Collaborate to Search Our Future Leaders with Indonesia MengajarIndonesia Mengajar
With global competence and grassroots understanding, Indonesia will be able to stand up and serve her national interest in the world stage, in order to fulfill all the promises of independence for her people. Let's collaborate to search for our nation's future leaders!
Competencies and professional development needs of kindergarten teachersSubmissionResearchpa
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. by Phoebe L. Gallego and Manuel E. Caingcoy 2020. Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education. 3, 7 (Jul. 2020), 69-81. DOI:https://doi.org/10.31149/ijie.v3i7.491. https://journals.researchparks.org/index.php/IJIE/article/view/491/476 https://journals.researchparks.org/index.php/IJIE/article/view/491
Collaborate to Search Our Future Leaders with Indonesia MengajarIndonesia Mengajar
With global competence and grassroots understanding, Indonesia will be able to stand up and serve her national interest in the world stage, in order to fulfill all the promises of independence for her people. Let's collaborate to search for our nation's future leaders!
Competencies and professional development needs of kindergarten teachersSubmissionResearchpa
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. by Phoebe L. Gallego and Manuel E. Caingcoy 2020. Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education. 3, 7 (Jul. 2020), 69-81. DOI:https://doi.org/10.31149/ijie.v3i7.491. https://journals.researchparks.org/index.php/IJIE/article/view/491/476 https://journals.researchparks.org/index.php/IJIE/article/view/491
This presentation is about the current problems of primary education which mainly emphasizes on barriers associated with each students who are suffering and not getting quality education. But don't you think they should be provided a quality education for their better future and the nation as well.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
The ancient Indians were known to excell in every field, whether in maths, astronomy,architecture,ayurvedha or arts ,science...This presentation tells the secret of learning through Gurukulam where students lives with teachers who set a high moral/ethical values themselves for students to follow. Lets bring back the olden glorious Gurukulam back and restore India to its glorious position as it was once.
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
Problems in the indian education systemJaslynn joan
The Indian Education system is considered to be one of the best education systems in the world.
Source<> http://www.edubilla.com/articles/educational-institutions/problems-in-the-indian-education-system/
This presentation is about the current problems of primary education which mainly emphasizes on barriers associated with each students who are suffering and not getting quality education. But don't you think they should be provided a quality education for their better future and the nation as well.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
The ancient Indians were known to excell in every field, whether in maths, astronomy,architecture,ayurvedha or arts ,science...This presentation tells the secret of learning through Gurukulam where students lives with teachers who set a high moral/ethical values themselves for students to follow. Lets bring back the olden glorious Gurukulam back and restore India to its glorious position as it was once.
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
Problems in the indian education systemJaslynn joan
The Indian Education system is considered to be one of the best education systems in the world.
Source<> http://www.edubilla.com/articles/educational-institutions/problems-in-the-indian-education-system/
Respected Sir/ Madam,
I am a qualified, dedicated and experienced community development worker, specializing in CSR Programs, Project management and team handling. My most recent role has been the coordination of CSR programs, proposal writing, designing strategies, budgeting, monitoring of programs, preparation of reports in OUTREACH organisation.
My time in CSA, Christ University has seen me plan, implement, evaluate and report on programs that integrated community development. I have overseen the distribution of education materials and supplements, coordination of children activity centres, training of program delivery teams, provision of logistical and technical support, and the preparation of funding submissions and grant proposals. This role has also involved collecting and analysing data on the impact and effectiveness of our education, health and livelihood programs on integrated communities, as well as ensuring KNH compliance in every aspect of our program delivery, and an understanding of the importance of developing sustainable community development programs.
I have a strong academic grounding in Master of Social Work at Karnataka University Dharwad, Community Development and project management, having completed a Bachelor of Arts, and completed fellowship in Social Entrepreneurship in Deshpande Foundation, Hubli, India.
I possess excellent organisational skills and an ability to maintain the big picture while attending to details and logistics. I am an excellent communicator, with an ability to manage large teams of people; and I remain calm and positive under pressure, especially in what can be difficult or traumatic situations.
My resume is attached and I look forward to being able to discuss the position with you further.
MSW with 4.9 years experience in Community Development program Dattatraya Naik
I am a qualified, dedicated and experienced Community Development worker, Specializing in CSR Programs, Project Management and Team handling. My most recent role has been the Implementation, Coordination of CSR programs, Proposal writing, Designing strategies, Budgeting, Monitoring of programs, Preparation of reports in OUTREACH organisation.
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Partnerships between formal and informal education – Ajith BasuEduSkills OECD
This presentation was given by Ajith Basu at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
1. Shweta Choubey
shweta1.tiss@gmail.com | +91 9643759569 | 23rd Aug 1989
B-5/128, Rohini Sector 11 New Delhi-85
CURRICULUM VITAE
Career Synopsis
Self starter of a venture called “Vikalp” promoting Skilled India. A need based venture which catered
the issue of drop outs. Developing them as a computer operator and back supporting staff. Lead a team
of 9 people
Responsible for resource mobilization for Vikalp from Corporate, Local Governance and
Administration.
Organized a training program for government teachers in Madhya Pradesh, Itarsi. The training program
was based on different pedagogical methods of teaching. Also done and impact assessment of the
training.
Wrote a booklet on Pedagogical methods of teaching to ensure the high impact of the training of
teachers.
Proposal writing of Education program of differently able children and skill development program for
differently able youth.
Was a part of Resource mobilization team for an organization of two decade old.
Was a part of a team of Monitoring & Evaluation of project of “Support my School” of Community
Based organizations.
Lead a program of Adult literacy in the urban slum of Delhi. More than 10,000 people were touched
directly through the program.
Lead a program of skilled readiness program for children of Remedial education program in urban slum
of Delhi.
Responsible for placement of Students of a community college in urban village of Delhi. Established a
network of Retail industries, IT/ITES industry and Beauty/Wellness industry for the campus placement
for the college.
Coordination for scheduling the interview off campus, successful joining of students.
Career counseling of students of Community college bridging the gap of informed career choices.
Worked for women empowerment through Self Help group in a village of Delhi. Mobilization and
formation of group along with bank linkages.
Leading a project of Sansad Adarsh Gram Yojna under Government of India.
Educational Profile:
Qualification Specialization Institute / University Year
% /
CGPA
M.A in Social Work Rural Development
Tata Institute of Social Sciences,
Mumbai
2013 6.6
B.Sc B.Ed Four year
integrated
Biology
Regional Institute of Education,
Ajmer
2010 70
12th
(C.B.S.E Board) PCB K.V. No. 2, Chakeri Kanpur 2006 81
10th
(C.B.S.E Board ) - K.V. No. 2, Chakeri Kanpur 2004 80.50
2. Key
electives in
MASW
Thesis – Cultural Capital and pedagogical methods affecting the learning process-
through eight case studies in a tribal block of Betul district of M.P
Optional paper opted– Advance Dalit and Tribal Social work
Summer Internship: Fellow at Bharat Calling
Area : Education
Description : As a fellow I was involved in teaching rural students and motivated student to appear
in various competitive exams. Providing informed career choices to students was also
one of the responsibilities.
Impact : Thirty two students from Math’s and Biology group got motivated and appeared in
various competitive exams.
Field Exposure
Yuva Mitra, Nasik- addresses the issue of farmers. Involved in quantitative analysis of a project.
ASTHA, Udaipur- works with Tribal women and Education- Involved in advocacy work of Right to
Education through collaboration with National Council of Protection of Child Right(NCPCR)
YASHADA,Govt. of India, Pune- Empowerment and training of Government officials.- Involved in
Monitoring and Evaluation work of Govt Project
Eklavya, M.P – Education through alternative pedagogical methods.- Involved in making case studies,
focusing Cultural Capital and alternative pedagogical methods.
Working Experience
Since May 2015 Coordinator- Skill Upgradation Program
Organization- Navjyoti India Foundation
Responsibilities:
1. Successful placement of students of Community college. Liaising with Corporate and local industries
where the students can get into entry level jobs in various sectors like Retail, IT/ITES, Beauty &
Wellness. Coordination for job fair and interview schedule. Career counseling of students after their
respective courses.
2. Adult literacy program in J J Colony of Bawana, Delhi. 10,000 adults were covered under the program.
The entire program was ran with the help of 500 volunteers.
3. Under Skill Readiness program school children from grade 6 to grade 10 were enrolled into 18 different
skills based on future aspect of the skill sector. Lead the team of 18 skill trainers, where 1000 children
were touched through this project.
4. Reporting and monitoring- Reporting to the donor about the progress of the project. Attended ISO audit
for the Skill up gradation program.
5. Training & Capacity Building- Under Sansad Adarsh Gram Yojna training program was organized for
women youth and children group.
3. December 2014 to May 2015 Project Officer
Organization- Charities Aid Foundation
Responsibilities
1. Monitoring & Evaluation- Monitoring of the project of Support My School of community based
organization. Giving feedback to the organization regarding the project.
2. Reporting- Giving project reports to corporate donor.
From May 2014 to December 2014 Proposal Writer
Organization- Samarthanam Trust for the Disabled
Responsibilities
1. Research & Proposal Writing- Proposal written for the organization which works for the differently
able children and youth. Education and skill development project proposal for the organization.
From April 2013 to May 2014 Self Starter- Project Vikalp
Responsibilities
1. Training & Capacity Building- Imparting training to drop outs of Itarsi, MP regarding computer
literacy and basic Data entry
2. Skill development of School children.
3. Placement of those students in Entry level jobs in local areas of Itarsi, MP
4. Training of Teachers of government school regarding pedagogical methods of teaching.
5. Liaising with Government officials for the motivational session at government school to provide
informed career choices to the students.
Paper & Publications
End Term Research: Cultural Capital and pedagogical method affecting the learning process.
Presented paper on Cultural Capital and Educational Inequality: Lesson from India at XVIII ISA
World Congress of Sociology, Yokohoma University, Japan.
Prepared eight case studies in a tribal block of Betul Dist, taking the pedagogical model of Eklavya.
Description: The purpose of the study was to analyze the role of cultural capital and pedagogical
methods in learning process of students. I studied it through case studies and through qualitative
analysis. Prepared eight case studies. Presented the thesis in the form of a book which is in its first
stage of publication.
Refferences:-
1. Byasa Moharana – Assistant Professor, TISS, Mumbai- bmiitb@gmail.com
2. Sanjoy K. Sharma- Team Leader- Project Implementation Unit, CAF,India- sanjoy@cafindia.org