At this stage, I wish to thank the team of people who have worked tirelessly in realizing the changes that have taken place to date. First of all to yourself as Minister responsible, for not only rendering me your full support, but in particular for the level of wisdom expended in navigating the changes, culminating in the successes we have experienced to date. The political advisors made the most difference in working together as a strong team in terms of unconditional support that was rendered. The Directors, both Principals of VIT and Vanuatu Institute of Teacher Education (VITE) and the Secretary to the TSC, the PEO‟s and the general staff have all contributed in their very unique ways in realizing these positive changes.
With these few general remarks, may I take this opportunity to also thank the team of people who have worked tirelessly in realizing these changes and achievements that have taken place to date. First of all to yourself as the Minister responsible, for not only rendering me your full support, but in particular for the level of wisdom expended in navigating the changes, culminating in the successes we have experienced to date. The political advisors made the most difference in working together as a strong team in terms of unconditional support that was rendered. The Directors, both Principals of VIT and VITE, the Secretary to the TSC, the PEO’s and the taff that have all contributed in their very unique ways in realizing these positive changes.
The main development partners supporting the Ministry with its programs were Australia, New Zealand, France, Japan, China, UNESCO, Unicef, the European Union and the current inclusion being the ADB.
Bulk of their support comes in a form of budget support that goes towards specific activities.
With these remarks, may I take this opportunity to also thank the team of people who have worked tirelessly in realizing these changes and achievements that have taken place to date. First of all to yourself as the Minister responsible, and the past Education Ministers for not only rendering me your full support, but in particular for the level of wisdom expended in navigating the changes, culminating in the successes we have experienced to date. The political advisors made the most difference in working together as a strong team in terms of unconditional support. The Directors, both Principals of VIT and VITE, the CEO of the VQA, the Secretary to the TSC, the PEO’s and all senior and junior staff that have all contributed in their very unique ways in realizing these positive changes.
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4. MoET Planning Framework
Figure 1: MoET Planning Framework
The Ministry of Education and Training implements this planning framework to the best of its ability. This framework provides the basis of the overall coordination of the Ministerial planning. Meanwhile it is also beneficial to note that the Department of Strategic Policy Planning and Aid Coordination (DSPPAC) is also leading a consultative process to remove the sector strategy from the planning frameworks of all line Ministries. This planning framework will be updated to accommodate any changes forthcoming.
In Turkey, the main rules to be obeyed by Foreign Language (FL) teachers in their conduct of evaluation at primary and secondary schools are issued by the MoNE, Board of Education and Discipline (BoED) in the form of written ‘Regulations’. However, FL teachers are given a limited freedom as to how they will carry out the evaluation. They are required to decide on the details of the process of evaluation during their FL Unit Teachers’ Meetings. The lack of regular supervision and in-service trainings lead to lack of unity in the conduct of evaluation across the institutions. To tackle the problems with the methods of assessment in the process of language education, the suggested “English Language Curriculum for Primary Education (grades 4, 5, 6, 7 and 8)” by the Board of Education and Discipline (2006) recommends the use alternative assessment methods by referring to the ‘affective filter theory’ in that the traditional tests may cause anxiety in test-takers and therefore they are detrimental to the learning process. In the light of these explanations, all nonconventional ways of assessment are tagged as "alternative assessment" or "authentic assessment". The MoNE (2006) posits the following types of assessment as authentic (see also Part 1.3. Traditional versus Alternative Assessment):
• Fiscal pressures are creating a challenging financial environment for all public sector organizations in BC and around the world, including school districts
• The Ministry and school districts are exploring greater school district collaboration in an effort to reduce administration or non-instructional costs to increase services to the classroom
The other The Core Subjects are Arts in Culture (terms 1-9), Education Theory and Practice (terms 1-9), English Communication Skills (terms 1-9), Human Movement Education (terms 1-9).
Integrated Media and Technology Education (IMTE) aims to equip future teachers with the knowledge, skills and attitudes they need for their studies at college and preparing them for their roles as teachers in the Namibian Education system. IMTE will pay a supportive role to all subjects by equipping students with the information and technological literacy skills they need and competencies to integrate technologies in the teaching and learning processes.
2.9 Regarding any problems arising with regard to the information in this Gazette Notification, the decision of the Secretary – Education will be the final decision.
03. (i) Trainees whose general conduct found to be inconsistent with college discipline and diligence in studies is not up to the standard expected by the Principal of the Teachers’ College are liable to be discontinued from pursuing their training and will be sent back to their schools. Any trainee who does not have 80%
education described in Ministry policy documents, curriculum guides and the conceptual framework. This approach ensures optimal quality of learning when the following principles are put into practice.
The aim is to develop learning with understanding and the skills and attitudes to contribute to the development of society. The starting point for teaching and learning is the fact that the learner brings to the school a wealth of knowledge and social experience gained continually from the family, the community and through interaction with the environment. Learning in school must involve, build on, extend and challenge the learner’s prior knowledge and experience.
The ICT Literacy Foundation Level syllabus will be taught at all the four phases: Lower and Upper Primary, Junior and Senior Secondary Levels. The subject and skills are new in all schools except schools providing Computer Studies in Junior and Senior secondary phases.
The approach to teaching and learning is based on a paradigm of learner-centred education described in Ministry policy documents, curriculum guides, and the conceptual framework. This approach ensures optimal quality of learning when the following principles are put into practice.
The installer shall also conform to all regulatory requirements applicable to the work being undertaken.
3.9 Installer qualification
The installer’s lead installer, site manager or site foreman shall have attended and passed the Ministry of Education ICT Cabling Standards training course and hold a valid certification from this course. All works need to have oversight by a person holding this certification. The size of the installation will determine the necessary time that this person shall be onsite during SCS construction and certification.
Public bodies must have a comprehensive training plan supported by audits and spot checks.
Identifying prevention strategies is a key component of the four step process of responding to privacy breaches. Again, the formulation of these strategies is not enough. Public bodies must ensure that the strategies are implemented and followed. The data breach involving the sale of computer tapes containing personal information led to an OCIO directive with respect to mobile storage devices. However, no one at the Ministry made sure that its employees were complying with this directive. Had they been in compliance, they would have avoided this breach because they would not have stored the data on portable hard drives in the first place.
The overall aim of the syllabus is to equip learners with the necessary knowledge, skills and attitude that will enable them to enter tertiary education or the world of work.
The aims of the syllabus are the same for all learners. These are set out below and describe the educational purposes of a course in Biology for the NSSCO examination. They are not listed in order of priority.
“Education Program Other (EPO) grants are Ministry grants which are not part of the Grants for Student Needs. These grants are typically specific to a Ministry initiative. However, historically the TDSB has initiated programs locally which the Board has paid for itself. Later the Ministry issues an EPO grant to support the similar initiatives. In this recommendation, the TDSB should be using the EPO funding to offset its own program costs first. As well, there is a risk that when an EPO is released, permanent structures are created to support the initiative and when an EPO is discontinued, the Board must find a way to support the structures already established. A good example of this Outdoor Education. The TDSB currently offers Outdoor Education Programming to its students. The Ministry has announced that it will be issuing an EPO to support Outdoor Education Programming. Currently, there is no direct funding source for Outdoor Education and the Board uses other grants and revenues to support the program.”
In response to widely voiced concerns, legislation in the form of the Protection of the Rights of Persons with Disabilities Act 1996 was enacted to meet the needs of those with physical, mental, psychiatric and multiple disabilities. A National Secretariat for Persons with Disabilities was set up in 1996 in the Ministry of Social Services, and community or project assistants were appointed to assist social service officers at the local level in implementing programmes. A National Policy on Disability has been implemented since 2003 to promote equity and inclusion as equal citizens for those with disabilities. The policy addresses a wide range of needs including accessibility to schools, combating of negative socio-cultural attitudes, promotion of inclusive education, development of skills, and access to teacher training through the NIE and a National College of Education assigned to train teachers for inclusive education (Ministry of Social Services, 2003). It was only in the first decade of the 21st century that the needs of children with disabilities were recognized as an issue that should be addressed in the national education policy. The ESDFP proposed that children with disabilities needed specific attention to ensure their access to education. A special unit was established in the NFE Division of the MOE to develop action plans to achieve this objective. As a consequence, services have been developed for children with visual impairment, hearing impairment, mental disabilities, autism, Down’s syndrome, emotional and behavioural disorders, learning disabilities, physical disabilities and multiple disabilities. The NFE Division has also organized services that include Braille textbooks and writing services, hearing aids, speech-training devices, exercise and sports toolkits; appropriate teaching and learning methodologies, and learning together in regular classrooms; construction of access facilities; and awareness programmes to identify disabilities. An Autism Children’s Development Centre and nine Special Education Resource Centres have also been established (MOE, 2009b). In 2009, 2,742 children (55.5 percent boys and 44.5 percent girls) were enrolled in 25 Special Schools and 52,786 in state schools (60.8 percent boys and 39.2 percent girls) (MOE, 2009b). However, since 2006, attrition rates have been high and only around half have transitioned from primary to secondary level. Annual reviews of the ESDFP indicate that progress has been slow in enrolling more children with disabilities. Many of these children, therefore, continue to be marginalized and vulnerable.
Message from the Director General
I am delighted to introduce the corporate plan of the Ministry of Education for the period 2013 – 2017.
This Corporate Plan reflects a change of attitudes, structures, policies, and resource allocations that are closely aligned with the Government of Vanuatu’s overall policy framework.
status/ or tuition centre status only (delete as applicable). I further state that the information provided is accurate and true reflection of the situation and circumstances at the school and I understand the terms and conditions of registration specified in Education Act No. 16 of 2001 and the Regulations made under the said act. I undertake in terms of Section 57 (d) in Regulation No. 187 not to deviate from the approved curriculum without the approval of the Minister.
5.2 Teaching output norms
5.2.1 A normative total of weighted teaching outputs for the public higher education system will be calculated by multiplying the head count totals of enrolled students by benchmarks set separately for contact and for distance programmes, and applying the weightings indicated in Table 4. Because of the effects which unexpectedly high student growth rates have had on the calculation of these normative totals, the Minister will determine, for each funding year, which data are to be used for these calculations. There are two related methods can be used to stabilise these output totals: (a) the normative total of teaching outputs for each institution can be capped, or (b) because an institution’s shape (in terms of the proportions of students in each qualification type) is unlikely to change markedly during a triennium, its head count total of enrolled students can be capped for the purposes of these calculations.