Based on the findings, it was concluded that teachers and parents have different views regarding the socialacceptabilityindicators for K to 12Program. The level of acceptance of the parent-respondents is very low as compared to the level of acceptance of the teacher-respondents with respect to the socialacceptabilityindicators. Parent-respondents are précised with developing the skills and competencies of their children while the teacher-respondents are particular in the pupils’ acquisition of certificate of competency. Moreover, their concerns differ in terms of teachers’ preparedness where teacher-respondents are concerned with developing their professional attributes while parent-respondents are concerned on the outputs of the teachers after attending the trainings/seminars. Teachers are focused on the content of the curriculum while parents are concerned on the orientation of the subjects. Majority of the parent- respondents are concerned with the construction of more academic facilities while teacher-respondents are concerned with the durability of the building built for everybody’s safety. Lastly, the burden in the implementation of K to 12Program is shouldered more on the teachers compare to parents whose concern is only on the lack of awareness of the program. After thorough examination of the findings and conclusions, the following recommendations are given; Additional classrooms should be built for accommodation of incoming bulk of students.
the rural, urban, and metropolitan portions of each of Iraq’s 18 governorates. Baghdad, with five strata, was the exception. In all, 972 households were selected in each governorate, except Baghdad where the sample size was 1,620 households, including Kurdistan region. Even a statistical view may be taken that in a setup of a too few indicators, any one indicator containing error or large variation would affect the index unduly could exclusion it. Also in the development process, like the positive aspects, the negative aspects also need to be recognized. Such indicators, which are considered negative to the development, may be systematically replaced by some equivalent inverse functions. A number of concern areas and indicators representing the areas need to be suitably selected for analysis of various aspects of development, unless the purpose of the study is very restrictive. These initiatives will allow to making comparison across governorates, from this it was clarify that the eighteen governorates of the country have witnessed disparity in the social development levels. This disparity reflects a phase of education, health and economics for the human being luxury. Therefore, The data cover twelve socialindicators, these indicators represent a subset of the socialindicators set identified by the basic list of Sustainable Development Committee (2000).While indicators provide partial measures of development in respect of concern areas a composite index of development based on the selected indicators is considered reflecting the overall development. It is not, however, possible to include all the aspects of development in a composite index and the selected indicators should have the property of beings operational. The present study has 12socialindicators representing various areas of social concern across eighteen governorates of Iraq, The number of indicators selected for the study may be considered as large. However, in the construction of SDI the choice of multi-dimensional indicators is treated as flexible. The indicators selected for the study are
preparedness of the students to college and brace technical vocation education and training. This helps the students in choosing the career path based on their own interests, talent and capacity. The chosen track will define the subjects to take in the senior high school. Beyond all these grade levels, each graduate of the K to 12program will be ready to move to different paths: education, employment or entrepreneurship . Republic Act 10157, or "The Kindergarten Education Law" made Kindergarten the compulsory and mandatory entry stage to basiceducation. Section 2 of this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social, emotional and intellectual development, including values formation so they will be ready for school . This was so since the Department of Education (DepEd) believes that Kindergarten is the transition period from informal to formal literacy (Grades 1-12) considering that age five (5) is within the critical years where positive experiences must be nurtured to ascertain school readiness. Various researches support that this is the period of greatest growth and development, when the brain develops most rapidly and almost at its fullest. It is also the stage when self- esteem, vision of the world and moral foundations are established. Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging and creative curriculum that is developmentally appropriate which immerse them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and, helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their environment as they are encouraged to create and discover, that eventually
Missing data: every effort will be made to minimize missing data relevant to all aims. If missing data does occur and the missing-data pattern (probability model) is not missing completely at random (MCAR), then we will consider approaches appropriate for missing at random (MAR) and missing not at random (MNAR). If the pattern or structure of the plausible missing data suggests MAR, either the EM algorithm , inverse weighting , or multiple imputation (MI) [150, 151] will be used and the missing-data mechanism will be constructed from the collected data [150, 152, 153]. The selected method will reflect the appropriateness of the method to best estimate the underlying missing-data mechanism [148 – 150, 152]. Participant characteristics will be assessed, including demographic and lifestyle char- acteristics, RLS severity, medical history, health-related factors, and baseline questionnaire scores for the estima- tion of plausible models (i.e., MCAR, MAR, and MNAR) for the missing-data mechanism. While we will not be able to definitively test if the missing data are MNAR, If there are indicators suggestive of MNAR (e.g., drop-outs differ significantly from non-drop-outs in key charac- teristics), we will use MI in conjunction with a sensitivity analysis to provide a set of plausible conclusions rec- ognizing that each conclusion will be predicated on
Research has brought marvelous changes in the world in the last few decades especially in the area of human development, living standard, quality of life and welfare. Accession of numerous development activists has always strengthened typical economic indices of wellbeing with alternative domains which can easily tempt non-economic and non-material domains of human life. Moreover, it is commonly accepted now, human well-being should be treated as a multidimensional concept along the lines advocated by (Sen, 1985, 1993; Stewart, 1985; Doyal and Gough, 1991; Ramsay, 1992; Cummins, 1996; Narayan et al. 2000; or Nussbaum, 2000;). This expansion in the idea of human development and wellbeing and the alliance of the economic and non-economic domains is known as social development. These non-economic objectives may include social justice, social freedom, democracy, peace, strong institutions, health & nutrition, developed infrastructure, and education & technology. Social development is a multi-disciplinary and cross-sectoral field of practice that seeks to improve the social and material well-being of individuals everywhere (Paiva, 1977; Jones, 1981; Meinert, 1987; Estes, 1990). According to Bilance (1997) social development is;
Teacher education programs need to provide pre-service teachers with online learning and teaching experiences in order to adequately prepare them for the realties of the profession as it exists today. As argued by He (2014), pre-service teachers need to have an “opportunity to experience quality online learning themselves” (p. 283). At that same time, it is important for pre-service teachers to learn about how to design, develop and facilitate learning in these technology-enabled environments. From their study of online student teaching, Graziano and Feher (2016) recommended that teacher education “should offer an online teaching methods course to prospective online student teachers”; “should require preservice teachers to take a minimum of two online courses from different faculty members before student teaching”; and “should lead efforts to develop a set of technology competencies for online teacher educators” (p. 510). As teachers take courses online, they can scaffold self-regulation into their own learning process to become more cognizant of themselves as online learners. In turn, they would be in a better position to help their future online students become self-regulated learners in a digital age.
We posit that an acknowledgement and understanding of decentralized thinking is necessary to understand an abstract process like evolution. Because of evolution’s perceived complexity, many individuals argue that such a complex process must have some sort of central “drive” or control and that elements of randomness and chance (e.g., mutations occurring) have little part in such a process. Much of the confusion about teaching evolution revolves around specific evolutionary misconceptions (such as those mentioned above), which prevent the accurate understand- ing of evolutionary knowledge into an integrated whole. In fact, evolution centers on two important processes. One process is genetic drift that is random or stochastic and the other process is natural selection that is deterministic. Understanding evolution means understanding the inter- play between natural selection and genetic drift. However, neither process is centrally controlled by a “higher power” but instead locally reacting to environmental fluctuations. Evolution then is a mixture of both types of processes and understanding these characteristics is essential to under- standing evolution. Previous work (Bishop and Anderson, 1990; Anderson et al. 2002; McVaugh et al. 2011; Lehrer and Schauble 2012) described the core ideas of variation, selection, inheritance, and deep time as all being essential to integrate within a kindergarten through undergraduate college (K-16) biology curriculum in order to obtain a deeper conceptual understanding of evolution. The current work describes the proposed addition of decentralized thinking to an existing framework (McVaugh et al. 2011) and illuminates instances where a lack of understanding of decentralized thinking is apparent in classroom instruction. Evidence is provided for an argument as to why the inclu- sion of a decentralized mindset is necessary for integration within a cohesive biology curriculum.
imposed different means to manage performance for the government sector. First, the 1963 implementation of the first-ever means of Performance rating through CSC Memorandum Circular No. 6, s. 1963. This was then followed by reforms implemented in 1978, where it was labeled as the New Performance Appraisal System (NPAS), which was mainly based on Peter Drucker's Management by Objectives (MBOs) system. The system focused on Key Result Areas (KRAs) that were measured through the dimensions of quality, quantity, and timeliness. In 1989, a new milestone through CSC Memorandum Circular No. 12, s. 1989 allowed government agencies to create their Performance Evaluation System. In 1999, the Revised Performance Evaluation System (PES) was implemented. It was commonly known as the 360- degree Evaluation where ratings were scored through the gathering of individual's, employer's, subordinates', and peers' feedback. The system was then found out to be too complex. Finally in 2005, with the popularity of systems thinking, a new performance management system was installed. This system sought to align individual performance with organizational goals. It also emphasized the need to link the performance of each office to the national goals. It was from this framework that the current Results-Based Performance Management System in DepEd was implemented.
The consensus of industry, universities, and government is that the STEM workforce crisis is due to a shortage of domestic talent. The source of the shortage can be traced to the low retention rate of STEM students and lack of interest in STEM among K-12 students. There is a growing effort to enhance STEM education (National Science Foundation, 1996; Raymond, 2007; Sundaram & Zheng, 2010). Federal and state governments are increasing funding in STEM education. There are more than 200 federal education programs designed to increase the number of students studying in STEM fields and/or improve the quality of STEM education (Library of Congress, 2008; Scott, 2012). For example, National Science Foundation (NSF) has a specific program called Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) (National Science Foundation, 2012) that seeks to increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within STEM.
This Article deals with the premise discussed by Justice Jackson in 1948 in Everson that “secular education can be isolated from all religious teaching” by inculcating only “temporal knowledge.” It questions how modern K-12 public education can do that and “maintain a strict and lofty neutrality as to religion,” when the curricula is expanded beyond the “temporal knowledge” taught in reading, writing, arithmetic, physics, and chemistry in 1948. Today’s curricula have been expanded to lead children, beginning at age five, to ask and answer ultimate questions addressed by all religions. These include: where do we come from, what is the nature of the universe and life, what happens when we die, and what is the purpose of life, if any, and how should we live our lives ethically and morally? The issues arise primarily in “science” classes – origins, health, behavioral, and social sciences.
The first feature that stands out, after reviewing the supporting bibliographies dedicated to studying Latin American indigenous peoples access to technologies is, on the one hand, an emerging proliferation of monographs about the indigenous population in the region (Becerra, 2012). On the other hand, there are high volumes of scientific production focused on other sectors and dominant groups (Sanchez & Ruzzi, 2011). However, despite this, in the last five years several works have been carried out in the region. On the other hand, in the Ecuadorian context, the studies carried out to date on the access and use of new technologies by indigenous groups are still a completely virgin field for research (Stefos, 2015; Roca, 2016; Castellano, 2017). Although we must highlight the quantitative work carried out by INEC. However, this article does not attempt to analyze the factors that affect the uses, nor the process of appropriation of information and communication technologies, nor the applications, management or impact of ICTs in the educational process of the Indigenous Ecuadorian students. This study is simply a starting point, whose main purpose is to characterize the profile of a particular group. This group is made up of Ecuadorian indigenous students who study at different levels of BasicEducation in relation to the use of new technologies, through a descriptive analysis and on the frequencies and percentages of the variables under investigation (Athanasiadis, 1995).
First, innovation is embedded in Social Finance’s organizational DNA. In the past seven years, the organization has not only launched itself, but has also launched an entire field. Exploring new ideas is a regular concept for the organization; when I started the residency there were multiple active “internal projects” focused on innovation within the firm. One project that I will reference throughout the Capstone, called the Public Impact Initiative (or “PII”), was focused on shifting from a comprehensive offering (i.e., of PFS feasibility or transaction structuring) for government partners to a broader set of more targeted supports. This effort aimed to address the fact that not all jurisdictions are ready to implement a full PFS transaction, but may be interested in setting up the foundational elements of PFS such as data tracking systems and evidence-reviews of high potential programs. The innovative mindset underlying PII and the other internal projects attracts interest from a wide range of stakeholders and provides flexibility to continue to shape the PFS model and the firm’s offerings around it. In the education space, with a new set of stakeholders and challenges, this bias towards innovation was a critical asset.
The media’s dominant role in the lives of the younger generation has raised concerns among parents, educators, and child advocates for decades (Minow & LaMay, 1995). Each generation has had its own social problems that were often, in part, linked to some form of media. Today, there is little debate about the impact media have on U.S. citizens, especially on children under 18. The “media swarm” of modern life is argued as a force of consumerism unleashed on a vulnerable population, but is also credited with contributing to a rise in volunteerism and increased reading (Intrator, 2001). Children ages 8 to 18, spend more time – 44.5 hours per week- 6.5 hours daily – in front of computer, television, and game screens than in classrooms (Kaiser Family
The European Higher Education Area (EHEA) has marked a milestone in Higher Education. Consequently, teaching methodologies have experienced several transformations and, in many cases, their focus has turned to the incorporation of ICT (Information and Communication Technologies) in socio-educational environments. If ICT is to be incorporated into Higher Education, several digital competences allowing students, as well as their educational institutions, to manage software and hardware and other digital resources are needed (, , , ). Thus, it can be stated that digital competences development is a paramount element for university students’ training, as they need to be digitally competent.
This new framework will be supported by a more concentrated set of 20 core indicators and indicator areas (see table at the end of this section) supported, as before, by additional context indicators where necessary. This will mean that the core indicators will in the future operate at a higher level of generalisation than before. However, by using context indicators where needed, there should be no appreciable loss of detail in assessing progress as compared with the existing framework. The proposal draws on the work of the Eurydice European Unit, Cedefop and CRELL of the Joint Research centre in Ispra 9 as well as the advice of the Standing Group on Indicators and Benchmarks.
development in support to the development of quality Filipino middle-level manpower responsive to and in accordance with Philippine development goals and priorities as cited in RA 7796, Section 2 (Republic Act, 1994). However, TESDA is not the sole training ground for TVL graduates in the country, as basiceducation institutions also offer Technology Education in their curricula. Middle skills developments among students are evident in the integration of vocational courses in the curriculum such as Automotive Servicing; Mechanical Drafting; Computer Hardware; Horticulture, Shielded Metal Arc Welding; Consumer Electronics Servicing; Aqua culture; Dressmaking; Tailoring; Masonry; Caregiving; Household Services; Plumbing; Agri-crop Production; Fish capture; Handicraft; Carpentry; RAC Servicing; Electrical Installation and Maintenance; Bread and Pastry Production; Tile Settling; Animal Production; Food processing; and Beauty Care (DepEd, 2012) (Department of Education Order, 2012). With such a strong focus on promoting technical and vocational programs, foreign employers who are looking for employees to work with them might consider the country’s graduates.
4. Cohodes S, Grossman D, Kleiner S, Lovenheim M. The effect of child health insurance access on schooling: evidence from public insurance expansions. http://www.nber.org/papers/w20178. National Bureau of Economic Research working paper No. 20178. Published May 2014. Accessed September 7, 2009. 5. Wimer C, Fox L, Garfinkel I, Kaushal N, Waldfogel J. Trends in poverty with an anchored supplemental poverty measure. Columbia Population Research Center (CPRC) at the Columbia University School of Social Work Web site.