To see the other types of publications on this topic, follow the link: Curriculum Development Centre (Zambia).
Journal articles on the topic 'Curriculum Development Centre (Zambia)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Curriculum Development Centre (Zambia).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
Luo, Jianhua, and Gift Muyunda. "Teachers' Voice in Zambia." International Journal of Asian Education 2, no. 3 (August 15, 2021): 388–97. http://dx.doi.org/10.46966/ijae.v2i3.164.
Full textAbstract:
Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).
3
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.
Full textAbstract:
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.
4
Oliver, Magasu, Muleya Gistered, and Mweemba Liberty. "TEACHING STRATEGIES USED IN CIVIC EDUCATION LESSONS IN SECONDARY SCHOOLS IN ZAMBIA." International Journal of Research -GRANTHAALAYAH 8, no. 2 (May 28, 2020): 39–46. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.182.
Full textAbstract:
This study sought to investigate the teaching strategies used in Civic Education lessons in secondary schools in Zambia. The study used a descriptive case study design and data was collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive sampling procedure was used to target seventy-four participants. Data collected was analysed using themes that emerged from the literature review and objectives of the study. The main findings of the study were that teachers in secondary schools still used teacher-centred strategies in the teaching of Civic Education despite policy direction in the Zambia Education Curriculum of 2013. Lecture method was common most Civic Education lessons. A few who implemented reflective practice strategies in their lessons used debate, group discussions and brainstorming. Based on the findings, social sciences departments where Civic Education sits in secondary schools in Zambia should find mechanisms of observing reflective practice strategy in the teaching of Civic Education rather than just seeing lesson plans. The Ministry of General Education should take a deliberate move to provide workshops/short courses to Civic Education teachers on the importance and use of reflective practice strategy in Civic Education lessons. Further, Curriculum Development Centre (CDC) and Examination Council of Zambia (ECZ) should collaborate and re-design the Civic Education Syllabus and give it a practical project since the subject is practical in nature. There is need in future to assess the training of Civic Education teachers with regards to training for reflective practice strategy.
5
Eriksen, Elisabeth Almaz Berger. "A Child-Centred Discourse in Zambian Kindergartens?" Nordic Journal of Comparative and International Education (NJCIE) 5, no. 1 (April 12, 2021): 34–49. http://dx.doi.org/10.7577/njcie.4148.
Full textAbstract:
This article aims to identify and discuss the existence and strengthening of a child-centred teaching discourse in Zambian kindergartens. The article is based on the understanding that the teacher-directed approach to teaching is a historically based hegemonic discourse within Zambian kindergartens. This means that the teacher-directed teaching discourse dominates thinking in many ways and is translated into institutional arrangements (Hajer, 1995, in Svarstad, 2005, p. 243). Several studies have pointed to the challenges posed by the teacher-directed teaching discourse in kindergartens in Sub-Saharan Africa as a hindrance of pedagogical quality in such institutions, pointing to a child-centred teaching discourse as an important path towards development (EFA, 2015, p. 208, Temba, 2014, p. 110; Mwaura et al., 2008; 2011). This article includes a positive discourse analysis of the Zambian Education Curriculum Framework[1] and a small-scale qualitative study, based on observations from four classrooms in four kindergartens in the Copperbelt province of Zambia. The article focuses on conducting a positive discourse analysis of the elements of child-centred teaching discourse observed in one of the four classrooms. The findings point to the existence of a child-centred teaching discourse in the Zambian Education Curriculum Framework. However, only one of the four Zambian kindergarten teachers seemed to implement teaching practices that could be identified as a child-centred teaching discourse. he elements of a child-centred teaching discourse identified through the positive discourse analysis were: the kindergarten teachers’ professional decisions, good interaction with children, use of a variety of materials, and children’s participation. The findings are discussed in light of the Zambian Education Curriculum Framework as well as theoretical perspectives on child-centred teaching discourse, argumentation theory and children’s right to participation. Finally, the article includes a critical discussion of how the findings may strengthen a child-centred teaching discourse in Zambian kindergartens.
6
Yennurajalingam, Sriram, Charles E. Amos, John Weru, Edwina Beryl V. N. D. Addo Opare-Lokko, Joseph Anthony Arthur, Kristy Nguyen, Olaitan Soyannwo, et al. "Extension for Community Healthcare Outcomes-Palliative Care in Africa Program: Improving Access to Quality Palliative Care." Journal of Global Oncology, no. 5 (December 2019): 1–8. http://dx.doi.org/10.1200/jgo.19.00128.
Full textAbstract:
PURPOSE There is limited access to quality palliative care (PC) for patients with advanced cancer in sub-Saharan Africa. Our aim was to describe the development of the Project Extension for Community Healthcare Outcomes-Palliative Care in Africa (ECHO-PACA) program and describe a preliminary evaluation of attitudes and knowledge of participants regarding the ability of the program to deliver quality PC. METHODS An interdisciplinary team at the MD Anderson Cancer Center, guided by experts in PC in sub-Saharan Africa, adapted a standardized curriculum based on PC needs in the region. Participants were then recruited, and monthly telementoring sessions were held for 16 months. The monthly telementoring sessions consisted of case presentations, discussions, and didactic lectures. Program participants came from 14 clinics and teaching hospitals in Ghana, Kenya, Nigeria, South Africa, and Zambia. Participants were surveyed at the beginning, midpoint, and end of the 16-month program to evaluate changes in attitudes and knowledge of PC. RESULTS The median number of participants per session was 30. Thirty-three (83%) of 40 initial participants completed the feedback survey. Health care providers’ self-reported confidence in providing PC increased with participation in the Project ECHO-PACA clinic. There was significant improvement in the participants’ attitudes and knowledge, especially in titrating opioids for pain control ( P = .042), appropriate use of non-opioid analgesics ( P = .012), and identifying and addressing communication issues related to end-of-life care ( P = .014). CONCLUSION Project ECHO-PACA was a successful approach for disseminating knowledge about PC. The participants were adherent to ECHO PACA clinics and the completion of feedback surveys. Future studies should evaluate the impact of Project ECHO-PACA on changes in provider practice as well as patient outcomes.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full text
10
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.
Full textAbstract:
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.
11
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.
Full textAbstract:
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.
12
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.
Full textAbstract:
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.
13
Hern, Erin Accampo. "Infrastructure and perceptions of democracy in Zambia: Democracy off the rails." African Affairs 119, no. 477 (October 1, 2020): 604–32. http://dx.doi.org/10.1093/afraf/adaa023.
Full textAbstract:
ABSTRACT In Zambia, some people describe their political participation as a way to transmit ideas and hold politicians accountable, while others explain their participation as a bid for resources or personal assistance. These differences follow a geographic trend, with residents of remote areas more likely to focus on substantive material gain. What accounts for this geographic variation? I argue that the centre/periphery distinction within the country influences the way people understand democracy. People living centrally are more likely to hold a procedural understanding of democracy and value democratic rules and process, while people living peripherally are more likely to hold a substantive understanding of democracy and view periodic acts like voting as a bid for resources. I employ geocoded Afrobarometer data alongside 92 original semi-structured interviews to demonstrate that those living further from Zambia’s central rail line are less likely to hold procedural understandings of democracy. I explore several mechanisms that could drive this difference, including homogeneity of remote communities and increased reliance on traditional leaders in peripheral areas. Divergent understandings of democracy between more and less remote denizens have important implications for the future of democratic regimes.
14
Hyvärinen, O., L. Mtilatila, K. Pilli-Sihvola, A. Venäläinen, and H. Gregow. "The verification of seasonal precipitation forecasts for early warning in Zambia and Malawi." Advances in Science and Research 12, no. 1 (April 2, 2015): 31–36. http://dx.doi.org/10.5194/asr-12-31-2015.
Full textAbstract:
Abstract. We assess the probabilistic seasonal precipitation forecasts issued by Regional Climate Outlook Forum (RCOF) for the area of two southern African countries, Malawi and Zambia from 2002 to 2013. The forecasts, issued in August, are of rainy season rainfall accumulations in three categories (above normal, normal, and below normal), for early season (October–December) and late season (January–March). As observations we used in-situ observations and interpolated precipitation products from Global Precipitation Climatology Project (GPCP), Global Precipitation Climatology Centre (GPCC), and Climate Prediction Centre (CPC) Merged Analysis of Precipitation (CMAP). Differences between results from different data products are smaller than confidence intervals calculated by bootstrap. We focus on below normal forecasts as they were deemed to be the most important for society. The well-known decomposition of Brier score into three terms (Reliability, Resolution, and Uncertainty) shows that the forecasts are rather reliable or well-calibrated, but have a very low resolution; that is, they are not able to discriminate different events. The forecasts also lack sharpness as forecasts for one category are rarely higher than 40 % or less than 25 %. However, these results might be unnecessarily pessimistic, because seasonal forecasts have gone through much development during the period when the forecasts verified in this paper were issued, and forecasts using current methodology might have performed better.
15
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.
Full textAbstract:
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
16
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.
Full textAbstract:
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.
17
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.
Full textAbstract:
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.
18
Mwanang'ono, Mulambwa. "Proposed Synergies between Indigenous and Modern Systems of Environmental Education in Addressing Development Planning in Zambia." Journal of Law and Social Sciences 1, no. 1 (March 31, 2012): 87–104. http://dx.doi.org/10.53974/unza.jlss.1.1.367.
Full textAbstract:
The study drew inspiration from the need to counteract the ensuing failures of
modern systems in addressing development challenges especially at local level
despite several efforts by government to invest resources in poverty reduction
and general developmental interventions. The study identified the alienation of
indigenous knowledge systems in the mainstream modern systems of Environmental
Education (EE) and development planning as a compounding problem that accounted
for development stagnation in the communities. This alienation created the gap in
knowledge since modern systems were generally found to be inadequate in addressing
developmental issues, particularly at a local level. The lack of local relevance of most
modern systems justified the call for integration of indigenous systems.
The study focused on the need to establish linkages between the modern and
indigenous systems of environmental education and their influence on development
planning in Zambia. In so doing, the study proposed an approach to remedy the
alienation of indigenous systems in the mainstream processes of EE and development
planning by suggesting a synergy between the two systems. The study involved
an assessment of some inherent policies, strategies, processes, methodologies and
perceptions about EE and development planning. It, therefore, largely dealt with non-
concrete ideas to which the reader is introduced. This point is crucial in appreciating
the main orientation of the study.
Descriptive research design was applied with qualitative approaches. The respondents
were purposively sampled and included government officers and other modern experts,
NGOs, and traditional leaders. A comparative analysis of modern systems was further
made through a global dimension where the Zambian modern system and that of
selected foreign countries, Germany and Montenegro were reviewed.
The study established that the approaches applied in environmental education and
general nature conservation were related to the country’s guiding principles which also
reflected the overall vision, where it existed. Furthermore, a number of environmental
policy instruments were examined and the following were identified as the main
instruments: Direct regulation, Indirect regulation, Self-regulation, and A combination of the above instruments.
Proposed Synergies Between Indigenous and Modern Systems of Environmental Education
From the study results, differences in perceptions of and approaches to environmental
education were evident at both country and individual levels. For instance, while in
Zambia, environmental education was a school subject, in Germany it was not but
its ideals were generally incorporated in the teaching of all subjects. In Montenegro,
too, there was no school subject called environmental education but the concept had
greatly influenced the school curriculum such that emphasis was put on environmental
content in all the subjects, focusing more on human-nature relationships.
The study also showed that direct regulation had been prioritised in Zambia
compared to self-regulation and this had a bearing on public participation in
development decision-making processes which are largely carried out in the planning
cycles. Varying perceptions were also identified at individual level among the modern
experts interviewed both in Zambia and those from other countries. However, existing
opportunities for synergy formulation at all levels were identified and based on these a
synergy was suggested.
Arising from the above observations the study recommended, among other things,
that the modern systems should adopt a broadened approach that promotes direct
contact with nature from a multi-dimensional perspective. This would also call for
curriculum and planning systems review to create an enabling education policy
and planning framework that would provide practical support to such an approach.
The promotion of culture, which was identified as a storage device for indigenous
knowledge, was also recommended to be prioritised.
19
BOWMAN, ANDREW. "MASS PRODUCTION OR PRODUCTION BY THE MASSES? TRACTORS, COOPERATIVES, AND THE POLITICS OF RURAL DEVELOPMENT IN POST-INDEPENDENCE ZAMBIA." Journal of African History 52, no. 2 (July 2011): 201–21. http://dx.doi.org/10.1017/s0021853711000235.
Full textAbstract:
ABSTRACTThe fall of colonial regimes across Africa was accompanied by the rise in expectations for rapid and inclusive rural economic progress. In Zambia, the cooperative production unit was one of two key initiatives at the centre of the United National Independence Party's ambitious development efforts. The other was the tractor. By following these two interlinked initiatives in the years immediately following independence, this article contributes to the under-explored history of early postcolonial development. It argues that both the power of expert groups and the level of continuity between late colonial and postcolonial development was not always as great as has recently been suggested. Cooperative mechanization policies emerged from a confluence of competing claims over knowledge, power and resources. However, as is demonstrated, they also reflected more fundamental tensions in the development endeavour between the prioritization of economically efficient mass production, and inclusive development for the masses.
20
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.
Full textAbstract:
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.
21
Chitiyo, Argnue, and Chaidamoyo Goodson Dzenga. "Special and Inclusive Education in Southern Africa." Journal of Special Education Preparation 1, no. 1 (May 19, 2021): 55–66. http://dx.doi.org/10.33043/josep.1.1.55-66.
Full textAbstract:
Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), literature on its development and practice in Sub Saharan African countries is somewhat scattered and inconclusive. This study reviewed special education policy, special education teacher professional development, and challenges to successful special education practice in five Southern African countries: Zimbabwe, Zambia, Malawi, Botswana, and Namibia. An understanding of special education policy development and challenges is imperative to develop a more successful practice.
22
Luke, David Fashole, and Stephen P. Riley. "The Politics of Economic Decline in Sierra Leone." Journal of Modern African Studies 27, no. 1 (March 1989): 133–41. http://dx.doi.org/10.1017/s0022278x00015676.
Full textAbstract:
The fact that Sierra Leone is one of Africa's little-known states is an acknowledgement of its marginalisation and reversal of fortunes since independence from Britain in 1961. But this observation is also a reminder that under colonial rule, Sierra Leone had received considerable notoriety for several reasons: an important naval base, commercial centre, and seaport; a hot-bed of political agitation and perennial challenge to British authority; and a centre of education – the so-called ‘Athens of West Africa’.1 In more recent times, however, Sierra Leone jas not caught the attention of international commentators and the world press. It has not achieved the strategic or international political significance of such major African states as Algeria, Côte d'Ivoire, Egypt, Nigeria, Zambia, or Zimbabwe. And looking back to the 1950s and 1960s, it was not led to independence by the charismatic persona of a Kwame Nkrumah, who hoped to achieve the rapid transformation of Ghana to a modern industrial economy and society, ot by a romantic like Julius Nyerere, who hoped to turn Tanzanian peasants into citizens of modern communes.
23
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.
Full textAbstract:
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.
24
Mariri, Cecilie Butenschøn. "Searcwl and the Women's Law Collection, Zimbabwe." International Journal of Legal Information 32, no. 2 (2004): 379–82. http://dx.doi.org/10.1017/s0731126500004200.
Full textAbstract:
The Southern and Eastern African Regional Centre for Women's Law – SEARCWL - (in daily language just called the Women's Law Centre) is an institute under the Faculty of Law, University of Zimbabwe (UZ). It all started way back in the late 1980'ies when the Norwegian Agency for Development (NORAD) sponsored diploma courses in women's law for participants from Africa, at the University of Oslo. The first three courses were held in Oslo, but then the venue was moved to the University of Zimbabwe, and through the 1990'ies more than a hundred scholars have passed through the diploma courses. From February 2003, a masters degree program has been running with 28 students from 10 different countries (Cameroon, Ethiopia, Uganda, Kenya, Tanzania, Malawi, Mozambique, Namibia, Zambia and Zimbabwe). From mid-June until the end of August we had an additional 19 students, so-called “upgraders” – i.e. ex-diploma students upgrading their diploma to a Masters degree.
25
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.
Full textAbstract:
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.
26
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.
Full textAbstract:
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.
27
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.
Full textAbstract:
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.
28
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.
Full textAbstract:
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.
29
Mushani, Mercy. "Science Process Skills in Science Education of Developed and Developing Countries: Literature Review." Unnes Science Education Journal 10, no. 1 (February 28, 2021): 12–17. http://dx.doi.org/10.15294/usej.v10i1.42153.
Full textAbstract:
The purpose of this literature review is to analyze and evaluate the research studies conducted on science process skills (SPS) in science education in the context of developed and developing countries. A follow-up to this study will investigate teacher facilitation of SPS development at Primary School level in Zambia. The method carried out in this study is a literature review. It involved analyzing and synthesizing some research work already conducted globally, considering the educational significance of SPS. The search was limited to peer-reviewed journal articles written in English and whose full papers were available on the databases. Additionally, the articles were published between 1987 and 2018 because SPS's teaching and learning has been prevalent in research since the early 1980s. In total, 198 articles were found as a result of the initial search. The researcher screened abstracts of these articles to judge their relevance, and from this screening process of abstracts, 40 papers have been included for review. Reviewed study trends on SPS development conducted from developed and developing countries focusing on three vantage points: science curriculum, teacher education and the 21st Century Learning. Based on the findings, more research studies on SPS in science education are carried out in developed countries than developing ones. The review findings indicate uneven inclusion of SPS in the science curriculum documents and the curriculum implementation at all science education levels. Lastly, results display few studies on SPS education regarding 21st Century Learning conducted in developed and developing countries. Concerned education bodies must take appropriate and reasonable exploits on teacher training of SPS education and the balanced inclusion of SPS in the science curriculum and its implementation into consideration. SPS still champions the development of other skills individuals are supposed to possess in this 21st-century era. Hence, SPS education in science education remains a need for both developed and developing countries.
30
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.
Full textAbstract:
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.
31
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.
Full textAbstract:
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.
32
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.
Full textAbstract:
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.
33
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.
Full textAbstract:
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.
34
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.
Full textAbstract:
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.
35
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.
Full textAbstract:
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.
36
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.
Full textAbstract:
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.
37
Sanjobo, Nawa, Matilda Lukwesa, Charity Kaziya, Cornwell Tepa, and Bernard Puta. "Evolution of HIV and AIDS Programmes in an African Institution of Higher Learning: The Case of the Copperbelt University in Zambia." Open AIDS Journal 10, no. 1 (April 8, 2016): 24–33. http://dx.doi.org/10.2174/1874613601610010024.
Full textAbstract:
Background: Universities present the foundation for socio-economic and political development. Without structures and processes to fight HIV, there is no prospect of enhancing treatment, prevention, care and support services. Copperbelt University HIV and AIDS response was initiated in 2003 with the aim of building capacity of students and employees in HIV and AIDS. Objectives: The main objective of this paper is to demonstrate how the CBU HIV response has evolved over time and provide a timeline of important milestones in the development process. Method: Peer educators and counsellors conduct sensitization campaigns through one on one discussion, workshops, and drama performances, distribution of Information, Education and Communication (IEC) materials. Results: HIV Programme has been set up with players from policy, programme and community levels. Strategic processes, collaborations, funding, medical insurance schemes, prevention, treatment, care and support services, training of peer educators and counsellors have been established. Conclusion: Copperbelt University HIV initiative has demonstrated potential to reduce new infections in the university, and is currently expanding her programme to encompass wellness and also spearhead the integration of HIV in the university curriculum.
38
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.
Full textAbstract:
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.
39
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.
Full textAbstract:
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.
40
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.
Full textAbstract:
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.
41
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.
Full textAbstract:
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.
42
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.
Full textAbstract:
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.
43
Sichone, James M., Michael Chigunta, Aubrey Kalungia, Phanny Nankonde, Patrick Kaonga, Gershom Chongwe, and Sekelani Banda. "Self-perceived Versus Supervisor-rated Technical Competence in Plain Film X-ray Evaluation by Newly Graduated radiographers: Implications for Curriculum Development and Practice in Zambia." Health Professions Education 6, no. 3 (September 2020): 386–93. http://dx.doi.org/10.1016/j.hpe.2020.04.007.
Full text
44
Snyder, Cheryl, and Rose Chisenga. "Impact of a pre-clinical skills course with Peer Assisted Learning (PAL) on preparedness and confidence levels of medical students in Africa." Christian Journal for Global Health 4, no. 1 (March 9, 2017): 3. http://dx.doi.org/10.15566/cjgh.v4i1.152.
Full textAbstract:
Background: Many benefits of pre-clinical medical skills training have been documented in more technologically advanced nations, and in the past decade, these courses have been introduced to developing countries. Curriculum that can prepare and build confidence in medical students must be cost effective, evidence-based and culturally sensitive in places where there are severe resource limitations. In 2013, an initial pre-clinical skills course without assessments was introduced to medical students in Zambia. Later that year, a more developed course was launched to a second cohort integrating Peer Assisted Learning (PAL) and assessments. These trainers were prepared in advance with instruction in standardized skills, learning theory, effective feedback techniques and use of rubrics to insure good inter-rater reliability in teaching and assessments. Methods: A quantitative study surveyed 108 students utilizing convenience sampling and a written questionnaire. Data collected compared preparedness and confidence in performing clinical skills of the intervention cohorts with the control group (medical students who preceded pre-clinical skills training). Results: Preparedness responses increased from 36.1% of the students in the control group to 90.9% in the intervention group who had been exposed to the PAL course with assessments (p value <0.001). Student confidence levels in history taking, physical exam skills, procedures and the application of critical thinking skills diagnostically also showed improvement from 11.5-29.5% range in the control group to 77.3-86.4% range in the PAL cohort (p value <0.001).Conclusions: Exposure to pre-clinical training program especially utilizing PAL with assessments had a positive impact on the sense of preparedness and confidence levels for medical students beginning their clinical training years at the University of Zambia. Integration of PAL influenced academic development, clinical procedural standardization, appropriate curriculum additions, transitional support and program sustainability. PAL may have beneficial application extending to basic science lab instruction in resource limited environments. Recommendation for future research would be integration of qualitative triangulation and reduction of variables in confidence data reporting.
45
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.
Full textAbstract:
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.
46
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.
Full textAbstract:
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.
47
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.
Full textAbstract:
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.
48
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.
Full textAbstract:
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.
49
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.
Full textAbstract:
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.
50
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.
Full textAbstract:
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/