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Journal articles on the topic 'Curriculum Development Centre'
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O'Donnell, Marcus, Margaret Wallace, Anne Melano, Romy Lawson, and Eeva Leinonen. "Putting transition at the centre of whole-of-curriculum transformation." Student Success 6, no. 2 (August 18, 2015): 73–79. http://dx.doi.org/10.5204/ssj.v6i2.295.
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This paper describes the development of a model for institution-wide curriculum transformation at the University of Wollongong (UOW). Transition – a curriculum-integrated approach that enables a smooth, supported shift into and through higher education and a successful transition from the university to the world of work and lifelong learning – is one of three key principles at the heart of the UOW Curriculum Model. This paper focuses on transition as a whole-of-curriculum design principle and the way this principle informs the other elements of the UOW Curriculum Model. It aims to extend the concept of “transition pedagogy” developed by Kift and colleagues and to show how it has been used to inform our larger project of curriculum renewal.
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McGregor, Heather E., and Catherine A. McGregor. "Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013." Études Inuit Studies 40, no. 2 (January 15, 2019): 109–31. http://dx.doi.org/10.7202/1055434ar.
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In this article we examine the provision of curriculum in Nunavut between 2000 and 2013. During this time the Government of Nunavut established a mandate to ensure all curriculum from Kindergarten through Grade 12 was founded onInuit Qaujimajatuqangit(IQ) and supported bilingualism. We describe how the Curriculum and School Services Division of the Department of Education undertook to fulfil this responsibility through unique, made-in-Nunavut curriculum development processes and products. We conclude by outlining the opportunities and challenges evident in the work of creating curriculum, teaching resources, and learning materials that centre Inuit knowledges, languages, and contexts.
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Kirk, David. "Structure and Agency as Two Problematics in School-based Curriculum Development: A Case Study." Australian Journal of Education 30, no. 3 (November 1986): 285–99. http://dx.doi.org/10.1177/000494418603000306.
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Implicit in the rationale behind the shift from a centre-periphery/systems management approach to a school-based curriculum development (SBCD) approach to curriculum innovation and development are two notions which are viewed here as problematic. The first is that teachers will be ‘free’ to develop curricula which conform to a pedagogic ideal. Based on case-study research, it is argued that this notion must be approached with caution, as it can be shown that, even in a situation where teachers themselves initiate innovation, their actions are constrained by a number of in-school structures. The second notion is that SBCD may be able to overcome problems that occur between the creation and implementation of innovatory programs. However it is argued that individual teachers who are involved in creating an innovative idea also paradoxically interpret this idea in different ways and implement it differently. It is concluded that transformation of innovative ideas is inevitable in any innovatory program, and that this factor may act as a counterbalance to excesses in bureaucratic control sometimes evident in centre-periphery/systems management approaches.
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Yinan, Li. "Teaching Polish studies in the new era: strategy and methods based on the example of the curriculum of teaching translation and interpreting." Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców 27 (December 23, 2020): 349–65. http://dx.doi.org/10.18778/0860-6587.27.20.
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Polish studies in China have a history of over 65 years. The oldest centre of Polish studies was established in Beijing (Beijing Foreign Studies University) in 1954. In the last decade, several centres teaching Polish language and culture have emerged in China. The development, implementation, and modifications of the curricula of teaching Chinese students Polish constitutes an important issue and a major challenge for centres of Polish studies in China. This article discusses the latest curriculum of teaching Polish at Beijing Foreign Studies University, with the oldest Polish courses in China, and presents the strategy and methods for implementing the curriculum using the example of translation classes. I shall answer the question of what role in the Chinese-Polish exchange Polish studies in China can play, and what the objective of producing Polish studies graduates in China is and how that is fulfilled.
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Anužienė, Laimutė, and Vidmantas Tūtlys. "Enactment of the Vet Curricula in the Work Process." Vocational Training: Research And Realities 27, no. 1 (December 1, 2016): 27–41. http://dx.doi.org/10.1515/vtrr-2016-0003.
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Abstract The main goal of this article is to explore the contents of the concept of enactment of the VET curriculum in the work process and to disclose the current methodological and methodical approaches of it’s implementation in practice. The article starts with the discussing the theoretical aspects of the enactment of the VET curricula referring to the insights of psychology, sociology of education and work, as well as vocational didactics research. It is followed by the case study of the enactment of VET curriculum in the education and work processes in one initial VET centre of Lithuania aimed to disclose applied methodological approaches and their implications for the professional and personal development of students. Research provides evidence that effective and sustainable enactment of the initial VET curricula requires to apply the integrated and holistic approach to competence development and implementation of VET curriculum.
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Kirsch, Otakar, and Lucie Jagošová. "Theory as a Platform for the Education of Museum Staff. Development of the Centre for the Study of Museology in the Years 1967–1982." Muzeum: Muzejní a vlastivedná práce 55, no. 2 (June 1, 2017): 3–15. http://dx.doi.org/10.1515/mmvp-2017-0041.
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AbstractThe aim of the presented study is to bring together almost fifteen years of the Centre for the Study of Museology of the Charles University’s Faculty of the Arts at the National Museum in Prague (herein - after referred to as the Centre), one of the most important contemporary methodological and educational centres in the field of museology. The subject of interest will gradually become an analysis of the factors and phenomena that led to its establishment in 1967, including the theoretical concept of the head of the Centre, Jiří Neustupný, which became the starting point for the final form of its curriculum. In addition to outlining the structure for the curriculum for the students of Charles University’s daily study and for the museum staff and introducing personalities who have participated in educational activities, the text also deals with its non-teaching activities (such as research and methodological activities, cooperation within both the domestic and the international museum organisations, while collecting and publishing museological literature). The work was created to commemorate the 50th anniversary of the museological centre which is recognised by international authorities and, as the first one, this work seeks to map its development.
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Mulenga, Innocent Mutale, and Christine Mwanza. "Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia." Journal of Curriculum and Teaching 8, no. 1 (February 22, 2019): 32. http://dx.doi.org/10.5430/jct.v8n1p32.
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In Zambia, curriculum development for primary and secondary schools is done centrally. The CurriculumDevelopment Centre (CDC), the institution placed with the responsibility of facilitating curriculum development,claims that the Zambian school curriculum is developed through a consultative and participatory approach throughcourse and subject panels where teachers and other stakeholders are represented. However, there has been noempirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, arerequired to play in the development process. This study therefore, sought to establish perceptions of secondaryschool teachers on their role in the curriculum development process in Zambia. The concurrent embedded design ofthe mixed methods approach was employed with the qualitative approach dominating the study while the quantitativewas used to add detail. Data from secondary school teachers was collected using questionnaires while interviewguides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed usingthemes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understandthe essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers inLusaka were willing to participate in the curriculum development process, especially in situational analysis, in theformulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materialssuch as textbooks. From the study it was concluded that teachers were aware of some of the roles that they couldplay in the curriculum development but were not adequately involved in the development process.
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Lafrarchi, Naïma. "Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools." Religions 11, no. 3 (March 2, 2020): 110. http://dx.doi.org/10.3390/rel11030110.
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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.
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Lager, Karin. "Att undervisa i fritidshem." Educare - vetenskapliga skrifter, no. 2 (June 25, 2018): 51–68. http://dx.doi.org/10.24834/educare.2018.2.3.
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The aim of this article is to explore teaching in a leisure-time centre based on teaching as an entity of care, learning and development. Reforms that characterized Swedish educational systems since the 1980s have in many ways changed the leisure-time centre; and, in The Education Act and the national curriculum, a shift from care to education can be noticed. A revised task for the leisure-time center lifts concepts such as teaching and achievement in line with the primary school's task. The article focuses on a policy process where a specific activity is planned, implemented, documented, evaluated and followed up by teachers in the leisure-time center. The enactment of teaching is analyzed through policy enactment theory, and data is generated by ethnographical method in a case study in a leisure-time centre. The result shows an entity of care, learning and development when teaching focuses on play and development of social and relational abilities, in line with the leisure-time center's task.
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Renzulli, Joseph S. "New Directions for the Schoolwide Enrichment Model." Gifted Education International 10, no. 1 (September 1994): 33–36. http://dx.doi.org/10.1177/026142949401000108.
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This article not only proposes new directions for the Schoolwide Enrichment model, it also analyses the processes of real and effective curriculum change. The very act of learning is perceived to be at the centre of the change process. Developing modifications of existing curricula should also provide appropriate content and skills development which allows all students to develop their full potential. The article is based on Dr Renzulli's recent book, Schools for Talent Development: a Practical Plan for Total School Improvement, published in 1994 by Creative Learning Press.
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Mastoras, G. N., W. J. Cheung, A. Krywenky, S. Addleman, B. Weitzman, and J. R. Frank. "LO10: Faculty sim: a simulation-based continuing professional development curriculum for academic emergency physicians." CJEM 20, S1 (May 2018): S10. http://dx.doi.org/10.1017/cem.2018.72.
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Introduction: Maintaining and enhancing competence in the breadth of Emergency Medicine (EM) is an ongoing challenge for all clinicians. In particular, resuscitative care in EM involves high-stakes clinical encounters that demand strong procedural skills, effective leadership, and up-to-date knowledge. However, Canadian emergency physicians are not required to complete any specific ongoing training for these encounters beyond general CPD requirements of professional colleges. Simulation-based medical education (SBME) is an effective modality for enhancing technical (e.g. procedural) and non-technical (i.e. Crisis Resource Management) skills in crisis situations, and has been embedded in undergraduate and postgraduate medical curricula worldwide. We present a novel comprehensive curriculum of simulation-based CPD designed specifically for academic emergency physicians (AEPs) at our centre. Methods: The curriculum development involved a departmental needs assessment survey, focus groups with AEPs, data from safety metrics and critical incidents, and consultations with senior departmental leadership. Institutional support was provided in the form of a $25,000 grant to fund a physician Program Lead, monthly session instructors, and simulation centre operating costs. Based on the results of the needs assessment, a two-year curriculum was mapped out and tailored to the available resources. Results: CPD simulation commenced in January 2017 and occurs monthly for three hours, immediately following departmental Grand Rounds to provide convenient scheduling. Our needs assessment identified two key types of educational needs: (1) Crisis Resource Management skills and (2) frequent practice of high-stakes critical care procedures (e.g. central lines). The first six months of implementation was dedicated to low-fidelity skills labs to facilitate the transition to SBME. After this, the program transitioned to a hybrid model involving two high-fidelity simulated resuscitations and one skills lab per session. Conclusion: We have introduced a comprehensive curriculum of ongoing simulation-based CPD in our department based on the educational needs of our AEPs. Key to our successful implementation has been support from educational and administrative leadership within our department. Ongoing challenges include securing adequate protected time from clinical duties for program facilitators and participants. Future work will include establishing permanent funding, CPD accreditation, and a formal program evaluation.
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McEvoy, Mary, and Maria Vezina. "The development of a nursing centre on a college campus: implications for the curriculum." Journal of Advanced Nursing 11, no. 3 (May 1986): 295–301. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01251.x.
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Zhu, Yan, and Dingfang Shu. "The Haitong Project: Exploring a collaborative approach to implement TBLT in primary classrooms in China." Language Teaching 50, no. 4 (September 14, 2017): 579–85. http://dx.doi.org/10.1017/s0261444817000180.
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As one of the two ‘educational special zones’ in China, Shanghai is launching a new round of curriculum reforms centring on lide shuren, viz. ‘fostering integrity and promoting rounded development of people’ (Hu 2012). Apart from piloting a new plan for Gaokao, the national college entrance examination in 2014, a ground-breaking endeavour by the Shanghai Municipal Education Commission was to establish 17 key research centres at higher institutions for 16 basic education subjects in an effort to push forward city-wide curriculum innovations through in-depth university-school collaborations. Founded in 2016, the Shanghai Centre for Research in English Language Education (SCRELE) is one of these key research platforms.
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Bello, Jaliyyah, Selina Fletcher, and Mojtaba Ammari-Allahyari. "Providing an enabling environment to promote the Sustainable Development Goals: Coventry University’s experience." Emerald Open Research 2 (September 7, 2020): 58. http://dx.doi.org/10.35241/emeraldopenres.13866.1.
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Higher Education Institutions provide a vital role in providing education towards solving sustainability issues. Hence, the adoption of development agendas, such as the United Nations Sustainable Development Goals (SDGs) through the SDG Accord, into curriculum. As a signatory of the sector SDG Accord, Coventry University Group has the responsibility of providing an enabling environment to promote the achievement of the Goals. This article introduces a model for embedding the goals into curriculum; with creative teaching practice and enriching student experience at the centre to the approach taken. The approach considers three dimensions: Staff Development, the Goals within Teaching, and Students' Activities.
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Ahtiainen, Raisa, Elina Fonsén, and Laura Kiuru. "Finnish early childhood education and care leaders’ perceptions of pedagogical leadership and assessment of the implementation of the National Core Curriculum in times of change." Australasian Journal of Early Childhood 46, no. 2 (April 21, 2021): 126–38. http://dx.doi.org/10.1177/18369391211010971.
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Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ ( N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.
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Zainal, Asliah. "POLA PENDIDIKAN DAN POLA DAKWAH ISLAMIC CENTRE MU’ADZ BIN JABAL (ICM) DI KOTA KENDARI." Al-Izzah: Jurnal Hasil-Hasil Penelitian 12, no. 2 (January 23, 2018): 44. http://dx.doi.org/10.31332/ai.v12i2.640.
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Modernization and globalization in the world is characterized by the proliferation of modern religious institutions that attract people. This study attempts to analyze one institution namely Islamic Center Mu’adz bin Jabal (ICM) in Kendari, Southeast Sulawesi. This study indicates that regarded as the Muslim community center with initiation to embrace all groups of society, the program of ICM focuses on education, dakwah, social activities, and other community services. The education curriculum of this institution is using decentralized curriculum called thafidz Al-Quran, the development of infrastructures, and educational programs for kindergarten, elementary school, junior and senior high school. Meanwhile, the pattern of dakwah conducted by ICM is to provide adequate Islamic material, pengajian accessibility targeting every level of community as well as to use social media such as radio, ebsite, and facebook to do dakwah. With the pattern of education and dakwah are offered, ICM receives signifficantly positive response and interest from communities around, also strengthened by the progression of infrastructure development which is relatively faster compared to other educational institutions in Kendari. Moreover, this study confirms that the spirituality of urban society in Kendari obtains the suitable locus because Islamic Centre Mu’adz bin Jabal as the alternative solution to fulfill the religious need of society for any ideology.
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Panitchpakdi, Kundoldibya. "Participatory Development of a Local Curriculum on Traditional Thai House Regeneration in Samut Songkhram." Environment-Behaviour Proceedings Journal 1, no. 1 (June 26, 2016): 44. http://dx.doi.org/10.21834/e-bpj.v1i1.194.
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This paper is part of the participatory action research on ‘Architecture for Community Empowering’ project, which has been on-going since 2007. The project emerged from expressed need of local communities to preserve the traditional Thai house as a cultural heritage. A curriculum was developed to provide training on the features of Thai- housing, construction and preservation to empower communities to share and spread this traditional wisdom. Trainees also developed a more profound appreciation for the Thai architectural heritage. This curriculum is the first of its kind in Thailand, and the training is being replicated in other communities in the country.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Local curriculum; traditional Thai house; housing; regeneration
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Bailey, Lucy, and Lucy Cooker. "Who Cares? Pro-social education within the programmes of the International Baccalaureate." Journal of Research in International Education 17, no. 3 (December 2018): 228–39. http://dx.doi.org/10.1177/1475240918816405.
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This article is a study of one aspect of the character education offered by schools following the curriculum of the International Baccalaureate – students’ pro-social development. Set against a background in which the development of inter-personal qualities is being marginalised by conservative governments across many national systems of education (Keddie, 2015), the International Baccalaureate seems to defy these trends by continuing to centre attention on the holistic development of personal characteristics, including the cultivation of pro-social behaviour through the learner attribute ‘Caring’. Through a focused analysis of the pro-social curriculum practice enacted by nine case-study international schools following this curriculum across three continents, the article concludes that pro-social behaviour is effectively encouraged by the International Baccalaureate programmes, but that it is a somewhat patrician version of caring that is enacted in many contexts.
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Pardhan, K., R. Clark, C. Filipowska, W. Thomas-Boaz, M. Hillier, M. Romano, N. Farkhani, K. Anchala, and Z. Alsharafi. "P109: Education innovation: pediatric emergencies curriculum for emergency physicians." CJEM 20, S1 (May 2018): S95. http://dx.doi.org/10.1017/cem.2018.307.
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Introduction: Tertiary care emergency departments (EDs) in large urban environments may have a low volume of high acuity pediatric presentations due to their proximity to dedicated childrens hospitals or large community centres. This may lead to discomfort among emergency physicians (EPs) and registered nurses (RNs) in managing these patients and a waning of knowledge and skills for this unique population. Among the EP group at our institution, 68% indicated they managed pediatric patients in less than 25% of their shifts, 68% also indicated they were uncomfortable managing an undifferentiated critically unwell neonate and only 32% indicated they would be comfortable teaching pediatric topics to emergency medicine residents. At our institution, our innovation was to create a useful curriculum for certified EPs and RNs to improve the interdisciplinary teams comfort level, knowledge and skill set when managing pediatric emergencies. Methods: A needs assessment was undertaken of the EPs and RNs working in our centre. This information was used to develop intended learning outcomes in a collaborative manner with the clinical nursing educator and physician curriculum leads. The team further collaborated with the local simulation centre and a pediatric emergency physician from the local childrens hospital. Results: A one-year, three-module curriculum was developed to cover the areas felt to be highest yield by the EP group: febrile illness, respiratory disease and critically ill neonates and infants. Each module contains three components: an in person interactive lecture delivered by an EP who routinely manages pediatric patients, either at a childrens hospital or large community centre; an online component with e-mail blasts of high yield pediatric content; and, culminating in an interdisciplinary interdepartmental simulation held in situ. This latter is particularly important so that all members of the interdisciplinary team can practice finding and using equipment based on its actual location within the ED. Each component of each module is then evaluated by the participants to ensure improvement for subsequent delivery. Conclusion: Well delivered continuing professional development (CPD) will become increasingly important as competence by design becomes the model for maintenance of certification. Maintaining skills for pediatric patients is an important component of CPD for physicians working in general emergency departments that see a low volume of high acuity pediatric presentations. Our curriculum seeks to address this identified need in an innovative manner using a modular and interdisciplinary approach with a diversity of teaching methods to appeal to the learning styles among our health care team.
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Dunston, Roger, Dawn Forman, Jill Thistlethwaite, Carole Steketee, Gary D. Rogers, and Monica Moran. "Repositioning interprofessional education from the margins to the centre of Australian health professional education – what is required?" Australian Health Review 43, no. 2 (2019): 224. http://dx.doi.org/10.1071/ah17081.
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Objective This paper examines the implementation and implications of four development and research initiatives, collectively titled the Curriculum Renewal Studies program (CRS), occurring over a 6-year period ending in 2015 and focusing on interprofessional education (IPE) within Australian pre-registration health professional education. Methods The CRS was developed as an action-focused and participatory program of studies. This research and development program used a mixed-methods approach. Structured survey, interviews and extensive documentary analyses were supplemented by semi-structured interviews, focus groups, large group consultations and consensus building methods. Narrative accounts of participants’ experiences and an approach to the future development of Australian IPE were developed. Results Detailed accounts of existing Australian IPE curricula and educational activity were developed. These accounts were published and used in several settings to support curriculum and national workforce development. Reflective activities engaging with the findings facilitated the development of a national approach to the future development of Australian IPE – a national approach focused on coordinated and collective governance and development. Conclusion This paper outlines the design of an innovative approach to national IPE governance and development. It explores how ideas drawn from sociocultural theories were used to guide the choice of methods and to enrich data analysis. Finally, the paper reflects on the implications of CRS findings for health professional education, workforce development and the future of Australian IPE. What is known about the topic? IPE to enable the achievement of interprofessional and collaborative practice capabilities is widely accepted and promoted. However, many problems exist in embedding and sustaining IPE as a system-wide element of health professional education. How these implementation problems can be successfully addressed is a health service and education development priority. What does this paper add? The paper presents a summary of how Australian IPE was conceptualised, developed and delivered across 26 universities during the period of the four CRS studies. It points to strengths and limitations of existing IPE. An innovative approach to the future development of Australian IPE is presented. The importance of sociocultural factors in the development of practitioner identity and practice development is identified. What are the implications for practitioners? The findings of the CRS program present a challenging view of current Australian IPE activity and what will be required to meet industry and health workforce expectations related to the development of an Australian interprofessional- and collaborative-practice-capable workforce. Although the directions identified pose considerable challenges for the higher education and health sectors, they also provide a consensus-based approach to the future development of Australian IPE. As such they can be used as a blueprint for national development.
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Hurtado Albir, Amparo, and Paul Taylor. "The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training." Meta 60, no. 2 (September 3, 2015): 256–80. http://dx.doi.org/10.7202/1032857ar.
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The aim of this paper is to present the fundamental aspects of competence-based translator training. It begins with an overview of research on Translation Competence (TC) and its acquisition (ATC), with particular emphasis on the PACTE group’s TC and ATC models, which have been validated through experimental research. It subsequently deals with four cornerstones of competence-based translator training, namely the pedagogical approach called competence-based training; specific competences in translator training; the translation task and project-based approach as a methodological and curriculum design framework; and competence assessment in translator training. The paper provides examples of how to design translator training curriculums that centre on competence development and establishes assessment guidelines.
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Skattebol, Jen. "Dark, Dark and Darker: Negotiations of Identity in an Early Childhood Setting." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 149–66. http://dx.doi.org/10.2304/ciec.2003.4.2.5.
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The importance of curriculum frameworks that emphasise social justice and counter the development of prejudice have been widely discussed in early childhood literature and inform the pedagogies in many early childhood settings. This article draws on some practitioner inquiry set in an inner-city long day care centre. As a group of educators, the practitioners (including the author) drew on ‘popular’ interpretations of developmental and anti-bias discourses to interact with young children around issues of identity. The author examines the way ‘identity’ is constructed as a (fixed) site of affirmation in these interpretations of curriculum. By drawing on post-colonial and post-structural theory, the author adopts a focus on the ways material differences between people were constructed and affirmed. This ‘post-colonial’ reading of the data reveals the constraining effects of curriculum frameworks for both staff and children at the centre. The author shows how the children strategically deployed a variety of identity constructs to slip through the gaps created by tensions between and within the developmental discourses and the advocacy discourses in operation. Finally, the implications of viewing ‘identity’ as a pedagogical site for negotiation rather than as a site of affirmation are discussed.
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Yeo, Michelle, Jennifer Boman, Julie Mooney, Andrea Phillipson, Luciano Da Rosa dos Santos, and Erika Smith. "Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice." Collected Essays on Learning and Teaching 12 (June 9, 2019): 155–65. http://dx.doi.org/10.22329/celt.v12i0.5421.
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This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work.
Dans cet article, nous décrivons l’élaboration d’une approche en trois phases que notre équipe de concepteurs pédagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. À partir de la recherche sur l’importance de la flexibilité et l’itération (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appréciative (Srivastva et Cooperrider, 1990), nous replaçons notre recherche dans le contexte d’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaître les micro-, macro- et méso-niveaux d’influence dans les établissements d’enseignement supérieur (Poole et Simmons, 2013). Nous décrivons notre modèle 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se déroule. En conclusion, nous indiquons quelles sont les suites que nous donnons à ce travail.
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Yani, Ahmad. "Menakar Kurikulum Geografi 2013 dalam Pengembangan Nilai Patriotisme." MIMBAR, Jurnal Sosial dan Pembangunan 31, no. 2 (December 23, 2015): 379. http://dx.doi.org/10.29313/mimbar.v31i2.1468.
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This study has the objective to measure the Geography Curriculum in 2013Curriculum (K-13) in the development of the value of patriotism. The method employedis the analysis of documents related to the geography curriculum. There are four findingsin this research, they are (1) based on documents from the Pusat Kurikulum dan Buku(Centre for Curriculum and Books), curriculum Geography has a goal to build characterand cultivate patriotism as to be pride as an Indonesian; (2) compared with the previouscurriculum, geography subjects in the K-13 greatly accentuate the materials of Indonesiangeography; (3) Content of the patriotism value has Sumpah Pemuda’s spirit (IndonesianYouths’ Vow for Indonesian Independence) as its background; and (4) to develop thevalue of patriotism, Geography learning uses a direct approach (instructional effects) andindirect approach (nurturant effects) to develop the value of patriotism. In direct approach,values of patriotism are delivered through advice by creating a learning environment thatenables the emergence of opportunities for teachers to give advices. In inndirec approach,the values of patriotism are developed through methods of recitation and media that havea positive impact on the development of patriotism.
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Grytsenchuk, Olena O. "РОЗВИТОК ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ У ГАЛУЗІ СЕРЕДНЬОЇ ОСВІТИ НІДЕРЛАНДІВ: ПІДХОДИ, МОДЕЛІ, ДОСВІД." Information Technologies and Learning Tools 49, no. 5 (October 31, 2015): 71. http://dx.doi.org/10.33407/itlt.v49i5.1303.
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The article deals with the problem of teacher’s information and communication competence development in general secondary education of the Netherlands. The analysis of the experience of such national institutions as Expertise Centre of ICT Education, Fund Kennisnet, SchoolNet of the Netherlands, Netherlands Institute for Curriculum Development (SLO), General Consultative Body of Heads of Teachers Educational Faculties is presented. There are identified peculiarities, common trends, approaches and models of teacher’s information and communication competence, as well as the ways of teacher’s information and communication competence future development in general secondary education of the Netherlands.
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Saerozi, Muh. "Model of strategies in developing Islamic thought through curriculum: a study of Sumatra Thawalib." Indonesian Journal of Islam and Muslim Societies 4, no. 2 (December 1, 2014): 233. http://dx.doi.org/10.18326/ijims.v4i2.233-255.
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This paper describes the models of strategies for developing of Islamic thoughtsthrough curriculum discovered by Sumatera Thawalib. Sumatera Thawalib isthe study centre of development of Islamic thought in Sumatera. The studyuses a historical approach and covers the history during 1900 to 1942. Thestudy centre is well known as part of modern Islamic movement. However, itsstrategy in thought development is not linear with the strategy of modernIslamic movement. In practical, Thawalib is in line with the model of neomodernstrategy. The developing of Thawalib Islamic thought does not necessarilylead Thawalib scholars to invalidate the works of classical scholars. However,the thought leads them to appreciate and posits the works of classicalscholars as a guidance to scaffold students’ thought to be more rational anddynamic. Thawalib strategy has proven that it gives significant contribution tothe development of reforming Islamic thought in Indonesia.Makalah ini menjelaskan model strategi untuk mengembangkan pemikiranIslam melalui kurikulum yang dikembangkan oleh Sumatera Thawalib.Sumatera Thawalib adalah pusat studi pengembangan pemikiran Islam diSumatera. Penelitian ini menggunakan pendekatan historis dan mencakupsejarah selama 1900 sampai 1942. Organisasi ini dikenal sebagai bagian darigerakan Islam modern. Namun, strategi dalam pengembangan pemikiran tidaklinier dengan strategi gerakan Islam modern. Dalam praktek, Thawalib inisejalan dengan model strategi neo-modern. Perkembangan Thawalib dalampemikiran Islam tidak selalu membawa para ulama Thawalib untuk membatalkankarya ulama klasik. Namun, pikiran itu membuat mereka menghargai danberpendapat bahwa karya-karya ulama klasik dapat dijadikan sebagai pedomanpemikiran siswa agar menjadi lebih rasional dan dinamis. Strategi Thawalibtelah membuktikan bahwa hal itu memberikan kontribusi yang signifikanterhadap perkembangan reformasi pemikiran Islam di Indonesia.
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Kim, Youn-Hee, Robert Kohls, and Christian W. Chun. "Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)." Language Teaching 42, no. 4 (October 2009): 525–30. http://dx.doi.org/10.1017/s0261444809990073.
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The Modern Language Centre addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Since its foundation in 1968, the quality and range of the Centre's graduate studies programs, research, and development projects and field and dissemination services have brought it both national and international recognition. Our work focuses on curriculum, instruction, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings – including studies of language learning, methodology and organization of classroom instruction, language education policies, student and program evaluation, teacher development, as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. In this research report, we will present research activities underway in the Centre in the areas of pedagogy, literacy development, sociocultural theory, pragmatics, and assessment.
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Jones, Alisa. "In Search of an Identity: The Politics of History as a School Subject in Hong Kong, 1960s–2002. By Edward Vickers. [New York and London: Routledge, 2003. vii+321 pp. £60.00. ISBN 0-415-94502-X.]." China Quarterly 182 (June 2005): 452–53. http://dx.doi.org/10.1017/s0305741005340264.
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In recent years, much research has been published on nationalism and national identity formation in East Asia. It has been frequently noted that “official” historical narratives disseminated through school curricula have been crucial to popularizing state-sanctioned national and worldviews and legitimizing the polity. Yet, excepting research into the international controversies surrounding Japanese history textbook portrayals of Japan's wartime past, few studies have looked beyond a handful of government directives and textbooks. What has been written, moreover, has often assumed that political authoritarianism and/or the highly centralized nature of curriculum and textbook development in most of East Asia (at least until very recently) have rendered history education little more than a top-down process of attempted ideological indoctrination, an assumption reinforced by theories that depict mass education primarily as a means by which social and political elites sustain their hegemony.In Search of an Identity offers a long overdue examination of this neglected field, focusing on the interesting case of Hong Kong where the territory's dual Chinese–British heritage has been reflected in the inclusion of two wholly separate history subjects in the school curriculum: Chinese history, taught in Cantonese and chronologically narrating 5,000 years of Chinese civilization; and history, taught predominantly in English and covering assorted historical periods and events world-wide. This meticulously detailed study charts the evolution of the history subject at fourth to sixth-form levels (ages 14–18) from the late 1960s through retrocession up to 2002, coverage which is extended in the forthcoming paperback edition to 2004 to include the latest textbook revisions (Comparative Education Research Centre, Hong Kong University, 2005).
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Buckley, Lynn, Shirley Martin, and Margaret Curtin. "A multidisciplinary community level approach to improving quality in early years’ settings." Journal of Early Childhood Research 18, no. 4 (September 14, 2020): 433–47. http://dx.doi.org/10.1177/1476718x20951239.
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This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care and education (ECCE) is vital in children’s learning and development, and that the benefits are long-lasting, and are more cost-effective than educational investments and remedial interventions later in life. This signifies the importance of high quality ECCE for development and learning, and highlights the potential impact of early childhood intervention programmes. This paper explores the implementation of a quality improvement strategy in seven ECCE centres to improve child-outcomes as part of the Young Knocknaheeny Area Based Childhood Programme (YK). Utilising evidence-based programmes, practitioners from a range of disciplines, working in a low-income community with high levels of adversity, are immersed in an environment of continuous learning in line with best practice implementation science. The core elements of the quality improvement strategy focused on language supports for staff (Hanen Learning Language and Loving It™ training), curriculum enhancement ( HighScope curriculum training), onsite mentoring for staff, and an Environment Enhancement Fund for each centre. The implementation of a Mentoring Programme involved weekly site visits by a specialist onsite mentor in which the implementation of curriculum content and the suggested environmental changes and teaching strategies were overseen and supported. Pre and post Environmental Rating Scale (ERS) assessments; ITERS-R (crèche) and ECERS-3 (pre-school); showed significant improvements in the quality of ECCE services in the YK catchment area following ECCE practitioners participation in the quality improvement initiative. Pre-school rooms across the seven ECCE centres experienced an overall improvement of +2.5 on the ERS scales, and crèche rooms experienced an overall improvement of +2.4. Approximately 700 children aged 1 to 5 years indirectly benefitted from YK-delivered curriculum and language training programmes in their ECCE settings.
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Kieren, Thomas E. "Review: A Conceptual Collage." Journal for Research in Mathematics Education 19, no. 1 (January 1988): 86–89. http://dx.doi.org/10.5951/jresematheduc.19.1.0086.
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Representation, particularly “multiple representations” of mathematical notions, is a hot topic in the field of mathematics education today in both research and curriculum development. The image-generating capabilities of microcomputers contribute to the popularity of the topic. Thus, this collection of articles, related to a 1984 symposium at ClRADE (Centre lnterdisciplinaire de Recherche sur I' Apprentissage et le Développement en Education) in Montreal, is timely. The book attempts to develop a comprehensive theoretical framework for representation in mathematics.
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Simmer, Clemens, Gerhard Adrian, Sarah Jones, Volkmar Wirth, Martin Göber, Cathy Hohenegger, Tijana Janjic´, et al. "HErZ: The German Hans-Ertel Centre for Weather Research." Bulletin of the American Meteorological Society 97, no. 6 (June 1, 2016): 1057–68. http://dx.doi.org/10.1175/bams-d-13-00227.1.
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Abstract In 2011, the German Federal Ministry of Transport, Building and Urban Development laid the foundation of the Hans-Ertel Centre for Weather Research [Hans-Ertel-Zentrum für Wetterforschung (HErZ)] in order to better connect fundamental meteorological research and teaching at German universities and atmospheric research centers with the needs of the German national weather service Deutscher Wetterdienst (DWD). The concept for HErZ was developed by DWD and its scientific advisory board with input from the entire German meteorological community. It foresees core research funding of about €2,000,000 yr−1 over a 12-yr period, during which time permanent research groups must be established and DWD subjects strengthened in the university curriculum. Five priority research areas were identified: atmospheric dynamics and predictability, data assimilation, model development, climate monitoring and diagnostics, and the optimal use of information from weather forecasting and climate monitoring for the benefit of society. Following an open call, five groups were selected for funding for the first 4-yr phase by an international review panel. A dual project leadership with one leader employed by the academic institute and the other by DWD ensures that research and teaching in HErZ is attuned to DWD needs and priorities, fosters a close collaboration with DWD, and facilitates the transfer of fundamental research into operations. In this article, we describe the rationale behind HErZ and the road to its establishment, present some scientific highlights from the initial five research groups, and discuss the merits and future development of this new concept to better link academic research with the needs and challenges of a national weather service.
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Kazu, İbrahim Yaşar, and Abdulgafur İş. "An Investigation About Actualization Levels of Learning Outcomes in Early Childhood Curriculum." Journal of Education and Training Studies 6, no. 3 (February 16, 2018): 66. http://dx.doi.org/10.11114/jets.v6i3.2928.
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Understanding the characteristics of preschool-age children is an important and first step for supporting children’s healthy development and school readiness. Children may show different developmental features and come different social, socio-cultural background; however, they are in the same age. Reaching of education at a desired level will be achieved by a good curriculum which is organized and put in practice. Therefore, the curriculum should be organized by considering all students’ features. Therefore, the curriculum should be practicable and related with the needs of today’s world and social expectation for a good early childhood education programs. Accordingly, it is aimed to investigate the actualization levels of learning out comes related to developmental areas in early childhood education curriculum. Working group of the research is composed of 165 primary school teachers and 136 pre-school teachers working in districts and Centre of Sırnak, Turkey. Scanning method was used in the study. Two different questionnaires were prepared related with developmental areas of early childhood and the data was obtained through a questionnaires and analysed in SPSS package program. Questionnaires have two parts. In first part, there is personal information about teachers and in the other part there are statements about out-comes of developmental areas in the Early Childhood Curriculum. According to the results, the pre-school teachers gave a high score to the questionnaire by stating positive opinion towards the pre-school curriculum sufficiency and achievement. In addition, primary teachers gave lower scores on the questionnaire that the children achieved out comes. As a result, significant differences were found between pre-school and primary school teachers' views on all areas of development.
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Olatokun, Wole Michael, and Samuel C. Avemaria Utulu. "Internationalization of information science education in Nigeria." IFLA Journal 38, no. 2 (May 29, 2012): 166–74. http://dx.doi.org/10.1177/0340035212444515.
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Information and knowledge management have become very crucial to the growth and development of countries around the world, including African countries. This is also true about the importance of information science education. This truth has already been accepted in Africa, including Nigeria, where the joint effort of the International Development Research Centre (IDRC) and United Nations Educational, Scientific and Cultural Organisation (UNESCO) led to the establishment of the Africa Regional Center for Information Science (ARCIS) in 1990. The primary objective set for ARCIS was for it, as a regional Center, to internationalize its processes, functions and curriculum. This paper, relying on both primary and secondary data, examines the issue of internationalization of information science education in Nigeria with practical examples reported from experiences at ARCIS. It highlights current achievements ARCIS has recorded in its internationalization efforts, challenges it faces due to the political experiences in Nigeria and competing needs of units and departments at the University of Ibadan, as well as the prospects of ARCIS internationalization efforts. In the end, it is concluded that the internationalization future for ARCIS is bright.
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Islam, Md Zohurul, Md Shafiqul Haque, and Md Abdul Mannan. "Rethinking of Curriculum for the Senior Staff Course of Bangladesh Public Administration Training Centre: An Empirical Analysis." Journal of Management and Development Studies 26 (May 18, 2014): 1–29. http://dx.doi.org/10.3126/jmds.v26i0.24938.
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One of the mandates of Bangladesh Public Administration Training Centre (BPATC) is to develop human capital of senior level civil servants of Bangladesh. This study has identified the development needs of the Joint Secretaries of Bangladesh Civil Service in order to facilitate knowledge and skills through Senior Staff Course (SSC) organized by BPATC. This study has used quantitative research approach. Data were collected from different levels of respondents that include officers of the rank of Joint Secretary, Additional Secretary and Secretary. The results have yielded seven thematic areas, in respect of knowledge and skills where Joint Secretaries are required to develop and with these seven thematic areas course contents need to be developed to achieve present and future priorities of the Government of Bangladesh.
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Tanigaki, Mariko. "The Changing ‘China’ Elements in China Studies in the University of Hong Kong." China Report 54, no. 1 (January 9, 2018): 99–117. http://dx.doi.org/10.1177/0009445517744406.
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This article aims to give a broad picture of the development of Chinese/China Studies at the University of Hong Kong until the 1970s. Courses on Chinese were conducted from the very beginning of the establishment of the University of Hong Kong. Chinese Studies at the University of Hong Kong started with the first two migrant scholars to Hong Kong and reflected the pre-Republican style cultivated in the imperial civil service examinations. However, the curriculum changed gradually after the establishment of the Department of Chinese. Xu Dishan and Chen Junbao took the reform further. In the post-World War II period, Frederick Seguier Drake was Professor in the Department of Chinese Studies until 1964 and consolidated the Department. Its development coincided with the basic policy of neutrality pursued by the Hong Kong government with respect to the ongoing tension between the United States and the PRC. By the 1960s, it appeared that more expatriate staff were becoming interested in the study of China and Hong Kong. This led to the establishment of the Centre of Asian Studies in 1967, the first centre where Contemporary China Studies could be pursued.
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MURPHY, REGINA, and MARTIN FAUTLEY. "Editorial." British Journal of Music Education 30, no. 3 (October 25, 2013): 307–9. http://dx.doi.org/10.1017/s0265051713000259.
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We write curriculum documents that are full of good intentions – ambitious musical aims, the highest educational aspirations and holistic principles that place the learner at the centre. Yet, in many ways, curriculum writing is an exercise in asserting control of what and how we might teach. The notion of the intended curriculum, that is, explicit goals to determine the outcome of learning, has its roots in what became known as the Tyler Rationale and has continued to influence curriculum inquiry, planning, development, test construction and learning outcomes to the present day (Schubert, 2008). In Basic Principles of Curriculum and Instruction, Ralph Tyler (1949) formulated a deceptively simple structure that has guided curriculum developers and researchers for over fifty years. This entailed: (i) Defining appropriate learning objectives, (ii) Introducing useful learning experiences, (iii) Organising experiences to maximise their effect; and (iv) Evaluating the process and revising the areas that were not effective. According to Schubert (2008), many curriculum scholars and developers ignored several other aspects of Tyler's work and many of his other recommendations were lost in the tendency to follow his curriculum ‘recipe’ in schools, state departments or ministries of education. What Tyler had argued was that perspectives be sought from other philosophical and psychological positions, and that the influences of society, the individual, and other disciplines also be considered. He also believed that learning experiences were more important than activities or content. Moreover, he asserted that non-school experiences of students and their active social lives were also worthy of study and finally, he believed that the four steps in his model should not be used in the order presented in his text, but according to situation need. However, only the bones of Tyler's message survived while his more embodied emphasis on careful attention to context and nuance in student lives was overlooked in the process (Schubert, 2008).
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Gibbons, Andrew, and Jennifer Nikolai. "Participatory approaches to physical activity and dance research with early childhood teachers." Australasian Journal of Early Childhood 44, no. 3 (June 18, 2019): 298–308. http://dx.doi.org/10.1177/1836939119855217.
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This paper engages with multiplicity in methodology through reflections on a dance and risky play research project in a shared problematisation of children’s physical activity. A research-practitioner team explored perspectives on physical activity and risky play through dance. This project aimed to distance itself from the idea of an expert other in both research and professional development – an approach that employs a Foucauldian reading of power/knowledge to make sense of the multiplicity of agendas around dance and physical activity. One early childhood centre teaching team participated in two focus groups (pre and post) and a workshop. The workshop conducted in the centre was designed in response to the first focus group, applying creative dance elements within the Aotearoa New Zealand curriculum concept of people, places and things, indoors and outdoors. We reflect on how the relationships to expert knowledge emerged and aligned with the research aims and design.
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Motsoenyane, Molefi. "Teaching in extended programmes in South Africa by Lynn Coleman." Scholarship of Teaching and Learning in the South 4, no. 1 (April 28, 2020): 86. http://dx.doi.org/10.36615/sotls.v4i1.144.
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In this review of Lynn Coleman's Teaching In Extended Programmes In South Africa, Molefi Motsoenyane explains how the book ably acts as a point of reference for teaching diverse students in a range of subjects, while also considering various administrative issues relating to extended curriculum provision.Key words: extended curriculum programmes, undergraduate students, teaching and learning, active learning, diversityHow to cite this article:Motsoenyane, M. 2020. Book review: Coleman, L. 2018. Teaching In Extended Programmes In South Africa. Cape Town, South Africa: Fundani, Centre for Higher Education Development, Cape Peninsula University of Technology. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 86-88. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=144This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Gough, Annette. "A Response in 2014." Australian Journal of Environmental Education 30, no. 1 (July 2014): 102. http://dx.doi.org/10.1017/aee.2014.31.
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Documenting a history of environmental education in Australia within an international context has been a research focus (some would say obsession) of mine since 1974, when I undertook a ‘needs for environmental education’ survey for the Curriculum Development Centre. Given the human-centred issues that launched the field (clean air and water, population), it was disturbing to see how it became characterised as nature focused from the 1990s onwards, to distinguish it from education for sustainable development (ESD). As we now look post-decade, we find that ESD is not yet integrated into mainstream education and sustainable development agendas, and the need to promote global citizenship is being added to the agenda. Most of the UNESCO priority action areas from 2014 look very familiar: policy support, whole-institution approaches, educators and local communities. The fifth area is Youth, a category that emerged in its own right for the first time in Agenda 21. Having been in this historical space for so long, I expect I will continue to document a history of the field for as long as I can, to see where the journey leads us.
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Munyeme, Geoffrey, and Peter C. Kalebwe. "Astronomy Education: The Current Status in Zambia." Transactions of the International Astronomical Union 24, no. 3 (2001): 38–45. http://dx.doi.org/10.1017/s0251107x00000407.
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AbstractThere are many interlocking factors determining the introduction of astronomy education in Zambia. The process of infusing this new subject into an education system so centralised as that of Zambia is extremely complex. At school level the process is more complex than at university level, as all syllabuses are developed by a central body, Curriculum Development Centre (CDC) whose priorities are determined by perceived social and economic needs of the country. The prevailing notion in Zambia is that astronomy has no direct bearing on future employment needs. It is therefore not surprising that astronomy is at the bottom of the priority list among school subjects. The recent upsurge of interest in astronomy at the University of Zambia opens up the necessary background for developing astronomy in both school and university curricula. The University has recently formed the Astronomical Society and the Working Group on Space Science in Zambia. Coupled to this are exchange visits and collaborative work between the Physics Department of the University of Zambia and the South-African Astronomical Observatory. In this paper we present a review of the current activities in space science in Zambia and how they relate to the development of astronomy education.
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Kishore, Jugal, Tanu Anand, and Sneha Kumari. "Essential Skills in Postgraduate Medical Curriculum of Community Medicine." Annals of the National Academy of Medical Sciences (India) 53, no. 01 (January 2017): 021–29. http://dx.doi.org/10.1055/s-0040-1712741.
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ABSTRACT Introduction: Community-based education has been considered a suitable approach for health promotion and for requisite skill development regarding primary health care. In the current perspective, public health training and research, being two important aspects require immediate attention. Objective: To assess the skills of Postgraduate Students in the Department of Community Medicine in four Medical Colleges of Delhi. Materials and Methods: It was a cross-sectional study conducted among 70 Postgraduate Medical Students of 4 Medical Colleges in Delhi. The data were collected through a self administered, pretested questionnaire containing items assessing socio-demographic profile and skills essential for Postgraduate Students of Community Medicine. Results: There were 58.6% male and 29% female students. A large proportion of participants were having age range between 25-29 years. Ability 'to resolve conflict among the nurse at Primary Health Centre (PHC)', 'generate community participation', 'making thick and thin smear in case of fever', 'making a chart showing month-wise distribution of CuT', and 'calculating Chi-square of data', were found to significantly higher in 2nd and 3rd year PG students than first year PG students (p<0.01). Only 27.1% of students felt that they could test water sample for microbiological aspects while only 47.1% said that they could examine an industrial worker for pre-placement examination. Conclusions: PG students assessed themselves to possess necessary skills on communication, counselling and health education. However, many students lacked skills pertaining to occupational health and epidemiology.
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Murphy, J., and D. Ingram. "Integrating Informatics into the Undergraduate Curriculum: A Report on a Pilot Project." Yearbook of Medical Informatics 05, no. 01 (August 1996): 116–21. http://dx.doi.org/10.1055/s-0038-1638053.
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AbstractPrevious case reports in this series on Education and Training have looked at specialist courses for postgraduate students seeking an in-depth know ledge of informatics and a career in the field. By contrast, this review describes a project designed to pilot a series of learning opportunities for undergraduate medical students. Although some UK medical colleges have opted to introduce informatics into the curriculum as a discipline in its own right, the Informatics Department at St Bartholomew’s Hospital Medical College chose a different approach. When a new curriculum was introduced at St Bartholomew’s and at The London Hospital Medical College, the Head of the Informatics Department saw this as an ideal opportunity to explore ways of integrating informatics into the curriculum. The initiatives described in this paper were made possible as a result of an award from the UK government Department of Employment. Money from an Enterprise in Higher Education grant funded a range of programmes, one of which was designed to introduce students to selected aspects of informatics and to demonstrate what is feasible in the undergraduate curriculum. The work carried out over a period of three and a half years was intended to provide the basis for the next phase of curriculum development. However, in the wake of the restructuring which has taken place in London medical colleges, the Informatics Department at what was St Bartholomew’s has relocated to University College London Medical School, and is now called The Centre for Health Informatics and Multi professional Education (CHIME). University College is designing a new medical curriculum and CHIME is drawing on the experience gained through the Enterprise Project to find the best way to integrate informatics into this curriculum.
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Jurado-de-los-Santos, Pedro, María Jesús Colmenero-Ruiz, Rosa Eva Valle-Flórez, Macarena Castellary-López, and Victoria Figueredo-Canosa. "The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design." Sustainability 13, no. 9 (April 23, 2021): 4766. http://dx.doi.org/10.3390/su13094766.
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The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.
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Julian, Ashley, and Ida Denny. "Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the Foreign Language, Let us Teach our Children not to be Ashamed of Being Mi’kmaq)." in education 22, no. 1 (June 13, 2016): 148–60. http://dx.doi.org/10.37119/ojs2016.v22i1.262.
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Colonialism has assimilated and suppressed Indigenous languages across Turtle Island ( North America). A resurgence of language is needed for First Nation learners and educators and this resurgence is required if Indigenous people are going to revitalize, recover and reclaim Indigenous languages. The existing actions occurring within Indigenous communities contributing to language resurgence include immersion schools. Eskasoni First Nation opened its doors in September 2015 to a full immersion school separate from the English speaking educational centers. This move follows the introduction of Mi'kmaq immersion over ten years earlier within the English speaking school in the community. The Mi’kmaw immersion school includes the Ta’n L’nuey Etl-mawlukwatmumk Mi’kmaw Curriculum Development Centre that assists educators in translating educational curriculum from the dominant English language to Mi’kmaq. In this paper, stories are shared about the Eskasoni immersion program’s actions towards language resurgence through a desire-based lens, based on rich narratives from three Mi’kmaw immersion educators.
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Peters, S., K. D. Kanniah, and A. A. Rahman. "Geoinformation postgraduate education at Universiti Teknologi Malaysia – towards a centre of high quality postgraduate education and research." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-2/W4 (October 19, 2015): 67–70. http://dx.doi.org/10.5194/isprsarchives-xl-2-w4-67-2015.
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Studying at Universiti Teknologi Malaysia (UTM) will ensure academic and technological excellence. The Faculty of Geoinformation and Real Estate (FGHT), established in 1972, focus on education and research for undergraduate as well as postgraduate programs in the related disciplines such as geomatic engineering, geoinformatics, remote sensing, property management and land administration & development. FGHT strives to be a leading academic center in geoinformation and real estate in Southeast Asia. Graduates and alumni form major strong professional societies and work force in the related industries. Many of our graduates end up with good jobs not just in Malaysia but also in other countries (Asian, Middle East, Africa and Europe). The strong team and knowledgeable academic members in this faculty provide excellent ingredients for the success of the programs (i.e. with the relevant and up-to-date curriculum and syllabus). FGHT is continuously working to provide and offer first-class geoinformation and real estate education and research in the country and be at a par with other leading institutions in other parts of the globe. The Department of Geoinformation at FGHT runs a Bachelor of Engineering in Geomatic and a Bachelor of Science in Geoinformatics. At the postgraduate levels, namely M.Sc. and PhD programs, the offered disciplines are Geomatic Engineering, Geoinformatics and Remote Sensing. In the following, the state of the art of FGHT’s postgraduate education in Geoinformation is presented, including a comparison with other universities in Malaysia, program content and curriculum information, alumni statistics as well as future strategies.
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Pestovs, Pāvels, Dace Namsone, Līga Čakāne, and Ilze Saleniece. "ALIGNMENT OF 6TH GRADE LARGE-SCALE ASSESSMENT CONSTRUCTS WITH THE REVISED CURRICULUM FRAMEWORK." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 387. http://dx.doi.org/10.17770/sie2019vol2.3811.
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One of the goals of the National Development Plan 2014-2020 is to reduce the proportion of students with low cognitive skills, and at the same time increase the proportion of students with higher level cognitive skills. In line with those goals, the National Centre for Education is implementing the project “Competency-based approach to curriculum”, funded by the European Social Fund. The purpose of the research described in this article is to find out to what extent the current large-scale national assessments for 6th Grade are coherent with the new curriculum and what improvements are needed for aligning the national assessments with the national curriculum. The theoretical framework of the research is developed by analysing the frameworks of the programme for international student assessment (PISA), trends in international mathematics and science study (TIMSS), progress in international reading literacy study (PIRLS), as well as the framework of the revised national curriculum in Latvia. National 6th Grade assessments of the year 2018 are analysed by using Classical test theory and Rasch model. The indicators of the test items are mapped according to the developed theoretical framework. Authors conclude that the national 6th Grade tests assess the elements of literacy, numeracy and scientific literacy. Students have a high level of performance in test items with low cognitive depths, but there is an insufficient number of test items with high cognitive depths, allowing pupils to demonstrate skills in new contexts, which is an essential goal of the new national curriculum. Further research is required on the use of data from the large-scale assessment in supporting and guiding student instruction and learning.
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King, Melanie Rose Nova, and Peter Willmot. "A Blueprint for Success: A Model for Developing Engineering Education in the UK." International Journal of Engineering Pedagogy (iJEP) 4, no. 2 (March 17, 2014): 18. http://dx.doi.org/10.3991/ijep.v4i2.3435.
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This paper details the emergence and development of the ‘Centre for Engineering and Design Education’ (CEDE) at Loughborough University, UK, and provides a blueprint for success. With ample evidence that such a Centre can prove to be a highly effective support mechanism for discipline-specific academics and can develop and maintain valuable national and international networks and collaborations along with considerable esteem for the host university. The CEDE is unique in the UK and has achieved considerable success and recognition within the local engineering education community and beyond for the past 16 years. Here we discuss the historical background of the Centre’s development, the context in which it operates, and its effective management and operation strategy. The success it has enjoyed is described through examples, with much evidence of the generation of a significant amount of external funding; the development of high quality learning spaces; learning technology systems, open source software and improvements in curriculum design; a strong record of research and publication on the pedagogy of engineering; strong links with industry and employers; and a wealth of connections and know-how built up over the years. This paper provides the institutions with a model blueprint for success in developing engineering education.
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Saptono, Ari, Suparno, Disman, and Herlitah. "DEVELOPING A BUSINESS INCUBATOR MODEL IN HIGHER EDUCATION: THE CASE OF FACULTY OF ECONOMICS UNIVERSITAS NEGERI JAKARTA." Humanities & Social Sciences Reviews 8, no. 4 (September 17, 2020): 1240–51. http://dx.doi.org/10.18510/hssr.2020.84117.
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Purpose of the study: This study aims to provide an overview of the implementation model of technology-based entrepreneurship education in Higher Education with business incubators.
Methodology: This qualitative research was conducted at the Faculty of Economics, Universitas Negeri Jakarta as an entrepreneurial-based University Studied documents and obtain data about the implementation of the Business Incubator in entrepreneurship education in Higher Education. The data collection method used were surveys and interviews, reviewing data and documents on the development of business incubators, as well as following the Development of lecturers’ shared perceptions in teaching and developing entrepreneurship through lesson plan development meetings, and Focus Group Discussion (FGD).
Main Findings: The University establishes a policy of developing digital entrepreneurship with performance indicators that are the target of shared performance, it requires business incubator facilities, financing, cooperation program assistance, expert facilitators, as well as providing opportunities for start-up businesses to develop. The curriculum is developed and evaluated with the mastery of digital technology mastery, big data. The Career Development Center functions as a support facility and development cooperation with sponsors. Faculty of Economics, Universitas Negeri Jakarta establishes a policy of developing digital entrepreneurship with performance indicators that are the target of shared performance, it requires business incubator facilities, financing, cooperation program assistance, expert facilitators, as well as providing opportunities for start-up businesses to develop. The curriculum is developed and evaluated with the mastery of digital technology mastery, big data. The Career Development Center functions as a support facility and development cooperation with sponsors.
Applications of this study: This research can be used by the Faculty of Economic Education in developing technology-based Business Incubators, Lecturers in entrepreneurship and developing Course competencies, Students in developing entrepreneurial ideas, and Universities in developing policies based on entrepreneurship, digital business, and career development centre.
Novelty/Originality of this study: This study contributes to the existing literature related to the development of technology-based entrepreneurship learning in tertiary institutions. Start-up student’s business is growing rapidly, designing online-based businesses while in college. This research found the role of universities in entrepreneurship education policies, faculties, and study programs in developing student’s competencies and learning services, as well as providing broad services to students in entrepreneurial practice through business incubators.
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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation." Interdisciplinary Research in Education 4, no. 1 (September 20, 2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.
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This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.
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Parulian, Hendra Gunawan, and Manihar Situmorang. "INOVASI PEMBELAJARAN DI DALAM BUKU AJAR KIMIA SMA UNTUK MENINGKATKAN HASIL BELAJAR SISWA." JURNAL PENELITIAN BIDANG PENDIDIKAN 19, no. 2 (September 2, 2013): 67. http://dx.doi.org/10.24114/jpp.v19i2.3056.
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Abstract Learning innovation of chemistry textbook to improve students achievement of senior high school students is explained. The study is carried out through development of innovative textbook, standardization to meet the standard textbook requirement based on BNSP and UNESCO standar, and implementation of the textbook as learning media in the class. Text book development is conducted to enrich chemistry materials based on the curriculum followed by innovation by integrating teaching method and learning media into the textboox. The developed textbook is the standarized by expert judgement. Finally the innovated textbook is then used as learning media on the teaching of chemistry to year XI senior high school students. The research showed that learning innovation into the textbook has successfully been done. Innovated textbook is found very effective to improve students achievemen in chemistry. Students achievement in experimental class which were taught by innovated textbook is found higher thatn that in control class that are taught by ordinary references. The students are interested to use innovated textbook. Innovated textbook is able to bring students to study independently and bring them moving from teacher centre learning into students centre learning