The document discusses the International Baccalaureate (IB) programme and its implementation in Singapore. It provides the following key details:
- The IB Diploma Programme (IBDP) consists of 3 core subjects, 3 subjects at Higher Level and 3 at Standard Level, with grades from 1-7 and a maximum score of 42.
- The IBDP encourages multiple perspectives, has a curriculum review cycle, and teacher training. It also offers a multicultural and global education.
- Singapore has considered the IBDP as a benchmark and modified its GCE 'A' Levels to be more like the IB model, which universities view as superior. However, implementing the IBDP fully faced political and cost
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
'Professionalism in Teaching' (National Education Conference, 28 May 2009)GTC Scotland
This workshop explored a range of approaches to improving professionalism at all levels in education, drawing on recent inspection information. Specific reference was made to the general strengths in Scottish education and how the need for further and faster improvement has grown in response to the changing context within which education operates in an increasingly competitive world.
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
Its implications to preservice teacher educationmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
Collaborative approaches in special educationAhmed Bilal
In special education, the term "collaboration" refers to a team-teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists.
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
'Professionalism in Teaching' (National Education Conference, 28 May 2009)GTC Scotland
This workshop explored a range of approaches to improving professionalism at all levels in education, drawing on recent inspection information. Specific reference was made to the general strengths in Scottish education and how the need for further and faster improvement has grown in response to the changing context within which education operates in an increasingly competitive world.
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
Its implications to preservice teacher educationmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
Collaborative approaches in special educationAhmed Bilal
In special education, the term "collaboration" refers to a team-teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists.
Linda Darling-Hammond puts American school reform in the context of what other nations are doing to prepare their young for a global knowledge economy. See the best-practices recommendations.
Proposal by TAF (Technology Access Foundation) to scale our award winning TAF Academy 6th-12th grade STEM school by partnering with existing public schools in transforming them into schools where students can reach a high level of personal achievement
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
ejercicios
matamaticas
comprension lectora
ciencias
soluciones
informe pisa
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with view to improving education policies and outcomes. The data has increasingly been used both to assess the impact of education quality on incomes and growth and for understanding what causes differences in achievement across nations.[1]
470,000 15-year-old students representing 65 nations and territories participated in PISA 2009. An additional 50,000 students representing nine nations were tested in 2010.[2]
The Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement are similar studies.
Creating the 21st Century Learning ExperienceLisa MacLeod
Administrators today are faced with pressures to improve the teaching and learning in their schools and experience the pressure from all stakeholders. The school inspection results from year to year create a reaction towards education rather than creating a movement towards focusing on a calculated action plan for improvement. By designing and implementing a tailor made school improvement plan, all stakeholders will be aware of the action intended to improve on areas that will encourage and support learning.
Start today, create your 21st century learning environment and prepare your students for tomorrow.
Linda Darling-Hammond puts American school reform in the context of what other nations are doing to prepare their young for a global knowledge economy. See the best-practices recommendations.
Proposal by TAF (Technology Access Foundation) to scale our award winning TAF Academy 6th-12th grade STEM school by partnering with existing public schools in transforming them into schools where students can reach a high level of personal achievement
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
ejercicios
matamaticas
comprension lectora
ciencias
soluciones
informe pisa
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with view to improving education policies and outcomes. The data has increasingly been used both to assess the impact of education quality on incomes and growth and for understanding what causes differences in achievement across nations.[1]
470,000 15-year-old students representing 65 nations and territories participated in PISA 2009. An additional 50,000 students representing nine nations were tested in 2010.[2]
The Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement are similar studies.
Creating the 21st Century Learning ExperienceLisa MacLeod
Administrators today are faced with pressures to improve the teaching and learning in their schools and experience the pressure from all stakeholders. The school inspection results from year to year create a reaction towards education rather than creating a movement towards focusing on a calculated action plan for improvement. By designing and implementing a tailor made school improvement plan, all stakeholders will be aware of the action intended to improve on areas that will encourage and support learning.
Start today, create your 21st century learning environment and prepare your students for tomorrow.
This"Back to School" presentation for parents and our community outlines the learning focus for this year and highlights the work that has been done at our favorite school of learning, Wilkeson Elementary.
We are a PBIS school and every Quarter we have the students assemble in the auditorium to go over expectations and upcoming events. This is one of many PowerPoint presentations that we use. Created at Worcester East Middle by ArtSmartB6
This presentation explains various topics under consumer behavior. How reference group and social class affect consumer behavior is described in this presentation
Case Study - Education and Social Media - International School of LondonAyman Itani
A Case Study for one of my clients in the educational sector who have presence in London, Surrey, and Doha. It includes the lessons learned and the learnings from the Digital and Social Media efforts the school has been doing with us over the last two years.
The International School of London Group of Schools provides a dynamic and balanced curriculum, based on reputable and highly recognized international curricula like the International Baccalaureate programs and the International Primary Curriculum and offering around twenty languages
Results:
The presentation shows results delivered:
Results at School Level
Results for Students
Results for Faculty and Staff
Results for Alumni
Results For Parents
How:
Digital and Social Media Strategy
Content Strategy
Business Workflow Process for Social Media
Integrated Digital Campaigns
Competitive Analysis
Communication Sessions
Review and Support
Social Media Policy
Social Media Tools
Augmenting Digital Literacy capabilities
This presentation explains education as one of the social institutions in a society. This includes the purposes and functions of education in the society.
Turning social disputes into knowledge representations DERI reading group 201...jodischneider
A reading group presentation about Turning social disputes into knowledge representations, based primarily on two papers:
Toni and Torroni. Bottom-up Argumentation. In: First International Workshop on the Theory and Applications of Formal Argumentation 2011 (TAFA), 16-22 July, 2011, Barcelona, Spain. http://www.doc.ic.ac.uk/~ft/PAPERS/tafaPT.pdf
Benn, Buckingham Shum, Domingue, and Mancini. Ontological Foundations for Scholarly Debate Mapping Technology. In: 2nd International Conference on Computational Models of Argument (COMMA '08), 28-30 May, 2008, Toulouse, France. http://oro.open.ac.uk/11939/
It's a comprehensive presentation on Institutional Planning in the field of education. It makes a comprehensive glance at the different aspects of institutional planning such as its definition, importance, benefits, phases etc.
Economic Institution
Microeconomics and Macroeconomics
Basic Economic Problems
Philippines’ Social Hierarchy
Socioeconomic Mobility
Socioeconomic Stratification and its Perspectives
Sociological Analysis of Stratification and Class
Effective change in schools oecd pont 2018 mad 6 18Beatriz Pont
Education policy implementation: a framework for policy makers to help ensure that policies have impact in classrooms. Stakeholder engagement, smart policy design, conducive context and a coherent strategy
Reforming Teacher Education for Inclusive EducationGTC Scotland
Presentation delivered to the Scottish Teacher Education Committee conference 2009 by Lani Florian and Martyn Rouse, School of Education, University of Aberdeen.
The Common Core and the Non-Public School—Complement or Conflict?
There is an unsettling feeling rippling through the non-public school community: “the Common Core is going to somehow compromise my institution’s integrity and identity.” For faith-based non-public schools, Common Core implementation has raised a unique set of issues that have stimulated both discussion and debate.
This webinar will cultivate a basic understanding about what the Common Core is—and what it is not—from the perspective of the non-public administrator. You will understand the basic premise and purpose of the Common Core and will come to appreciate its worth as you realize how your school’s long standing values and traditions are neither in jeopardy nor compromised by implementing the Common Core.
In this session you will learn:
How to address the challenges associated with the CCSS
The Key Elements of Leadership in implementing the Common Core
How the Common Core can complement the Mission of a faith-based school
Beyond A Boundary, Some consequences of the Open Context Model of LearningLondon Knowledge Lab
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
3. International Baccalaureate 3 Core subjects Theory of Knowledge, Extended Essay and Creativity/Action/Service 3 Subjects at Highlevel->240 hours 3 Subject at Standard Level-> 150 hours Grading 1- 7 (7 being highest: max score 42 ) 3
4. Significance of International Baccalaureate Encourages multiple perspectives and broad areas of knowledge 5 year cycle of curriculum: every teacher can feedback and make recommendations for new curriculum Frequent Training of teachers as curriculum changes Schools can develop and launch own IB subjects IBDP offers programs with multicultural and global perspective 4
5. The case for IB as TSLN benchmark ‘A’ Level candidate can exit the system without touching any Math or Humanities or Science TSLN has modified ‘A’ Levels toward the IB model IB said to be superior to ‘A’ Levels by University admission bodies. Teo Chee Hean (Minister for Education, in 1999), “it is clear that IBDP provides a philosophy, a structure, tools and training for this kind of approach to education “ 5
6. Implementing IBDP Political problem: Eurocentric, not directed by Singapore (government regulations and National Curriculum requirements Cost as a problem: more resources required Language (English, French, Spanish) Local university recognition IB trained staff Good student staff ratio 6
34. Limitations of Initiative Diversity in education landscape compulsory subjects constitute to the benchmark of national outcome More autonomy Numerous reports accounts for school’s performance levels Encourage innovation academic results remains the key performance indicator Equality students’ performance depend on the socio-capital status of their families
36. National Education - Purpose To develop a shared sense of: Nationhood Understanding of how our past is relevant to our present and future To make students appreciate Singapore’s peace and stability amid numerous conflicts elsewhere around the world
37. National Education - The 6 NE messages Singapore is our homeland; this is where we belong We must preserve racial and religious harmony We must uphold meritocracy and incoruptibility No one owes Singapore a living We mus ourselves defend Singapore We have confidence in our future ( Ministry of Education, 1997a)
38. National Education - Challenges Income inequalities affect social cohesion The highly competitive education system and general scramble for exams Competition and selfish individualism
40. Changes in Policies Increased Autonomy for schools in the 1980s Moved from centralised control Students to benefit from Principals educational leadership Common Examinations but flexibility for experimentation Well-established schools allowed autonomy Staff deployment, salaries, finance, management, cirriculum 25
41. Independent schools seen as elitist... Autonomous status now has to be applied for; and contingent upon sustained performance May choose administrative services from private companies or hire Operations and Administration Managers Can determine their admission policies, school fees, budgets and school fees 26
42. School reforms 1990s to present 28 School Clusters in 2007 headed by a superintendent Education Endowment (for enrichment) provided for schools to draw from None of the schools have moved away from subject based curriculum Possible establishment of private schools discussed in 2001 27
43. Inter-School competition ‘O’ levels and ‘A’ levels results publicised Competition focussed on ranking Schools dropped Literature to adjust score amidst Arts Minister’s call for focus on the Arts and Literature Some schools unable to compete due to vicious cycle of low performing students Competition detrimental to cooperation within cluster 28
44. To move away from Inter-school Ranking competiveness Some schools take IP or IB route School Excellence Model (SEM) 2000, appraises own-school performance Internal assessment submitted to School Appraisal Branch every 5 years Schools encouraged to apply for SPRING Singapore Quality Class award 2003 Enhanced Performance Management System (to appraise Principals and teachers) 29
45. Tensions: Between risk adverse behaviour and sustained change Decentralisation vs ever tightening grip on inter-school competition (ranking) and external reviews Drill and practice vs critical and creative thinking skills TSLN vs performance (result based competition) 30
47. Knowledge and Inquiry New subject added in the GCE A’levels curriculum Train students to think independently, critically Encourage proactive learning Challenge presupposed notions of truth and how knowledge is acquired Only students with good grasp of language can take the subject. 32
48. Theory of Knowledge Subject taken in the International Baccalaureate Programme Equivalent to the subject, KI Compulsory for all students Investigation of the ways of and areas of knowing 33
49. Challenges for teachers Sustaining interest in teaching the rules of reasoning Connecting ideas from separate perspectives and areas Dealing intelligently and sensitively with issues of religion and morality Reacting and preventing students’ disenchantment Collaborative teaching and the sharing of resources 34
Editor's Notes
The govt acknowledges that not all Singaporeans stand to benefit equally from the global economy. Highly educated Singaporeans are in a more advantageous position compared to unskilled workers./ In different schools, different messages are sent. For instance, in the elite schools, the message delivered is that they would be the future leaders of society and they would be the inspiration for society to succeed. On the other hand, students in say a neighbourhood school is taught that they should have social discipline, respect their community and “ do not spit all over the place.”2. Because in schools, teachers are more focused on finishing the syllabus and preparing students for the exams, NE is considered as trivial.3. The strongest driving force in Singapore society is a force that encourages competition and selfish individualism, and one that is reflected in the education system. The school programme poses some dilemmas to its pupils. Given the reward structure of the wider society, pupils are responding in an expected way. In this sense, the whole educational system is geared towards sustaining a competitive ethos rather than an ethos of cooperation and caring for others.