emphasis and include core subjects plus work experience. The changes aim to improve skills training, increase participation in education, and better prepare students for the job market and technological changes. However, there are also implications for teachers, schools, and local authorities in implementing the new system.
The document discusses initiatives taken by an institution to promote gender equity and a disabled-friendly environment on campus. It details various facilities provided, such as safety and counseling services for women, and infrastructure improvements like ramps and accessible washrooms to support persons with disabilities. The institution aims to ensure equal rights and opportunities through measures like gender sensitization programs, a gender audit, and use of assistive technologies.
This document outlines a CPD (Continuing Professional Development) framework for teachers. It describes four stages of teacher development: awareness, understanding, engagement, and integration. It then lists 12 professional practices that teachers can develop, including planning lessons, understanding learners, managing resources, and taking responsibility for professional development. For each practice, it provides elements that further describe what that practice involves, such as selecting appropriate materials, applying theories of learning, and reflecting on effectiveness. The framework is intended to help teachers identify areas for professional growth.
This document discusses continuing professional development (CPD). It defines CPD as an ongoing process that enables growth and helps fulfill one's potential through work-based and personal development. The goals of CPD include developing an understanding of it, raising awareness of its benefits and importance, and informing people about barriers to CPD. Some benefits include improved quality, recruitment/retention, and developing a learning culture. Potential barriers include lack of motivation, funding, time, and flexible learning opportunities. The document provides examples of CPD activities and distinguishes between training, which is often budget-dependent and time-bound, and development, which is a more continuous internal process.
R herrera edtc6342_project5_staff development planRH03
This document outlines a plan to improve technology training for teachers. It aims to develop a positive learning environment with training on current applications to enhance classroom instruction. It recognizes that current training is limited and aims to expand training opportunities. The goals are to make teachers aware of available programs, train them on application integration, promote online learning, and increase teacher technology expertise. Actions include considering teacher needs, conducting interactive training, and ongoing implementation support.
intelligent school, education process managementHarry C
CEON Solutions Ltd. provides an online school education resource planning (ERP) system called i-School that integrates various school management functions on a single platform. It aims to reach 10,000+ schools globally within 4-5 years. i-School offers 50 researched software modules covering academic, administrative, communication, and educational intelligence functions. It helps reduce paperwork by 50% and saves 30-40% of staff time and costs.
Course outline Sustainability Management IIMichel De Bie
This 3 sentence summary provides the key details from the document:
The document is a 5 page course outline for a sustainability management course at Ryerson University, which will take place over 4 weeks and cover topics like sustainability reporting, strategic sustainability, and global standards. It lists the course objectives, meeting times, required textbooks, assignments including a business case study, and evaluation criteria including exams, participation, and a final assignment. The course aims to help students gain skills and knowledge for sustainability professional roles.
Nacte(national acredition council for teacher`s educationTasneem Saifee
This document discusses accreditation for teacher education programs in Pakistan by the National Accreditation Council for Teacher Education (NACTE). It provides information on NACTE's role in accrediting institutions and programs, the accreditation process, standards and timeline. Key points include that NACTE will periodically evaluate universities and programs offering teacher education degrees; the accreditation process involves an institutional self-evaluation report and site visits from an accreditation committee; and accredited programs span degrees from postgraduate diplomas to PhDs in education fields.
This document provides information and discussion points for a training session on CPD leadership. The session aims to discuss effective CPD leadership, analyze key elements like needs analysis and evaluating impact, and consider ways to improve CPD in schools. It outlines definitions of CPD, discusses needs analysis, approaches to monitoring impact, and characteristics of learning organizations. Challenges for CPD are also examined, like budget cuts reducing support from external organizations. The session aims to help participants reflect on improving their own CPD leadership.
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.
The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission of India to assess and accredit higher education institutions in the country. It was established in 1994 to address the deterioration of quality in higher education. NAAC functions through its General Council and Executive Committee, assessing institutions based on criteria like teaching-learning, research, infrastructure, and student support. It grades institutions on a scale of A++ to D to ensure satisfactory quality standards. The aims of NAAC include contributing to national development and promoting excellence in higher education.
William Jones has over 10 years of experience in corporate training, education administration, and teaching. He has held positions as Academic Dean, Head of Human Resources, Head of Department for various schools in the UAE and China. He developed numerous programs that increased enrollment, student outcomes, and generated additional revenue. Jones also has a MBA in International Management and masters degrees in Education and Educational Technology.
Accreditation in Philippines and Implementing Curriculum In ClassroomJanna Corona
This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. It is both a process of peer review to encourage high standards, and a certification granted to educational programs or institutions that meet recognized standards. The document then outlines the accreditation process and levels in the Philippines, including the roles of the Commission on Higher Education, Technical Education and Skills Development Authority, and Department of Education. It concludes with suggestions for implementing curriculum in the classroom, such as undertaking action research, maintaining an organized learning environment, and fostering students' holistic health and wellness.
This presentation is made for the the School to School Partnership of Puray Elementary School (Leader School) and Malasya-Uyungan Elementary School (Partner School)
AoC Beacon Awards 2014-15 - Learning Consortium Award for Improvement in Teac...Association of Colleges
The Learning Consortium Award for Improvement in Teaching and Learning through Peer Coaching recognizes colleges that have effectively used peer coaching to significantly impact learners and learning. Assessors will look for evidence that peer coaching has created a focus on learning outcomes and innovative teaching approaches. Successful applications will demonstrate organizational commitment to developing teaching skills through peer coaching, changes to teaching practice that have enhanced the learning experience and led to quantifiable improvements in learner achievement and satisfaction.
AoC Beacon Awards 2014-15 prospectus - The Learning Consortium Award for Impr...Association of Colleges
The Learning Consortium Award for Improvement in Teaching and Learning through Peer Coaching recognizes colleges that have effectively used peer coaching to significantly impact learners and learning. Assessors will look for evidence that peer coaching has created a focus on learning outcomes and innovative teaching approaches. Successful applications will demonstrate organizational commitment to developing teaching skills through peer coaching, changes to teaching practice that have enhanced the learning experience and led to quantifiable improvements in learner achievement and satisfaction.
Distance Learning for Health Workshop: AMREF Kenya's e-Learning Nursing Progr...LIDC
The document summarizes Kenya's experience with an eLearning nurse upgrading programme run by AMREF from 2004-2010. Some key points:
- There was a shortage of qualified nurses in Kenya, with over 80% only having enrolled nurse qualifications in 2004. The programme aimed to upskill these nurses through eLearning.
- The programme involved developing eLearning content, setting up eCenters across Kenya, training faculty, and providing a 1,100 hour online course combined with 48 weeks of clinical experience for over 7,000 nurses.
- Challenges included resistance to change, lack of IT support in rural areas, and limited internet connectivity. Lessons learned stressed the importance of partnerships, continuous improvement, and
Program for Enhancement of Emergency Response (PEER): A regional training program initiated in 1998 by the U.S. Agency for International Development’s, Office of U.S. Foreign Disaster Assistance (USAID/OFDA) strengthening disaster response capacities in nine countries in Asia.
The PEER program objectives are:
Community Action for Disaster Response (CADRE): Enhancing community level first responder capacity in disaster–prone communities in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
Hospital Preparedness for Emergencies (HOPE): Preparing medical facilities and hospitals for multi-hazard, mass casualty disasters in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
This slide show describes about the criterion 6 of NAAC as per latest guidelines 2020. It is about institutional vision, leadership, strategic management, faculty empowerment, financial management and Internal Quality Assurance System .
This slide show describes extension activities as well as outreach activities for NAAC. It deals with designing, checklist, problems, types of activities and reporting.
The document outlines major structural changes being made to the UK education system, including raising the leaving age to 18, revising pathways and qualifications, and introducing new programmes like Diplomas. Diplomas are intended to have a vocational emphasis and include core subjects plus work experience. The changes aim to improve skills training, increase participation in education, and better prepare students for the job market and technological changes. However, there are also implications for teachers, schools, and local authorities in implementing the new system.
The document discusses initiatives taken by an institution to promote gender equity and a disabled-friendly environment on campus. It details various facilities provided, such as safety and counseling services for women, and infrastructure improvements like ramps and accessible washrooms to support persons with disabilities. The institution aims to ensure equal rights and opportunities through measures like gender sensitization programs, a gender audit, and use of assistive technologies.
This document outlines a CPD (Continuing Professional Development) framework for teachers. It describes four stages of teacher development: awareness, understanding, engagement, and integration. It then lists 12 professional practices that teachers can develop, including planning lessons, understanding learners, managing resources, and taking responsibility for professional development. For each practice, it provides elements that further describe what that practice involves, such as selecting appropriate materials, applying theories of learning, and reflecting on effectiveness. The framework is intended to help teachers identify areas for professional growth.
This document discusses continuing professional development (CPD). It defines CPD as an ongoing process that enables growth and helps fulfill one's potential through work-based and personal development. The goals of CPD include developing an understanding of it, raising awareness of its benefits and importance, and informing people about barriers to CPD. Some benefits include improved quality, recruitment/retention, and developing a learning culture. Potential barriers include lack of motivation, funding, time, and flexible learning opportunities. The document provides examples of CPD activities and distinguishes between training, which is often budget-dependent and time-bound, and development, which is a more continuous internal process.
R herrera edtc6342_project5_staff development planRH03
This document outlines a plan to improve technology training for teachers. It aims to develop a positive learning environment with training on current applications to enhance classroom instruction. It recognizes that current training is limited and aims to expand training opportunities. The goals are to make teachers aware of available programs, train them on application integration, promote online learning, and increase teacher technology expertise. Actions include considering teacher needs, conducting interactive training, and ongoing implementation support.
intelligent school, education process managementHarry C
CEON Solutions Ltd. provides an online school education resource planning (ERP) system called i-School that integrates various school management functions on a single platform. It aims to reach 10,000+ schools globally within 4-5 years. i-School offers 50 researched software modules covering academic, administrative, communication, and educational intelligence functions. It helps reduce paperwork by 50% and saves 30-40% of staff time and costs.
Course outline Sustainability Management IIMichel De Bie
This 3 sentence summary provides the key details from the document:
The document is a 5 page course outline for a sustainability management course at Ryerson University, which will take place over 4 weeks and cover topics like sustainability reporting, strategic sustainability, and global standards. It lists the course objectives, meeting times, required textbooks, assignments including a business case study, and evaluation criteria including exams, participation, and a final assignment. The course aims to help students gain skills and knowledge for sustainability professional roles.
Nacte(national acredition council for teacher`s educationTasneem Saifee
This document discusses accreditation for teacher education programs in Pakistan by the National Accreditation Council for Teacher Education (NACTE). It provides information on NACTE's role in accrediting institutions and programs, the accreditation process, standards and timeline. Key points include that NACTE will periodically evaluate universities and programs offering teacher education degrees; the accreditation process involves an institutional self-evaluation report and site visits from an accreditation committee; and accredited programs span degrees from postgraduate diplomas to PhDs in education fields.
This document provides information and discussion points for a training session on CPD leadership. The session aims to discuss effective CPD leadership, analyze key elements like needs analysis and evaluating impact, and consider ways to improve CPD in schools. It outlines definitions of CPD, discusses needs analysis, approaches to monitoring impact, and characteristics of learning organizations. Challenges for CPD are also examined, like budget cuts reducing support from external organizations. The session aims to help participants reflect on improving their own CPD leadership.
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.
The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission of India to assess and accredit higher education institutions in the country. It was established in 1994 to address the deterioration of quality in higher education. NAAC functions through its General Council and Executive Committee, assessing institutions based on criteria like teaching-learning, research, infrastructure, and student support. It grades institutions on a scale of A++ to D to ensure satisfactory quality standards. The aims of NAAC include contributing to national development and promoting excellence in higher education.
William Jones has over 10 years of experience in corporate training, education administration, and teaching. He has held positions as Academic Dean, Head of Human Resources, Head of Department for various schools in the UAE and China. He developed numerous programs that increased enrollment, student outcomes, and generated additional revenue. Jones also has a MBA in International Management and masters degrees in Education and Educational Technology.
Accreditation in Philippines and Implementing Curriculum In ClassroomJanna Corona
This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. It is both a process of peer review to encourage high standards, and a certification granted to educational programs or institutions that meet recognized standards. The document then outlines the accreditation process and levels in the Philippines, including the roles of the Commission on Higher Education, Technical Education and Skills Development Authority, and Department of Education. It concludes with suggestions for implementing curriculum in the classroom, such as undertaking action research, maintaining an organized learning environment, and fostering students' holistic health and wellness.
This presentation is made for the the School to School Partnership of Puray Elementary School (Leader School) and Malasya-Uyungan Elementary School (Partner School)
AoC Beacon Awards 2014-15 - Learning Consortium Award for Improvement in Teac...Association of Colleges
The Learning Consortium Award for Improvement in Teaching and Learning through Peer Coaching recognizes colleges that have effectively used peer coaching to significantly impact learners and learning. Assessors will look for evidence that peer coaching has created a focus on learning outcomes and innovative teaching approaches. Successful applications will demonstrate organizational commitment to developing teaching skills through peer coaching, changes to teaching practice that have enhanced the learning experience and led to quantifiable improvements in learner achievement and satisfaction.
AoC Beacon Awards 2014-15 prospectus - The Learning Consortium Award for Impr...Association of Colleges
The Learning Consortium Award for Improvement in Teaching and Learning through Peer Coaching recognizes colleges that have effectively used peer coaching to significantly impact learners and learning. Assessors will look for evidence that peer coaching has created a focus on learning outcomes and innovative teaching approaches. Successful applications will demonstrate organizational commitment to developing teaching skills through peer coaching, changes to teaching practice that have enhanced the learning experience and led to quantifiable improvements in learner achievement and satisfaction.
Distance Learning for Health Workshop: AMREF Kenya's e-Learning Nursing Progr...LIDC
The document summarizes Kenya's experience with an eLearning nurse upgrading programme run by AMREF from 2004-2010. Some key points:
- There was a shortage of qualified nurses in Kenya, with over 80% only having enrolled nurse qualifications in 2004. The programme aimed to upskill these nurses through eLearning.
- The programme involved developing eLearning content, setting up eCenters across Kenya, training faculty, and providing a 1,100 hour online course combined with 48 weeks of clinical experience for over 7,000 nurses.
- Challenges included resistance to change, lack of IT support in rural areas, and limited internet connectivity. Lessons learned stressed the importance of partnerships, continuous improvement, and
Program for Enhancement of Emergency Response (PEER): A regional training program initiated in 1998 by the U.S. Agency for International Development’s, Office of U.S. Foreign Disaster Assistance (USAID/OFDA) strengthening disaster response capacities in nine countries in Asia.
The PEER program objectives are:
Community Action for Disaster Response (CADRE): Enhancing community level first responder capacity in disaster–prone communities in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
Hospital Preparedness for Emergencies (HOPE): Preparing medical facilities and hospitals for multi-hazard, mass casualty disasters in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them
This document outlines a network project to improve teaching skills among instructors at the Center of Advanced Manufacturing Technology in Medellin, Colombia. The project aims to strengthen instructors' academic profiles through collaborative work and activities promoting educational innovation. Evidence of the project's implementation in 2015 is provided, including participation indicators, implemented actions, instructor surveys, and a training plan. Strategic lines of the project focus on teaching methods, assessment, production management, special needs students, online learning, technology use, mentorship programs, and more.
This document summarizes key parts of Republic Act No. 7784, which aims to strengthen teacher education in the Philippines. It establishes Centers of Excellence and creates a Teacher Education Council. The act defines terms like "teacher" as those engaged in classroom teaching, and "teacher education" as pre-service, in-service, and graduate education programs. It lists criteria for selecting Council members, such as expertise in teacher education and a willingness to serve. The Council is tasked with formulating policies to improve teacher education, initiating curriculum reviews, and recommending incentives to attract students to the field.
The document discusses the roles and responsibilities of various stakeholders involved in curriculum development and implementation. It outlines the advisory role of the union government and national bodies like INC in formulating guidelines and approving courses. The roles of state governments, university faculties, curriculum coordinators, and integrating nursing education and services are also described. Various types of partnerships between academic and clinical settings are defined. Finally, common barriers to collaboration are listed.
The document discusses the roles and responsibilities of various stakeholders in curriculum development and implementation. It notes that the union government has an advisory role through advisory bodies, while national bodies like the INC formulate philosophy, objectives and frameworks for courses. At the state level, the government permits schools/colleges to start and continue courses. University faculties of education help propagate curriculum concepts. Curriculum coordinators have key planning, organizing, directing, coordinating and controlling functions. Integration of nursing education and services is important, with various professionals, domains and steps involved. Different types and models of collaboration are discussed.
This document provides information on continuing nursing education (CNE). It defines CNE and discusses its purposes, aims, need, functions, features, principles, elements, forms, process and evaluation. The key points are:
- CNE helps nurses maintain and improve skills and knowledge to provide better patient care. It includes educational activities after initial training.
- The purposes of CNE include gaining new knowledge/skills, professional growth, relicensure requirements, and better job performance.
- CNE needs to be developed by nurses and conducted within nursing education to ensure it meets community health needs.
- Evaluation of CNE programs is important to assess the impact on nurses' learning, behavior, and patient outcomes
This document discusses continuing nursing education (CNE). It defines CNE as planned educational activities for nurses to meet learning needs after basic nursing education. The goal of CNE is to help nurses improve performance and develop skills for career advancement. Key principles of effective CNE include identifying learning needs, setting objectives, using appropriate teaching methods, and verifying participation. The document also outlines the planning process for CNE, including establishing goals and objectives, determining actions, assessing resources, and evaluating results.
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
The Norwegian approach to school improvement focuses on decentralizing decision making to allow schools and municipalities to determine their own professional development needs. An OECD project analyzed Norway's competence development model, which provides funding for collaboration between schools and universities to address local needs. Key recommendations included refining the model's design, clarifying stakeholder engagement, taking a whole-system approach to policy coherence, and updating the implementation strategy. The decentralized model has moved from policy to action across Norway by defining networks and roles to shape professional offerings based on educator input.
Training an integral component of effective hr practices - baishaki bapatEduMedia India
The document discusses the importance of training for staff at The Orchid School. It outlines the school's approach to training, which includes annual orientation programs, allocating budget for training workshops, staff retreats to promote team bonding and reflection, and domain-specific training opportunities. Feedback is gathered from participants to evaluate effectiveness and plan future training. Analysis of results shows training is positively impacting teaching and students' achievements. The school aims to continue enhancing training with new knowledge to develop human resources.
The document outlines the organizational structure of the Philippine Department of Education from the central office down to the school level. It describes the key offices and their responsibilities at each level, including the central office under the Secretary of Education, the regional offices under Regional Directors, and schools divisions under Division Superintendents. Schools divisions may be further divided into school districts overseen by District Supervisors. The structures are designed to decentralize operations while maintaining accountability and relevance according to national education policies and learner needs.
continue nursing education unit 1st.docxkanwark781
This document provides information on continuing nursing education. It begins with definitions of continuing nursing education from various sources, emphasizing that it builds upon previous education. The document then lists several needs for continuing nursing education, such as keeping up with advances, career advancement, and meeting changing population needs. It also discusses features, functions, principles, and the planning process of continuing nursing education programs. In summary, the document outlines what continuing nursing education entails and its importance for nurses to enhance their practice and provide quality care.
The document proposes a citizen-driven intervention program called "Stepping Stones" to bridge the learning gap among students in primary education in India by establishing a local network of citizen tutors who would provide supplemental remedial instruction to students during summer vacations using underutilized school infrastructure, with a focus on improving foundational skills in math, English, and other subjects through differential grading and targeted learning exercises. The program aims to be scalable, outcome-driven, and cost-effective by leveraging community participation and existing resources.
Wael Ammar presented on building organizational capacity through innovation in nursing education. The presentation defined organizational capacity and innovation, and discussed the components of organizational capacity including governance, policies, structure, and information. It proposed strategies to build capacity within the nursing education department, nursing services administration, King Fahad Medical City, and Ministry of Health through innovative nursing education approaches. These included performance management, training programs, strategic alignment with the Nursing Hope Model, participation in accreditation, and developing a strategic management plan.
The Australian Institute for Teaching and School Leadership is offering school leaders opportunities to participate in international study and travel programs in 2014 focusing on high performing school systems. One program examines leadership and innovation in schools in Hong Kong and South Korea over 12 days. The other explores school autonomy through the experience of schools in Wellington and Auckland, New Zealand over 5 days. Limited spaces are available and registration including deposit payment is required.
This document summarizes a collaboration between government, university, training organizations and health services in the Katherine region of Northern Territory, Australia to address workforce development needs. Through the Workplace English Language and Literacy (WELL) program, over 100 participants received foundational skills training over 12 months. Evaluations found the training increased participant confidence, improved daily work, and was seen as culturally safe and addressing learning needs. Collaborators learned that long-term, sustained training is needed and relationships between trainers and participants are key to success. The collaboration aims to continue developing workforce skills.
Strengthening State Advocacy: Basic Trainingmspaonline
This document provides an overview and agenda for a webinar training on strengthening state advocacy and basic training for school psychology legislative committees. The goals of the training are to learn about key issues, roles and characteristics of successful legislative committees, how to use the public policy process, and resources through NASP. Participants will also learn how to effectively communicate with administrators and legislators, inform NASP about state issues, expand advocacy efforts, and develop a state advocacy action plan. The webinar covers the NASP Practice Model, examples of state legislative efforts, developing goals, and reviewing advocacy considerations.
The Teacher Induction Program (TIP) was established by the Department of Education to provide support to newly hired teachers. It is mandated by Republic Act 7784 and aims to seamlessly integrate new teachers into the public school system. The TIP underwent development, implementation, and revisions over time which included drafting policies and modules, field testing, and conducting orientations. Evaluation of the program identified needs such as allowing more time and flexibility in implementation across different school contexts. The TIP is now being enhanced under the National Educators Academy of the Philippines to better align with professional development priorities and address identified gaps.
Similar to PEER Institutionalization progress in Nepal (20)
This document summarizes Pakistan's Program for Enhancement of Emergency Response (PEER) which aims to strengthen emergency management in Pakistan. It discusses Pakistan's disaster management strategy which involves planning at the national and provincial levels, emergency rescue services, and community emergency response teams. It also outlines Pakistan's disaster response strategy based on the scale of the disaster. The document then details how PEER training has been institutionalized through the establishment of the Emergency Services Academy to provide training to over 20,000 emergency personnel.
This document summarizes an online HOPE (Health, Outreach and Pre-hospital Education) course. It notes that online courses present unique challenges like unreliable internet connections, difficulty staying focused during long sessions, and inability to perform physical exercises. However, these challenges can be managed with good IT support, frequent breaks, icebreakers and moving activities to breakout rooms. The document recommends that online courses can supplement but not replace physical courses, and work best when modularized over time rather than condensed. Regular practice and learning from experience are also important for effective online drills and exercises.
The document summarizes the institutionalization of PEER (Preparedness and Emergency Response) training within the Fire Service and Civil Defense (FSCD) of Bangladesh over the past two decades. It outlines key milestones such as integrating PEER lessons into FSCD courses in 2008 and accrediting courses through the Bangladesh Technical Education Board. Over 2,000 students have graduated from these courses and 250 instructors have been trained. PEER training has helped strengthen FSCD's emergency response capacity. While progress has been made, full institutionalization remains a work in progress, with challenges such as engaging different government stakeholders and securing dedicated resources.
The Program for Enhancement of Emergency Response (PEER) was established in 1998 to enhance emergency response capacity in Asia. It began with 4 countries and has since expanded to 9 countries. PEER develops standardized emergency response training curricula and works to establish national and regional instructors. It aims to build sustainable emergency preparedness and response systems at all levels from the community to national.
The document discusses CADRE, a PEER training program that teaches basic disaster response skills to community members. CADRE is a 3-day course that instructs participants in first aid, search and rescue, and other essential skills. The goal is to enhance emergency response at the community level in the first 24-72 hours following a disaster. Since 1998, CADRE has trained over 200 instructors who have taught emergency response skills to hundreds of community members across Asia.
A 7.6 magnitude earthquake struck near Padang, Indonesia in September 2009. The first civilian response team on the ground was PEER and Ambulan 118, who extracted two survivors buried under a collapsed building working with the Indonesian Army. Photos show their CSSR skills in action tunneling into rubble and saving lives.
The Asian Disaster Preparedness Center is an NGO working to prepare communities at risk in Asia to help them deal with disasters and emergencies. Find out about our projects and programs in Disaster Risk Reduction.
More from Program for Enhancement of Emergency Response (PEER) (9)
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
3. Background
• Nepal Joined the PEER program in 1998
• Ministry of Home Affairs is a PEER nodal agency, partner agencies include
Ministry of Health and Population, Tribhuvan University Institute of Medicine,
Nepal Police, Armed Police Force, Nepal Army, Red Cross and National
Society for Earthquake Technology.
• PEER has been instrumental in building institutional and individual capacity
to help prepare communities, government and health professionals to better
prepare for disasters.
#PEERTrained (as of July 2021)
Responders Instructors
760 468
5. Strengthening Institutional Capacity
Highlights from the Institutionalization Process
Adapted Curricula
70%
• All the four curricula has
been revised and adapted
considering the local context
and country requirements.
These courses have been
translated into Nepali
language as well.
National
Standards
65%
• National PEER training
standards has been
developed and the
endorsement is in the
process.
Integration in to
DRR Strategies
70%
• National Policies have
recognized PEER delivered
trainings as a key
instrument for capacity
building
• The disaster risk reduction
national strategic plan of
action (2018-2030), national
DRM Policy, NRCS
strategy, etc. have
emphasized trainings as a
key priority action for DRR.
6. Strengthening Institutional Capacity
Highlights from the Institutionalization Process
75%
• Key agencies including
MoHA (Nepal Police and
APF), NRCS and IOM has
owned and adapted PEER
courses as a major capacity
building tool into their
regular programs.
• NRCS has embedded
CADRE course as a regular
capacity building tool into
their 22 DRR/M related
programs
80%
• Partner agencies have
identified their own funding
sources for the
sustainability.
• APF, Nepal Police and IOM
have their own funding
source from the government
• NRCS institutional funding
to implement CADRE as
part of their strategy and
programs
65%
• Agencies such as IOM,
Nepal Police, Nepal Army,
APF, Nepal Red Cross have
certified and running the
PEER courses within their
organization.
Integration in
Insitutional
Programs
Funding
Sources
Accreditatio
n
7. Strengthening Technical Capacity
Highlights from the Institutionalization Process
50% 75%
• NRCS, APF, Nepal Police
and IOM has embedded the
PEER courses within their
training programs.
• Each agencies are going to
identify potential
opportunities to engage
trained HRs during the
emergency situations.
• However, most of the
agencies lack formal plans
of engagement and there is
a leveraging point.
55%
• PEER graduates regularly
take part in regional learning
events and have been
involved in Knowledge
sharing and mutual learning.
However, need to establish
a formal knowledge sharing
and learning platform at
national level..
Instructors
Maintenance
Engagement
Plan of
Trained
Personnnel
Community of Practice for
Learning & Sharing
• Need to train more instructor
who are available at the
provincial and local levels
and working with the training
institutions to transfer the
technical knowledge and
skills at decentralized level.
8. Measurement Tool: Presentation of results
0
10
20
30
40
50
National
Curriculla
National
Standards
DRR
Strategies
Resources
Training
Plans
Instructors
Accreditation
Engagement
Plan
Community
of Practice
Institutionalization Score
9. Issues & Challenges
Subtitle
RESOURCES
Limited resources in
order to administer the
training following the
PEER standards
INTEGRATION PARTNERSHIP
Inadequate coordination
among the key
stakeholders and
agencies
STANDARDIZATION
Difference in local
context and availability
of resources and
adequate instructors.
ADVOCACY
Frequent changes of
government officials
and individual
understanding of
decision makers.
Conflicting priorities of
agencies and partner.
Sometimes, difficult to
find a convergence
point
10. Immediate
Actions
Next 6 months
1 Basic and instructor training for each courses
Development of the case studies, Endorsement of revised training courses
Regional learning and exchange programs
Thematic and policy dialogues at national/ sub-national levels
2
3
4
11. Priority Areas & Way
Forward
Beyond 2021 (January – December 2022)
Advocac
y
Continue to advocate with
MoHA and other agencies to
sustain the outcomes of the
initiative through other projects
and joint initiatives.
Partnershi
p
Strengthening partnership among
concerned stakeholders through
joint initiatives and knowledge
transfer.
Integration
Integrate PEER curricula as a major
training tools to APF,NRCS, Nepal
Police and IOM.
Minimum
Instructor sustained
Organize basic and instructor
trainings to ensure minimum
required instructors are available
at the provincial/local level
Sustainabilit
y
To ensure the sustainability
of the effort we will work with
our key partners to identify
funding sources.
Recognitio
n
We will work with partner
agencies to ensure that all
the 4 courses are
recognized and endorsed by
the concerned agencies.