Slides for the Webinar on Neoteric Curriculum Approach, delivered by Dr Mohd Hafiz Md Hanif, Director of Akademi Pendidikan Sekolah Makmal, on 6th August 2020. The Neoteric Curriculum Approach has been designed by experts in education from the Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia, and is truly compatible with the current National Curriculum.
Spaces of Learning in Education for Sustainable DevelopmentRochelle Mendez
Higher education institutions play two key roles in sustainable development according to a 2005 UNESCO report. First, they serve as places of research and learning about sustainable development, with issues like environmental economics and green energy being areas of focus. For example, Oberlin College provides a course on environmental economics. Second, higher education institutions act as initiators within their communities, through practices like purchasing green energy and offering sustainable development courses to students. Chalmers University of Technology gives lectures to students on sustainability and their role. Education is seen as fundamental to achieving sustainable development goals.
CLIL (Content and Language Integrated Learning) aims to create connections between learners' lives and content taught in school. Learners co-construct understanding through using language to learn. It recreates conditions of first language acquisition. A CLIL environment provides rich input, intake, and output opportunities through interdisciplinary lessons. While not all input becomes intake, it makes children's language potential work. CLIL fits within national curricula and enriches learning through cooperation among language and content teachers with common teaching strategies. Its core features include multiple focus, safe environments, authenticity, active learning, scaffolding, and cooperation driven by cognition and thinking.
RCE Engagement in National and International Sustainability Processes: RCEs o...ESD UNU-IAS
Presentation and panel discussion 'RCE Engagement in National and International Sustainability Processes'
RCE Engagement in National and International Sustainability Processes: RCEs of the Americas
Kim Smith, RCE Greater Portland
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines
CLIL (Content and Language Integrated Learning) aims to create connections between learners' lives and content taught in school. Learners co-construct their understanding through using language to learn. It recreates conditions of first language acquisition. A CLIL environment provides rich input, intake, and output opportunities, though not all input becomes intake, hindering learning. CLIL fits within national curricula and enriches learning by requiring cooperation between language and content teachers with common teaching strategies. Core CLIL features include multiple focus, safe environments, authenticity, active learning, scaffolding, and cooperation driven by cognition and thinking. The goals are holistic student development and independent, substance-focused learning through meaning-making as
The ASPBAE General Assembly in 2012 mandated that youth issues become a priority agenda. ASPBAE has since worked to build a constituency of marginalized youth in Asia Pacific through consensus building, capacity building, facilitating youth participation, and documenting youth experiences. Key activities include forming a working group on youth issues, holding meetings in Jakarta and New Delhi to develop policy recommendations, and providing capacity building opportunities for youth through various forums and workshops.
Slides for the Webinar on Neoteric Curriculum Approach, delivered by Dr Mohd Hafiz Md Hanif, Director of Akademi Pendidikan Sekolah Makmal, on 6th August 2020. The Neoteric Curriculum Approach has been designed by experts in education from the Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia, and is truly compatible with the current National Curriculum.
Spaces of Learning in Education for Sustainable DevelopmentRochelle Mendez
Higher education institutions play two key roles in sustainable development according to a 2005 UNESCO report. First, they serve as places of research and learning about sustainable development, with issues like environmental economics and green energy being areas of focus. For example, Oberlin College provides a course on environmental economics. Second, higher education institutions act as initiators within their communities, through practices like purchasing green energy and offering sustainable development courses to students. Chalmers University of Technology gives lectures to students on sustainability and their role. Education is seen as fundamental to achieving sustainable development goals.
CLIL (Content and Language Integrated Learning) aims to create connections between learners' lives and content taught in school. Learners co-construct understanding through using language to learn. It recreates conditions of first language acquisition. A CLIL environment provides rich input, intake, and output opportunities through interdisciplinary lessons. While not all input becomes intake, it makes children's language potential work. CLIL fits within national curricula and enriches learning through cooperation among language and content teachers with common teaching strategies. Its core features include multiple focus, safe environments, authenticity, active learning, scaffolding, and cooperation driven by cognition and thinking.
RCE Engagement in National and International Sustainability Processes: RCEs o...ESD UNU-IAS
Presentation and panel discussion 'RCE Engagement in National and International Sustainability Processes'
RCE Engagement in National and International Sustainability Processes: RCEs of the Americas
Kim Smith, RCE Greater Portland
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines
CLIL (Content and Language Integrated Learning) aims to create connections between learners' lives and content taught in school. Learners co-construct their understanding through using language to learn. It recreates conditions of first language acquisition. A CLIL environment provides rich input, intake, and output opportunities, though not all input becomes intake, hindering learning. CLIL fits within national curricula and enriches learning by requiring cooperation between language and content teachers with common teaching strategies. Core CLIL features include multiple focus, safe environments, authenticity, active learning, scaffolding, and cooperation driven by cognition and thinking. The goals are holistic student development and independent, substance-focused learning through meaning-making as
The ASPBAE General Assembly in 2012 mandated that youth issues become a priority agenda. ASPBAE has since worked to build a constituency of marginalized youth in Asia Pacific through consensus building, capacity building, facilitating youth participation, and documenting youth experiences. Key activities include forming a working group on youth issues, holding meetings in Jakarta and New Delhi to develop policy recommendations, and providing capacity building opportunities for youth through various forums and workshops.
The document discusses lifelong learning as an important aspect of the New Zealand Curriculum. It defines lifelong learning and explains how the curriculum aims to develop lifelong learners through its vision, principles, values, and key competencies. Specifically, it emphasizes that the curriculum seeks to create learners who are literate and numerate, critical and creative thinkers, active seekers of knowledge, and informed decision makers. It also discusses how developing these skills prepares students for participation in society and globalization.
The document discusses factors that contribute to successful schools based on research. It notes that high-performing schools plan instruction starting with their special education and English as a second language students, unlike most schools that mold curriculum to above-average students. It identifies 9 central factors in education planning, including teaching essential content, understanding each student, integrating research, and breaking learning into small parts. Additionally, it states that high-performing schools believe all children can learn, focus first on the needs of hardest-to-serve students, and are placing special education and ESL educators in leadership roles.
Keynote at the EDEN initiative for an International conference "Open Professional Collaboration for Open Classroom", Organised by Vytautas Magnus University, Innovative Studies Institute
Transformation of Education in the Era of Openness and Flexibility is the title of this presentation, ambitious and complex to respond on - I choose to raise three question - Why transform, how to transform and transform for what?
The document summarizes a project by students at Intermediate School 62 in Brooklyn, New York to produce a video called "Living Proof: The Holocaust Happened". The project brought together students from different cultures and religions to share perspectives on the Holocaust and examine the realities of war and genocide. It provides resources for educators on collaborative projects and organizations that connect classrooms globally to study issues like wildlife migration, global issues, and finding solutions to problems.
Teacher exchange programs allow educators to broaden their perspectives by teaching abroad. The document outlines several international exchange programs, including the Visiting International Faculty Program, Fulbright Teacher Exchange, and Global Teachers Millennium Awards. These programs believe that all students and communities should have exposure to international educators in order to develop globally competent citizens. Participating teachers gain increased knowledge of other cultures and a more international viewpoint that benefits both their students and themselves.
ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessm...jbacha
Presentation delivered to educators at the ‘4th International Beijing Forum on Education for Sustainable Development (ESD)’ held in Beijing, China on 22-24 October 2009
The document discusses global education and the role of the global teacher. It defines global education as preparing students to function in a global environment under teachers who are prepared intellectually, professionally, and humanistically. A global teacher understands how the world is interconnected, respects diversity, believes in sustainable education, and possesses good communication and teaching skills. By 2015, over 2 million new teaching positions will be needed worldwide, with the highest demand in Sub-Saharan Africa.
The document discusses education for sustainable living, including its meaning and importance. It summarizes opinions from organizations like UNESCO and UNEP on incorporating education for sustainable living. The document also outlines some policies and practices countries have adopted for education for sustainable living, such as government leadership in South Africa, educational projects in China, and community involvement in Japan. It concludes with recommendations for how to achieve education for sustainable living, such as ensuring educational institutions, encouraging research, and providing opportunities for practical application.
‘International Conference on Sustainability Education (ICSE)’ was organized jointly by Mobius Foundation, The Climate Reality Project, India in partnership with UNESCO. The two-day conference came up with the ways to address the challenges halting the path of sustainable education. Our partners include center for environment education (CEE), foundation for environmental education (FEE), the energy and resource institute (TERI) and many more.
The document discusses three teacher exchange programs: 1) The Visiting International Faculty Program (VIF) which began 19 years ago to transform lives through international teacher exchange. The VIF believes all schools and students should be exposed to exchange teachers to develop global literacy. 2) The Fulbright Teacher Exchange Program which has helped over 23,000 teachers and administrators promote understanding between the US and other countries. 3) The Inter-African Teacher Exchanges which provides African teachers opportunities to learn from other African education systems through week-long visits to schools to observe, teach, and discuss with other teachers and write about their experiences.
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 was to facilitate ESD efforts among stakeholders and support countries in achieving development goals through education reform.
1) Lifelong learning involves education and learning throughout one's life using both formal and informal means to allow full development of people of all ages.
2) Continuing education provides opportunities for lifelong learning after primary schooling and includes non-formal education, higher education, and technical/vocational education.
3) Formal education differs from non-formal and informal education in its objectives, time-frame, curriculum, methodology, and control, with non-formal education being more flexible and suited to adult learners.
UNESCO is a United Nations organization that promotes international cooperation in education, science, and culture. A recent UNESCO conference report discussed changes in the global landscape and their implications for education policies. The report adopted a framework from UNESCO's Commission on Education for the 21st Century which proposed basing the learning process on four pillars: learning to know, learning to do, learning to live together, and learning to be. The four pillars emphasize gaining broad knowledge and learning skills, acquiring occupational skills and teamwork abilities, developing understanding of others and appreciation for interdependence, and strengthening one's personality and autonomy.
Over 400 school pupils received two weeks of basic education in sustainable development, while 240 students received vocational integrated education over extended periods. Additionally, 40 teachers and lecturers were upgraded in teaching sustainable development and 45 construction professionals were introduced to sustainable building solutions. Educational films were made available and a teenager received a sustainable home, with 13 organizations and a meditation teacher involved in working towards world goals through the project.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
The document summarizes the education systems and mathematics teaching strategies of Australia, Canada, Denmark, Taiwan, and discusses potential applications in the Philippines. The key points are:
1. It provides an overview of the education systems of each country, including curriculum goals focused on student development and engagement.
2. It examines PISA test results in mathematics, science, and reading for each country.
3. It outlines different teaching strategies used in each country, such as constructivism in Australia, repetition and games in Canada, differentiation in Denmark, and spontaneity/interaction in Taiwan.
4. It suggests the best approaches from each country, like constructivism and authentic learning, could be applied to
The document outlines Connecting Classrooms' programme areas from 2010-2011 onwards, including collaborative curriculum projects, professional development opportunities, and policy-level initiatives to promote international education. Core programmes include the International School Award and opportunities for teachers, leaders, and students. Flexible options allow for customization. Projects aim to give students global experiences through online collaboration on subjects like citizenship, the arts, and climate change. Leadership programmes and international coordinators' training further these goals in countries across East Asia and the UK.
The document discusses lifelong learning as an important aspect of the New Zealand Curriculum. It defines lifelong learning and explains how the curriculum aims to develop lifelong learners through its vision, principles, values, and key competencies. Specifically, it emphasizes that the curriculum seeks to create learners who are literate and numerate, critical and creative thinkers, active seekers of knowledge, and informed decision makers. It also discusses how developing these skills prepares students for participation in society and globalization.
The document discusses factors that contribute to successful schools based on research. It notes that high-performing schools plan instruction starting with their special education and English as a second language students, unlike most schools that mold curriculum to above-average students. It identifies 9 central factors in education planning, including teaching essential content, understanding each student, integrating research, and breaking learning into small parts. Additionally, it states that high-performing schools believe all children can learn, focus first on the needs of hardest-to-serve students, and are placing special education and ESL educators in leadership roles.
Keynote at the EDEN initiative for an International conference "Open Professional Collaboration for Open Classroom", Organised by Vytautas Magnus University, Innovative Studies Institute
Transformation of Education in the Era of Openness and Flexibility is the title of this presentation, ambitious and complex to respond on - I choose to raise three question - Why transform, how to transform and transform for what?
The document summarizes a project by students at Intermediate School 62 in Brooklyn, New York to produce a video called "Living Proof: The Holocaust Happened". The project brought together students from different cultures and religions to share perspectives on the Holocaust and examine the realities of war and genocide. It provides resources for educators on collaborative projects and organizations that connect classrooms globally to study issues like wildlife migration, global issues, and finding solutions to problems.
Teacher exchange programs allow educators to broaden their perspectives by teaching abroad. The document outlines several international exchange programs, including the Visiting International Faculty Program, Fulbright Teacher Exchange, and Global Teachers Millennium Awards. These programs believe that all students and communities should have exposure to international educators in order to develop globally competent citizens. Participating teachers gain increased knowledge of other cultures and a more international viewpoint that benefits both their students and themselves.
ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessm...jbacha
Presentation delivered to educators at the ‘4th International Beijing Forum on Education for Sustainable Development (ESD)’ held in Beijing, China on 22-24 October 2009
The document discusses global education and the role of the global teacher. It defines global education as preparing students to function in a global environment under teachers who are prepared intellectually, professionally, and humanistically. A global teacher understands how the world is interconnected, respects diversity, believes in sustainable education, and possesses good communication and teaching skills. By 2015, over 2 million new teaching positions will be needed worldwide, with the highest demand in Sub-Saharan Africa.
The document discusses education for sustainable living, including its meaning and importance. It summarizes opinions from organizations like UNESCO and UNEP on incorporating education for sustainable living. The document also outlines some policies and practices countries have adopted for education for sustainable living, such as government leadership in South Africa, educational projects in China, and community involvement in Japan. It concludes with recommendations for how to achieve education for sustainable living, such as ensuring educational institutions, encouraging research, and providing opportunities for practical application.
‘International Conference on Sustainability Education (ICSE)’ was organized jointly by Mobius Foundation, The Climate Reality Project, India in partnership with UNESCO. The two-day conference came up with the ways to address the challenges halting the path of sustainable education. Our partners include center for environment education (CEE), foundation for environmental education (FEE), the energy and resource institute (TERI) and many more.
The document discusses three teacher exchange programs: 1) The Visiting International Faculty Program (VIF) which began 19 years ago to transform lives through international teacher exchange. The VIF believes all schools and students should be exposed to exchange teachers to develop global literacy. 2) The Fulbright Teacher Exchange Program which has helped over 23,000 teachers and administrators promote understanding between the US and other countries. 3) The Inter-African Teacher Exchanges which provides African teachers opportunities to learn from other African education systems through week-long visits to schools to observe, teach, and discuss with other teachers and write about their experiences.
INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: A KEYNOTE DISCOURSE TANKO AHMED fwc
The new Sustainable Development Goal No. 4 upholds inclusive education as indisputable platform for sustainable development. This keynote discourse addresses the importance of inclusive education for sustainable development to experts, practitioners, policy makers and beneficiaries. The paper keys into current literature trend and extends the motto of the Inclusive Community Education Development Association: ‘community is the answer’ with the rider, ‘what is the question?’. Traditional challenges posed by rigid conceptual and theoretical approaches to education for sustainable development are moderated with available navigational tools for practitioners in support of the current agenda on outreach plans, policies and projects. The way forward includes sense for purpose, mapping new paths, innovative dialogue, strengthening of policies, clear strategies and advocacy. Recommendations proffered include the need to alleviate challenges and utilize opportunities in the implementation of conventions, policies and programmes on inclusive education for sustainable development.
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 was to facilitate ESD efforts among stakeholders and support countries in achieving development goals through education reform.
1) Lifelong learning involves education and learning throughout one's life using both formal and informal means to allow full development of people of all ages.
2) Continuing education provides opportunities for lifelong learning after primary schooling and includes non-formal education, higher education, and technical/vocational education.
3) Formal education differs from non-formal and informal education in its objectives, time-frame, curriculum, methodology, and control, with non-formal education being more flexible and suited to adult learners.
UNESCO is a United Nations organization that promotes international cooperation in education, science, and culture. A recent UNESCO conference report discussed changes in the global landscape and their implications for education policies. The report adopted a framework from UNESCO's Commission on Education for the 21st Century which proposed basing the learning process on four pillars: learning to know, learning to do, learning to live together, and learning to be. The four pillars emphasize gaining broad knowledge and learning skills, acquiring occupational skills and teamwork abilities, developing understanding of others and appreciation for interdependence, and strengthening one's personality and autonomy.
Over 400 school pupils received two weeks of basic education in sustainable development, while 240 students received vocational integrated education over extended periods. Additionally, 40 teachers and lecturers were upgraded in teaching sustainable development and 45 construction professionals were introduced to sustainable building solutions. Educational films were made available and a teenager received a sustainable home, with 13 organizations and a meditation teacher involved in working towards world goals through the project.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
The document summarizes the education systems and mathematics teaching strategies of Australia, Canada, Denmark, Taiwan, and discusses potential applications in the Philippines. The key points are:
1. It provides an overview of the education systems of each country, including curriculum goals focused on student development and engagement.
2. It examines PISA test results in mathematics, science, and reading for each country.
3. It outlines different teaching strategies used in each country, such as constructivism in Australia, repetition and games in Canada, differentiation in Denmark, and spontaneity/interaction in Taiwan.
4. It suggests the best approaches from each country, like constructivism and authentic learning, could be applied to
The document outlines Connecting Classrooms' programme areas from 2010-2011 onwards, including collaborative curriculum projects, professional development opportunities, and policy-level initiatives to promote international education. Core programmes include the International School Award and opportunities for teachers, leaders, and students. Flexible options allow for customization. Projects aim to give students global experiences through online collaboration on subjects like citizenship, the arts, and climate change. Leadership programmes and international coordinators' training further these goals in countries across East Asia and the UK.
The presentation briefly discusses the main features of National Curriculum for Elementry and Secondary Education - A Framework - 1988, The Curriculum for The Ten Year School - A Framework - 1975, National Curriculum Framework for School Education - 2000, and National Curriculum Framework - 2005
The document presents the Single National Curriculum for Mathematics for grades 1-5 in Pakistan. It aims to develop mathematical literacy, logical thinking, and the ability to solve real-life problems. The curriculum is divided into four strands - Numbers and Operations, Algebra, Measurement and Geometry, and Data Handling. It includes standards, benchmarks, and a progression grid to show how concepts develop across grades. The curriculum emphasizes applying knowledge to real-life situations and developing 21st century skills. It was developed through extensive consultation with experts using international best practices. The curriculum, along with model textbooks and teacher training, aims to deliver high quality and relevant mathematics education.
Why competency based curriculum reform is needed in kenya by ibeJoseph Mwanzo
The document discusses curriculum reforms in Kenya that aim to adopt a competency-based approach. It provides context for why curriculum change was deemed necessary, including findings from a national needs assessment study. The goals of the reforms are outlined, including empowering citizens with 21st century skills and aligning with sustainable development goals. The key changes that will occur under a competency-based approach are that the curriculum will emphasize what learners can do rather than just knowledge acquisition and will promote applying learning. A Basic Education Curriculum Framework was developed to guide the reforms process based on international best practices and stakeholder input.
The why, what and how of competency based curriculum 2018 by david nyengere k...Joseph Mwanzo
The document discusses curriculum reforms in Kenya that led to a competency-based approach. It notes that curriculum should meet individual and national needs. Kenya underwent reforms due to findings that the education system was not fit for purpose. A needs assessment found the curriculum needed change to align with sustainable development goals. This led Kenya to adopt a competency-based approach focusing on what learners can do, not just know. The process of curriculum reforms and developing this new approach are described.
The document provides an overview of the goals and rationale behind the MATATAG Curriculum in the Philippines. It discusses how the curriculum aims to equip learners with 21st century skills and produce competent citizens. It also addresses challenges with the previous K-12 program based on assessment results. The MATATAG Curriculum was created through a review process to identify areas for improvement and ensure the curriculum achieves its goals of developing well-rounded learners. The goals of the MATATAG Curriculum for different subject areas like Filipino, English, Science and Social Studies are also outlined.
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to advise central and state governments on school education policies. It was formed by merging several existing education institutions. NCERT aims to implement the national curriculum framework and improve elementary education, teacher education, and more. It undertakes activities like research, curriculum development, training, publishing textbooks and instructional materials, and international exchange programs. NCERT consists of the National Institute of Education, Central Institute of Educational Technology, regional institutes of education, and other units.
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to advise central and state governments on school education policies. It was formed by merging several existing education institutions. NCERT aims to implement the national curriculum framework, universalize elementary education, improve teacher education, and more. It undertakes activities like research, curriculum development, training, publishing textbooks and instructional materials, and international exchange programs. NCERT consists of the National Institute of Education, Central Institute of Educational Technology, regional institutes of education, and other units.
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to advise central and state governments on school education policies. NCERT was formed by merging several existing education institutions. It undertakes research, curriculum development, training, publishing textbooks, and international exchange programs. Key objectives include implementing the National Curriculum Framework and improving teacher education. NCERT consists of the National Institute of Education, Central Institute of Educational Technology, regional institutes of education, and other units.
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to advise central and state governments on school education policies. NCERT was formed by merging several existing education institutions. It undertakes research, curriculum development, training, publishing textbooks, and international exchange programs. Key objectives include implementing the National Curriculum Framework and improving teacher education. NCERT consists of the National Institute of Education, Central Institute of Educational Technology, regional institutes of education, and other units.
The document provides a critique of contemporary teacher education programs in India and Sri Lanka. It outlines the objectives of the study as comparing the objectives, forms and features, administration, management, organization, trends and issues of pre-service secondary teacher education programs between the two countries. The key objectives of secondary teacher education programs in both India and Sri Lanka are to promote quality education of teachers with subject knowledge, computer/English literacy, and experience with needs-based learning methods. Both countries also aim to improve course structure and curricula at the secondary level of teacher education to develop competent teachers who can spread awareness of national development.
The document discusses international and national trends in primary level curriculum development. It outlines how curriculums are developed through a reform cycle in Pakistan, with input from federal and provincial authorities. Curriculums are aimed to meet national education policies while allowing for regional adaptation. The development process involves syllabus formulation, textbook writing, and review/approval procedures to ensure standards are met.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
This document discusses integrating disaster risk reduction (DRR) education into school curriculums. It provides examples of countries that have successfully integrated DRR, such as including it as a separate subject in India or teaching DRR concepts within existing subjects in Lao PDR. The key approaches discussed are to plan curriculum changes ahead of a country's national curriculum development cycle so there is enough time to develop, test, and refine DRR curriculum materials before nationwide adoption. Integrating DRR education can help students and their families better prepare for and respond to disasters in their communities.
The document describes an award distribution ceremony held on July 14th, 2011. It provides details about the public voting process, the jury members, and several award winning projects in the areas of global collaborative learning, enabling ICT in schools, innovation in math, science and special needs education, innovative literacy programs, vocational education, and green campus initiatives. The projects utilized technologies like video conferencing, cloud computing, and interactive whiteboards to enhance teaching and learning experiences.
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to advise central and state governments on education policies. NCERT was formed by merging several existing education institutions. It undertakes research, curriculum development, training, publishing, and international collaboration in order to improve school education quality and teacher training. NCERT's activities include developing curricula and textbooks, conducting educational research, training teachers, and organizing outreach programs for disadvantaged groups.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners to improve environmental education programs. It will provide training tools and facilitate an exchange of experiences and practices between partner countries. Activities will include researching policies and programs, identifying best practices, and organizing local exhibitions of artifacts produced through workshops. The results will be documented in instructional videos and a photo catalogue to spread awareness of recycling methods and promote sustainable development.
Mohammad Tanvirul Islam has over 15 years of experience in education program management with international NGOs. He has extensive experience designing, implementing, monitoring, and evaluating basic education, non-formal education, and education in emergency projects. Some of his key responsibilities have included developing education strategies and curricula, conducting training programs, managing partnerships, supporting advocacy efforts, and securing education project funding from various donors. He has strong technical skills in areas such as education policy, curriculum development, and quality monitoring.
As many as 46 teachers of Sindhuli district have resigned after the Commission for the Investigation of Abuse of Authority (CIAA) started investigating their teaching licences and academic certificates.
As many as 46 teachers of Sindhuli district have resigned after the Commission for the Investigation of Abuse of Authority (CIAA) started investigating their teaching licences and academic certificates.
Education Ministry to speed up textbook monitoring to ensure timely supplyArihantEducation
The Ministry of Education in Nepal is increasing monitoring of textbook distribution to ensure students receive their books on time at the beginning of the new academic year in mid-April. There have been claims that textbooks will be ready but the Ministry remains doubtful. A four-member team has begun visiting textbook publishers to check the printing progress. The government has allocated $1.82 billion for free delivery of textbooks and will take action against those responsible if students do not receive their books on the first day of classes.
The Department of Education in Nepal has begun monitoring school textbooks to ensure they are printed on time and distributed before the new school year begins in mid-April. A four-member team led by an education official has visited the main government printing press and some private publishers. The government press has already printed 6.9 million textbooks for grades 6-10 and is producing 85,000 copies daily. There is still a need for over 2 million textbooks, and some private publishers have yet to begin printing, putting the distribution deadline at risk.
Idea Studio Incubation Center, Nepal’s first innovative platform to turn promising ideas into practical business solutions to the social problems faced in local communities, was handed over to the School by UNICEF.
One teacher has been teaching students from grades 1 to 7 at a school in Gobargada VDC for the last eight months. The school used to have three teachers when it was a primary school, but now only has one teacher since the principal retired. Guardians are worried that the school may have to shut down if the only teacher takes leave, as students often return home early due to a lack of regular classes. While a new teacher was recommended, they have yet to start working at the school. The district education officer said teacher appointments were delayed by elections but assured that new teachers would be sent soon.
KU, Korean university to promote organic farmingArihantEducation
A two-year project was launched between Kathmandu University in Nepal and Chonbuk National University in South Korea to promote organic farming through education and research. The project aims to develop graduate programs in organic farming technology, establish advanced laboratories and infrastructure for education, and provide technical training to students, government officials, and farmers. The estimated $666,666 project is funded by Korea International Cooperation Agency and will see Chonbuk University provide funding, personnel, and technology to enhance Kathmandu University's education and research capabilities around organic farming.
Twenty-one-student unions aligned to ruling parties and parties in opposition have jointly demanded that political parties sit for dialogue and forge consensus for peace and constitution.
Children will get textbooks before start of academic session: JEMCArihantEducation
Janak Education Materials Centre is all set to provide school textbooks to students before the start of the new academic session that begins from mid-April.
3Star-studded Pentagon College advanced to the semi-finals, while hosts SPA confirmed their place in the last eight in the Hotel Devotee SPA Cup Cricket Tournament here on Tuesday.
The Office of the Controller of Examinations (OCE) today said a total of 572,207 students will be appearing in this year’s School Leaving Certificate examinations scheduled from March 19
The annual technology festival LOCUS organized by undergraduate engineering students of the Institute of Engineering (IOE), Pulchowk Central Campus is coming with its 12th edition in February.
LOCUS 2015 is the 12th annual technology festival organized by undergraduate engineering students at the Institute of Engineering in Pulchowk, Nepal from February 20-22. The theme is "Technology for the Future" and it will include competitions in various areas like quizzes, presentations, hackathons and startup pitches, focusing on social development and green technology. Over 30,000 visitors are expected to attend the three day event, and the application deadline is February 13.
NCED‚ British Council to conduct primary level teachers' trainingArihantEducation
The National Centre for Education Development and the British Council are going to conduct teachers’ training on teaching different subjects through English as the medium of instruction.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Golf for Students at RNGC
1. The British Council today organized a program — ‘Policy Engagement Program on Leading and
Embedding an International Dimension in Curriculum — in Kathmandu.
The program was aimed at providing a platform for stakeholders of education sectors from Nepal, Sri
Lanka and India to engage in discussion about preparing their students for a place in the global economy
and how they might embed the international dimension offer in their schools.
During the event, schools from Nepal and Sri Lanka shared their positive impact stories after they had
embedded international dimension in their local curriculum.
Addressing the event, Jovan Ilic, Acting Country Director, British Council, Nepal, underlined the need to
change attitude of teachers and students and move away from rote learning and rote teaching process,
especially in Grades IX and X while preparing for the SLC examination. “Instead we need to encourage
and support creative teaching and learning such as decision making, problem solving, self-awareness
and empathy, whilst also covering all relevant areas of our subject whether it be Mathematics or English
or Physics,” he argued.
Balchandra Luitel, Acting Dean, Kathmandu University School of Education, Bal Krishna Ranjit, Deputy
Director, Curriculum Development Centre, Khagaraj Baral, Executive Director, National Centre for
Educational Development and Hari Lamsal, Joint Secretary, Ministry of Education, were chief guests in
the program. Meanwhile, Project ‘Connection Classrooms’, co-funded by the British Council and the UK
aid, is seeking to work closely with the Ministry of Education to carry out the curriculum mapping exercise
which will support teachers and students of Nepal. Program has been organized by British Council.