scholarly journals Continuous Professional Development for Teacher Educator Development in Myanmar Education Colleges

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Win Phyu Thwe ◽  
Anikó Kálmán
Keyword(s):  
Teacher Education ◽  
Curriculum Reform ◽  
Political Change ◽  
Basic Education ◽  
Teacher Educator ◽  
Economic Education ◽  
International Standards ◽  
National Education ◽  
Curriculum Framework ◽  
New Curriculum

This article reports on the role of teacher education in the curriculum reform of basic education in Myanmar. There was political change in Myanmar, a transition from military administration to democracy in 2010. Political change impacts on various sectors such as economic, education and health. As the education system was changed to meet the international standards, curriculum in basic education and teacher education were updated.  In the previous education of Myanmar that has progressed from the old monastic education to the current modern education, there has never been a curriculum framework although syllabi, textbooks, teacher’s guides with different teaching methods and various assessment forms were designed and used. Therefore, Myanmar Ministry of Education is now implementing the educational reforms by setting the curriculum framework with the direction of the National Education Law (Soe, et al.; 2017, Htet, 2020). This paper provides an overview of teacher education, basic education, curriculum reforms. Although teacher education including three institutions cooperates with basic education in implementation of the new curriculum, it found that there are still few weaknesses in implementation of the new curriculum of basic education. Soe et al. (2017) recommended that the new curriculum will fulfill local needs and circumstances and discourage the practice of rote-learning and will ensure that students grow as independent thinkers with their own sense of creativity.

scholarly journals PENGEMBANGAN STANDAR PROFESIONAL GURU DALAM RANGKA PENINGKATAN MUTU SUMBER DAYA MANUSIA

2019 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
ASTUTI ASTUTI
Keyword(s):  
Human Resources ◽  
Formal Education ◽  
Basic Education ◽  
Teacher Educator ◽  
National Development ◽  
Main Task ◽  
National Education ◽  
Childhood Education ◽  
Professional Educators ◽  
Professional Authority

Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education, and secondary education. Teachers are positions or professions that require special skills as teachers . Furthermore, in exercising its professional authority, teachers are required to have a diverse set of abilities. Therefore, it is necessary to improve the professional standard of a teacher in carrying out his duties and responsibilities as a teacher, educator, and trainer so as to be able to realize the goals of national education, namely people who have faith and fear and have knowledge. Thus, the ideals of national development can be realized with the existence of quality human resources.

scholarly journals Highly able pupils in Scotland: Making a curriculum change count

2011 ◽  
Vol 43 (2) ◽  
pp. 195-207
Author(s):  
Margaret Sutherland
Keyword(s):  
Curriculum Reform ◽  
Process Model ◽  
Teacher Educators ◽  
National Guidelines ◽  
Curriculum Framework ◽  
New Curriculum ◽  
Prescriptive Model ◽  
Age Range ◽  
Highly Able ◽  
Scottish Executive

In line with many countries Scotland is seeking to develop citizens fit to deal with the challenges of the 21st century (Scottish Executive, 2006). It also wants to ensure that children?s abilities and talents are recognised and extended. One way it has sought to do this is to develop a new curriculum framework - Curriculum for Excellence (CfE). CfE endeavors to provide a coordinated approach to curriculum reform for the age range 3-18. It seeks to move away from a prescriptive model towards a more teacher centred model which relies on teacher educators adapting national guidelines to meet local needs. This paper will outline the legislative context for highly able pupils in Scotland and then consider the relative merits of the new curriculum framework for this cohort of pupils. It will examine what is considered optimal curriculum provision for highly able pupils in relation to the process model of curriculum development (Stenhouse, 1975).

scholarly journals USC-Basic Education Department’s Collaborative SHS Program (A Hybrid Grades 11 and 12 Model)

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Felino B Javines
Keyword(s):  
High School ◽  
Basic Education ◽  
Senior High School ◽  
International Standards ◽  
Policy Framework ◽  
National Education ◽  
Education Act ◽  
The Government ◽  
K To 12

When President Benigno Aquino III signed into law Republic Act 10533 or the Enhanced Basic Education Act of 2013, this signals an insistent educational reform that will make academic stakeholders conscious of the quality of graduates they produce.  This goes to show that the government is assertive in improving the quality of our educational system to be at par with international standards.  Thus, Education was significantly prioritized and given importance.  One of the most challenging features of K to 12 is the establishment of the Senior High School program.  It is then the purpose of this paper is to present the Grade 11 and 12 model of the University of San Carlos Basic Education Department under the Technical Vocational (Tech-Voc) Track. The project is collaboration between two institutions with distinct orientation. Tech-Voc Track is one of the four identified tracks of the K to 12 Program under Senior High School with Academic Track, Sports Track and Arts and Design completing the list.  This collaborative technical vocational track is also rooted in the country’s education strategy which is anchored on the National Education for All (EFA) 2015 Plan and attainment of the Millennium Development Goals (MDG’s) which aim to provide an overarching policy framework for basic education with a vision that all Filipinos will acquire basic competencies.  Significantly it is also pegged in the objectives of the K to 12 Program specifically the items that state – “ be adequately prepared for the world of work or entrepreneurship or higher education and “be legally employable with potential for better learnings.

scholarly journals A Comparative Study of RTOP and Chinese Classical Classroom Teaching Evaluation Tools

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Dazhen Tong ◽  
Hongjun Xing
Keyword(s):  
Curriculum Reform ◽  
Basic Education ◽  
The United States ◽  
Teaching Evaluation ◽  
Classroom Teaching ◽  
Evaluation Tools ◽  
Advantages And Disadvantages ◽  
New Curriculum ◽  
Observation Protocol ◽  
New Curriculum Reform

The new round of basic education curriculum reform in China recently will inevitably bring about the reform of classroom teaching. To find a method of testing the reformed classroom teaching effect so that it follows the new curriculum reform is a problem that needs to be solved urgently. On the basis of examining the evaluation concept and application of the "Reformed Classroom Teaching Observation Protocol (RTOP)" originated in the United States, we test the appropriateness of RTOP in China's classroom teaching evaluation environment from both qualitative and quantitative perspectives, with good results. By comparing the advantages and disadvantages of RTOP and China's "Toshiba Cup Scoring Table", it is found that RTOP can provide guidance for the transformation of classroom teaching evaluation concepts and the development of evaluation tools in the context of China's new curriculum reform.

scholarly journals Perceptions on School-Based English Teacher Education: A Qualitative Study

2015 ◽  
Author(s):  
Leyla Tercanlioglu
Keyword(s):  
Teacher Education ◽  
Teacher Educator ◽  
Development Project ◽  
Education Development ◽  
Language Teacher Education ◽  
National Education ◽  
Individual Interviews ◽  
School Based ◽  
Education In Turkey ◽  
Student Mentor

The National Education Development Project (NEDP) is one of the most important attempts to improve the quality of teacher education in Turkey. NEDP focused on the development of practice in pre-service secondary school language teacher education in Turkey. NEDP supported this research to explore student, mentor, teacher educator, and mentor trainer opinions and experiences in depth and understand the actual implementation of school-based teacher education at schools. Individual interviews were conducted in a British University to explore participants' perceptions. This paper will discuss each issue which emerged from the data separately to highlight the issues that appeared important.

Education, Earnings, and Returns to Schooling in Tunisia

2018 ◽  
Author(s):  
Imed Limam ◽  
Abdelwahab Ben Hafaiedh
Keyword(s):  
Basic Education ◽  
Returns To Education ◽  
International Standards ◽  
Returns To Schooling ◽  
High Productivity ◽  
Return To Schooling ◽  
Early Life Conditions ◽  
Low Exposure ◽  
Main Determinants

This chapter aims at identifying the main determinants of earnings and at estimating the private returns to education in Tunisia. The private rate of return to schooling is relatively low by international standards, especially for basic education. It is argued that in addition to the limited capacity of the economy to create high-productivity jobs, institutional factors may explain the low and heterogeneous returns to education in Tunisia. The returns to schooling are found to increase with the level of education. Regional disparities in earnings and returns to higher education may be explained by the lack of economic opportunities and low exposure to market forces in many inland regions, and also by differentiated early-life conditions as well as inequality of opportunity in access to quality education. These results are used to suggest directions to strengthen the role of public policies in reducing inequality of opportunities in both schooling and earnings.

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