Ministry of Education

In this study we use concept maps as the tool for examining concepts presented in three high school computer textbooks. All three textbooks were endorsed by Taiwan's Ministry of Education (MOE). The concepts relating to CPU was selected as a sample for analysis. Two high school computer teachers first worked independently and then together to draw concept maps for each of the textbooks. Our analysis revealed that the textbooks did not cover the important concepts appropriately and failed to address the connections between the concepts. While all three textbooks elaborated on some concepts using examples, only a few analogies were used. The study also showed that concept maps can be an effective tool for analyzing the conceptual framework of important concepts within a textbook.

The study examined the theoretical and practical understandings of Cultural Studies at the lower primary school level in Botswana. The education system in Botswana intends to produce learners who are reflective, adaptive and who can easily fit in every academic and social environment. Cultural Studies was introduced in 2002 as an integral part of the lower primary school curriculum (Standard 1-4) thus replacing Social Studies and Religious Education at this level. Aspects of the new subject would imbue learners with an understanding of cultural citizenship so that they become living and practicing citizens, in their everchanging global community. The qualitative and quantitative approaches were employed in collecting data. This was done through interviews, observations and questionnaires which were administered to teachers and students in primary schools country-wide. In addition, an officer from the Department of Curriculum and Evaluation of the Ministry of Education responsible fo...

This research, carried out by the Australian Council for Educational Research in 2004, looks at the hours worked, the kinds of work performed and the manageability of that work, for principals, middle managers and teachers in New Zealand secondary schools. ...

Acknowledgements Thank you to the teachers, the students, and their families who have graciously allowed their learning to be shared. Project Facilitators Missy Morton (Co-ordinator), Keryn Davis, Sue Molloy, Geoff Moore, Jocelyn Wright. Curriculum Advisers Viv Belcher, Ainslee ...

Recent reform efforts in New Zealand prescribe classroom grouping as a key pedagogical strategy, yet current understandings of how and for whom grouping makes a positive difference is by no means conclusive. This paper unpacks what the literature says about grouping and how it influences students' active participation in a classroom community. The research evidence reveals that quality grouping arrangements are built on knowledge of the different purposes of, and roles within, the particular social arrangements established, and demand constant monitoring for inclusiveness and effectiveness for the classroom community.

For centuries, Christian theology has understood the Eucharist in terms of metaphysics or in protest against it. Today an opening has been made to imagine the sacrament through the method of phenomenology, bringing about new theological life and meaning. In Dialectical Anatomy of the Eucharist, Donald Wallenfang conducts a sustained analysis of the Eucharist through the aperture of phenomenology, yet concludes the study with poetic and metaphysical twists. Engaging the work of Jean-Luc Marion, Paul Ricoeur, and Emmanuel Levinas, Wallenfang proposes pioneering ideas for contemporary sacramental theology that have vast implications for interfaith and interreligious dialogue. By tapping into the various currents within the Judeo-Christian tradition--Jewish, Catholic, Orthodox, and Protestant--a radical argument is developed that leverages the tension among them all. Several new frontiers are explored: dialectical theology, a fourth phenomenological reduction, the phenomenology of human personhood, the poetics of the Eucharist, and a reinterpretation of the concept of gift as conversation. On the whole, Wallenfang advances recent debates surrounding the relationship between phenomenology and theology by claiming an uncanny way out of emerging dead ends in philosophical theology: return to the fray.

Teaching English in public schools in Iran lasts 10 hours a week in junior high schools and 11 unit credits at high schools. Numerous research studies investigating English teaching in the public education system have unanimously confirmed inadequacy of public schools. This study investigated factors behind inefficiency of English language teaching in Iranian public educational system and made a comparison between public schools and private language institutes. As a descriptive study, the research sample included 270 junior and senior high school male and female English teachers, who were selected through a cluster sampling. Meanwhile, teaching methods of 64 English teachers from private institutes and public schools were observed. Moreover, language learning standards of 32 private institutes and 32 public schools were accounted for through a questionnaire. The Cronbach alpha for the questionnaires was 0.91 and 0.85, and 0.90 for the checklist. The results of one sample t-test indicated that curriculum content, use of technology, teacher interest, sociocultural factors, teacher training, students’ cooperation, student-teacher interaction, classroom management, teaching methods, evaluation, teaching skills, and lack of extracurricular activities had different effects on the inefficiency of teaching English at public educational system. The analysis of the t-test of classroom observation through the checklist showed that there was significant difference as to classroom context, teacher motivation, using realia, students’ factors and the methods of evaluation between these two groups, although the study did not find a significant discrepancy between private language institutes and public schools as far as teachers’ proficiencies were concerned. The findings of this study are very insightful in helping policy makers and EFL teachers in public schools to make a constructive transition towards implementing the English teaching criteria that are well honored in private language institutes.

Résumé

L’article porte sur des dispositifs mis en place dans le cadre de partenariats entre l’Éducation nationale, des collectivités territoriales et des associations d’éducation populaire au gré de politiques de « lutte contre le décrochage scolaire » ou de « programmes de réussite éducative ». Répondant aux diagnostics officiels des difficultés scolaires, ces dispositifs proposent des activités artistiques aux élèves de primaire ou de collège. Nous montrons les difficultés que ces dispositifs rencontrent ainsi que leur caractère paradoxal au vu de la persistance des inégalités culturelles. Qu’apportent des activités pédagogiques de détour qui masquent les enjeux scolaires qui les sous-tendent ?

Abstract

This paper concerns the programs set up in France within the framework of a partnership involving the Ministry of Education, local government authorities and popular education associations. These programs were set up in accordance with recent educational policy that wishes to fight school drop out and to ensure educational achievement for all. They are a response to expert opinions on academically challenged and low performing pupils at primary school and middle school by offering them artistic activities. We examine the obstacles these programs run up against, as well as their paradoxical character given the persistence of cultural inequalities. How can these educational activities of detour that obscure the underlying academic issues actually improve pupil’s performances ?

Research has shown the Holocaust to be the primary component of Jewish identity (Farago in Yahadut Zmanenu 5:259–285, 1989; Gross in Influence of the trip to Poland within the framework of the Ministry of Education on the working through of the Holocaust. Unpublished M.A. thesis, Ben-Gurion University, Beer Sheva, 2000; Herman in Jewish identity: A socio-psychological perspective, Sage, Beverly Hills,

Raven's Coloured Progressive Matrices test has been extensively used across a wide variety of settings in different countries all over the world as a fair culture measure of non-verbal intelligence. The objective of the present study is to extract norms of the test for Omani children. The test was applied on an individual basis on a random sample of 1042 children from different age groups ranging from 5 to 11 years old. All of the estimated psychometric properties including validity, reliability, and norms indicate that the test could be practically utilized when applied in several situations. The study has a number of implications including that the Ministry of Education may use it to diagnose and detect those children with learning difficulties; the Ministry of Health may use it in hospitals to measure the IQ of certain patients in order to make medical decisions. In addition, researchers in psychological and social areas would be able to conduct studies aiming at measuring th...

Since the late 1980s the Vietnamese labour market has become increasingly diversified and dynamic, calling for more socially and economically relevant careers. As a result, coordinated efforts to assure the quality of Vietnamese higher education and introduce an accreditation system have recently been initiated. This chapter illustrates the development of accreditation and quality assurance processes in Vietnam, focusing on the contributions of ProfQim, a pilot project funded by the Dutch government. ProfQim supported the General Directory for Educational Testing and Accreditation in the Ministry of Education and Training to establish quality assurance centres and to execute pilot accreditations in select number of Vietnamese universities. The chapter reviews the phases of the 4-year ProfQim project and describes its relationship with the First Higher Education Project, funded by The World Bank, and already running at the time ProfQim was commenced. The chapter points to the strengths, weaknesses and lessons learnt by the convergence of these two projects.

The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand. This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice.

The following recommendations forEducation for Sustainable Development (ESD) in Early Childhood Education were the product of an extended international collaboration that was supported by a number of bodies including the Centre for Environment and Sustainability in Gothenburg, the Swedish Ministry of Education and Research, the Swedish National Commission for UNESCO, and the Swedish International Centre of Education for Sustainable Development. The recommendations were formally adopted in November 2008.

As the Korean church grew explosively in the 1970s, one congregation attracted the attention of the churches of the world. Yoido Full Gospel Church (YFGC) pastored by Rev. David Yonggi Cho had the largest congregation in the world with a membership of 700,000 by the end of 1994. Cho founded YFGC in 1958 and has pastored the church since. Many view YFGC as the base of the Pentecostal movement in Korea. This paper will discuss the history, development, characteristics, and influence of this church in relation to the ministry of Cho.

The article analyzes curriculum processes and products pertaining to the overall reconstruction of Afghanistan’s education system after 2002. With the support of several international agencies, including UNESCO’s International Bureau of Education (IBE), as well as non-governmental organizations (NGOs), Afghanistan’s Ministry of Education succeeded in making important progress with regard to quality education, curriculum planning and design. Based on a careful analysis of needs, new curriculum frameworks for primary and secondary education were developed over the period 2002–2006, and syllabuses and textbooks for primary and secondary education will be developed and disseminated in schools across the country. However, many challenges remain to be tackled, especially with regard to the dissemination of a new curriculum culture and the writing, printing and distribution of quality syllabuses and textbooks at all education levels. The article highlights both the achievements and the obstacles standing in the way of comprehensive curriculum reforms taking place in the difficult context of reconstructing a cohesive societal infrastructure in a country, such as Afghanistan, that is affected by conflict.

The formation of the Lima text would be considered as the first step to the visible unity for the churches which was initiated by World Council of Churches. Though there are many challenges both in the theological level and in the context of the Lima text, Lima text served a very great impact on the churches to examine their differences for further ecumenical movement. On the one hand it will not be easy for the churches to come together to create the visible united church, the churches also have to think that there is no authentic, stable and permanent church unity possible without doctrinal agreement. In 1982, the Faith and Order Commission of the World Council of Churches (WCC) published the report Baptism, Eucharist and Ministry (BEM), known as ‘the Lima Text/ Lima Document’ and invited responses from churches throughout the world. The report aroused great interest and has been widely discussed and also still continuing. This paper is an attempt to bring out some of the major issues which were related to the Lima text. There are three parts. The first part discusses the formation of the Lima text in brief and the summary of the Lima text. The general responses of the churches to Baptism, Eucharist and Ministry dealt in the second part. The major issues like scripture and tradition, sacrament and sacramentality and perspectives on ecclesiology are put under the third part.

The core of theological and practical information regarding Baptism, Eucharist and Ministry were clearly brought out through the document. This document will definitely help to clarify the queries regarding baptism, eucharist and ministry in ministerial journey to enrich and empower the faith and practice of the church and believers.

The purpose of this article is to determine the relationship between transformational leadership of vocational school principals on vocational teachers’ organizational commitment. A random sample of 340 vocational teachers responded to a three-part instrument (the transformational leadership questionnaire, the organizational commitment questionnaire and a demographic section). Means, standard deviations, Pearson correlations and stepwise regression analysis were used to analyse the data. The findings indicated that a strong, positive and significant relationship exists between transformational leadership (overall) and the organizational commitment dimension. Furthermore, the relationship between each component of transformational leadership and organizational commitment was found to be moderate, positive and significant. Finally, it is suggested that more workshops and training courses in transformational leadership should be sponsored by the Ministry of Education in Jordan to promo...

This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project. Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding. The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.

Background Community-based education (CBE) is part of the training curriculum for most health workers in Uganda. Most programs have a stated purpose of strengthening clinical skills, medical knowledge, communication skills, community orientation of graduates, and encouragement of graduates to work in rural areas. This study was undertaken to assess the scope and nature of community-based education for various health worker cadres in Uganda. Methods Curricula and other materials on CBE programs in Uganda were reviewed to assess nature, purpose, intended outcomes and evaluation methods used by CBE programs. In-depth and key informant interviews were conducted with people involved in managing CBE in twenty-two selected training institutions, as well as stakeholders from the community, Ministry of Health, Ministry of Education, civil society organizations and local government. Visits were made to selected sites where CBE training was conducted to assess infrastructure and learning resou...

Following the not so easy to quench thirst for education and educational forums for education system change it is understandable that we have to borrow from the golden old to replenish the gemstones of tomorrow. From the classical signatories such as Plato, Socrates, Aristotle and the likes we have quenching fountains to our thirst for a new dawn in our education systems. It is therefore of essence to borrow from the long gone but not lost past! Remember we boast that old is golden, as a result we may coat our future with this gold.

Raven's Coloured Progressive Matrices test has been extensively used across a wide variety of settings in different countries all over the world as a fair culture measure of non-verbal intelligence. The objective of the present study is to extract norms of the test for Omani ...

Ngugi's combative spirit against neo-colonial agents and their masters continues in Devil on the Cross, a novel he wrote in detention in Kimathi Maximum Security prison in Kenya. Like Petals of Blood, the story takes place mainly in Ilmorog and partly in Nairobi. It is no wonder, then, that the major trope in Devil on the Cross could be neocolonial dependency, with the Devil on the Cross as the structuring symbol. This is best illustrated in Wariinga's nightmare in which the white colonialist Devil is crucified by the masses (apparently, a reference to political independence) only to be resuscitated by the local comprador. Devil on the Cross shows the class struggle between the poor and the rich, the exploited and the exploiters. The novel begins with the story of Wariinga, a lady who had suffered a series of misfortunes, maltreatment and deprivation at the hands of some irresponsible men in the society. She was used, abused and abandoned by the rich old man of Ngorika whose child she was carrying. She had attempted suicide on the railway track but was saved by the timely intervention of Munti. After having her baby, she was able to complete her secretarial studies and found herself a job in Champion Construction Company. She later lost this job because she did not welcome boss Kihara's attentions. Her undergraduate friend, John Kinwana, jilted her after accusing her of being Kihara's mistress; and she was thrown out of her one-room apartment for her inability to pay the rent which the landlord had increased, and the landlord secured the services of three thugs who threw her things out. On the matatu bus, we see Muturi, Wariinga and Wa Mukiraai with the invitation cards for the feast to choose the seven cleverest thieves and robbers in Ilmorog. Mukiraai is in favour of the competition, and he is of the opinion that the feast is not organized by Satan but by the organization of modern theft and robbery in Ilmorog to commemorate a visit by foreign guests from an association of the thieves and robbers of the Western world, particularly from America, England, Germany, France, Italy, Sweden and Japan. The creation of a Devil's feast where national robbers and thieves with their foreign allies gather in order to reveal their tactics, strategies and motives provides Ngugi with the space for enacting or deconstructing, through the grotesque and the obscene, the banality of power, in a neo-colonial African society. During the feast we are confronted with the boastful thieves and robbers in the cave as the cooperation of the Kenyan bourgeoisie is seen as fruitful by the international representatives; the leader of the foreign delegation from the international organization of thieves and robbers headquartered in New York thanks the local thieves and robbers for the good work they have done performing, yet thieves who steal out of hunger are not allowed to compete. An example is Ndaaya Wa Kahuria in order to stop these noisy competitors who are watchdogs of imperialism that Wangari decides to invite the police, while Muturi who believes in the ability of the workers to arrest the thieves goes ahead to mobilize them. But the police who ought to arrest the thieves turn round to arrest Wangari, who should

The Servant of God is a spiritual leader for the people that he serves. Phenomena that appear to be seen that often the servant of God who can' t be model in the problem of moral and ethical, and some even a servant of God has not be able to influence and values positive. Some others leave his calling as a pastor with a variety of reasons. The servant of God must understand the meaning of his calling in order to be able to demonstrate his consistency in his ministry.. Abstrak. Hamba Tuhan adalah pemimpin rohani bagi orang-orang yang dilayaninya. Fenomena yang muncul bahwa kerap dijumpai hamba Tuhan yang tidak dapat menjadi teladan dalam persoalan moral dan etika, bahkan sebagian hamba Tuhan tidak mampu memberi pengaruh dan nilai-nilai positif. Sebagian lainnya, meninggalkan panggilannya sebagai hamba Tuhan dengan berbagai alasan. Seharusnya, seorang hamba Tuhan harus memahami arti panggilannya sehingga mampu menunjukkan konsistensinya dalam pelayanan. Kata-kata Kunci: Hamba Tuhan, konsistensi, pelayanan, teladan. PENDAHULUAN Menjadi Hamba Tuhan 1 adalah sebuah tugas yang menuntut tanggung jawab dan teladan dalam berperilaku. Sesuai dengan sebutannya, hamba Tuhan merupakan hamba yang melayani Tuhan atau hamba dari Tuhan yang berperan menjadi alatnya Tuhan. Oleh karena tugas atau fungsinya ini, seorang hamba Tuhan haruslah satu pribadi yang mampu menunjukkan contoh atau teladan dalam perkataan dan perilakunya. Panggilan menjadi Hamba Tuhan adalah suatu panggilan yang mulia. Di tengah zaman di mana manusia dihadapkan kepada banyaknya pilihan penting menyangkut sikap 1 Istilah Hamba Tuhan dikenakan kepada setiap orang yang karena alasan tertentu memutuskan untuk menjadi hamba dan melayani Tuhan yakni mengerjakan pekerjaan atau pelayanan yang diserahkan Tuhan untuk diselesaikan. Oleh karena alasan itulah, maka dari seorang hamba Tuhan dituntut tanggung jawab dan keteladanan baik melalui tutur kata atau pengajaran yang sepadan dengan tingkah laku dan siap dikritik oleh saudara seiman dan orang lain. Erwin W. Lutzer, Pastor to Pastor, Tackling Problems of The Pulpit (Chicago: Moody Press, 2002), 32.

Este artículo analiza la institucionalidad del ministerio de educación de Chile durante la reforma educativa (1990-2009). Adicionalmente se realiza una comparación entre los cambios del ministerio de educación chileno en relación al de Argentina en el mismo período.