The document outlines key factors for successful implementation of Smart Schools in Malaysia, including support from educational stakeholders, appropriate policies and guidelines, effective school administration, sufficient technology deployment, adequate funding, and continuous professional development for teachers and assessment systems that support student learning.
Leandro accountability work group priorities — September 2019EducationNC
Changes to the recommendations from the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education are in red.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015 (Fa...Indonesia Mengajar
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment. This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
Leandro accountability work group priorities — September 2019EducationNC
Changes to the recommendations from the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education are in red.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015 (Fa...Indonesia Mengajar
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment. This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
Perception, Interest and Socio-Economic Status of Teachers of Students with V...odewenwa
This study examines the implications of perception, interest and socio-economic status of teachers of students with visual impairment who are in training on quality teacher training in Oyo State, Nigeria. Survey research design was used. Forty-three (43) participants were randomly selected. The instruments used were “Questionnaire on Perception and Interest of Teachers in Training in Education of Persons with Visual Impairment and adapted version of Socio-Economic Status of a Family Scale of Aggarwal, Bhasin, Sharma, Chhabra, Aggarwal & Rajoura, 2005. The instruments were tested and reliability index of 0.71 and 0.69 were obtained respectively. Mean and Pearson Product’s Moment Correlation at 0.05 level of significance were used to analyse the data. The results revealed the teachers of students with visual in training have positive perception and interest in their training. While no significant relationship was found between their interest and socio-economic status, a relationship was found between perception and socio-economic status. The study therefore recommends that Student’s interest should be tested in all teacher training programmes prior to admission into special needs education generally and education of persons with visual impairment in particular.
Background and data for senior HR and workforce officials forum in the schooling sector on progressing Aboriginal and Torres Strait Islander employment in Australian schools
Perception, Interest and Socio-Economic Status of Teachers of Students with V...odewenwa
This study examines the implications of perception, interest and socio-economic status of teachers of students with visual impairment who are in training on quality teacher training in Oyo State, Nigeria. Survey research design was used. Forty-three (43) participants were randomly selected. The instruments used were “Questionnaire on Perception and Interest of Teachers in Training in Education of Persons with Visual Impairment and adapted version of Socio-Economic Status of a Family Scale of Aggarwal, Bhasin, Sharma, Chhabra, Aggarwal & Rajoura, 2005. The instruments were tested and reliability index of 0.71 and 0.69 were obtained respectively. Mean and Pearson Product’s Moment Correlation at 0.05 level of significance were used to analyse the data. The results revealed the teachers of students with visual in training have positive perception and interest in their training. While no significant relationship was found between their interest and socio-economic status, a relationship was found between perception and socio-economic status. The study therefore recommends that Student’s interest should be tested in all teacher training programmes prior to admission into special needs education generally and education of persons with visual impairment in particular.
Background and data for senior HR and workforce officials forum in the schooling sector on progressing Aboriginal and Torres Strait Islander employment in Australian schools
District Conditions for Scale: A Practical Guide for Scaling Personalized Lea...Jesse Moyer
Over the years, there has been much focus on the elements of an innovative school. While this focus has helped to shape student-centered practice in classrooms, it has done little to move innovation beyond the school level, creating many “pockets of excellence” but very few systems of excellence. This paper discusses the conditions for success that a district should put in place to support the scaling of innovative learning environments throughout a K-12 school district.
10. There should be competent, caring and professional teachers Teacher as primary deliverer must have intensive training in using ICT and also must have full readiness for the implementation of Smart School The school climate or culture should be one that is conducive to learning In Smart School, there are mixing of learning strategies and pedagogy to create suitable environment for teaching learning process .
11. The on-going assessment system should be one that supports good instruction The assessment conducted in various forms - classroom, school-based and centralized, to allow demonstration of different strength, abilities and knowledge. There should be achievement gains recorded year by year The stakeholders of Smart School must ensure to continue to improve the flaws in all aspects such management, curriculum and others.
12. There should be a decrease in discipline referrals and drop out rates. The teaching-learning process and school environment will develop the student potential based on their ability and readiness level. There should be high level of parent and community involvement The high participation of community stakeholders in school governance will help to develop the student and also the successful of Smart School implementation