...College Department Course Syllabus Course No: History 1 Course Title: Philippine History Credit Units: 3 I. COURSE DESCRIPTION This course deals with the history of the Philippines from the ancient past to the present scene to the pro-Filipino point of view. It aims to enrich the students’ knowledge of our history and character as a people thus, instilling in them the spirit of Filipinism. The students’ learning of the history of our country will be facilitated thru the use of the interpretative method because in history interpretation is more important. Similarly, it aims to give the students the knowledge, values and skills with the integration of PCC core values and religion as the core of the curriculum to effectively deal with the reconsideration of the facts of our history as a people. II. OBJECTIVES At the end of the course, the students should be able to: a. Demonstrate a thorough understanding of the facts of our history as a people from the point of view of the Filipinos for excellence thru classroom participation and academic achievements; b. Apply knowledge of Philippine History interpreted from a Filipino standpoint in their daily life toward efficient and effective respect for human dignity, Christian discipleship and responsible stewardship thru life witnessing; and c. Express gratitude and appreciation of the heroic deeds of the great men and women of the Philippine History as a vital tool to become persons...
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...Curriculum In Quality Education By : Rohmat Muflikhul Huda 1. Introduction In education we are never separated from the curriculum. The basis for the creation of curriculum educational settings. The curriculum is said to be successful if the trip went smoothly, and can be said to be in accordance with the plan. However, the curriculum is said to fail when encountering many obstacles along the way that makes the pace of the curriculum itself becomes obstructed. There are at least 4 times a change of curriculum in Indonesia, that began 94 years, from 1994 to the enactment of curriculum, until now is curriculum 2013. I chose this topic, because of the many debates every time to discuss curriculum that affect the level or quality of education itself. Basically, the quality of education itself is not only influenced by the course curriculum, but the way teachers teach and also the effectiveness of the learning process also greatly affect the quality of education. That which will be discussed later in this article, so it is not just the curriculum that will be discussed in this article, but the effectiveness, a great system in education, and also a good way of how the education will also be discussed in this article. 2. Discussion Background Research Education is very important in the lives of individuals around the world. It is also generally recognized that education is a key element in the socio – economic nation building. Each level has its own...
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...Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document Student’s Name Institution Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document In Catholic schools, religious education is the first area of learning. Religious education enables children and the youth to justify, explain and understand Christian message and teachings as they are taught by the Catholic Church (Carswell, 2001). Religious education is taught to all those who follow and believe in Christ in the world. Through learning, students are taught research, guided on how to study and overall learn how Christians should live (Ryan, 2003). These students also get to know the distinctive vision of the Catholic Church. The Catholic curriculum systematically directs students and enhances them to reflect critically on the meaning of being a Catholic (Carswell, 2001). In Australia, Religious Education Curriculum is imperative, and a must learn program for all years of schooling. This Program, which is denoted as K-12 contains what is to be covered in the Religious curriculum (Ryan, 2003). Time allocations are prescribed to this curriculum about the age of the learners. This program is part of the learning experience and is mandated by Australian Bishops. Its primary objective is to raising religious knowledge and awareness. In Australia, Religious Education is an extremely acclaimed feature of the Australian Catholic schools through...
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...Structure & Development of the New South Wales (NSW) Primary Curriculum The New South Wales Primary Curriculum provides the framework for the outcomes based education currently in use in all Public schools in New South Wales. This essay will present a brief overview of the structure, definition, goals, influences, processes and show how it meets the needs of current and future learners. Drawing from various sources, an examination of the curriculums content and foundation, will provide a snapshot of where the educational direction is headed. Curriculum Structure and Development In 2004 the Board of Studies NSW developed the consultation paper, Defining Mandatory Outcomes in the K–6 Curriculum, which also involved surveys, submissions and state-wide consultation meetings with teachers across NSW. This process helped to bring about the current NSW Primary Curriculum Foundations Statements. Collaborating with teachers and educational professionals the statements developed by the board of studies NSW give clear direction of what must be taught through each of the stages of learning in the K-6 curriculum (The Board of Studies NSW, 2007). The NSW Primary Curriculum is structured into six key learning areas (KLA’s), English; Mathematics; Science and Technology; Human Society and its Environment; Creative Arts; and Personal Development, Health and Physical Education (PDHPE). The KLA’s, along with the syllabus, remain at the core of planning and programming, and are broken...
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...CURRICULUM Introduction As part of transforming South Africa, the educational landscape has undergone dramatic changes where ultimately teachers have to decide to either implement a curriculum as mandated or to adapt the curriculum to take into account their particular context. Teacher’s in South Africa battle on a daily basis with the effects of teaching large number of learners in an under-resourced context. Teachers are expected to adapt to those changes and such changes impact heavily on the roles of teachers in the classroom. They must find a way to facilitate teaching, learning and assessment despite difficult conditions. The gap between curriculum as intention and curriculum as reality confronts teachers regularly. The aim of this essay will address the narrow and broad definitions of the concept curriculum, as well as the official, explicit, implicit, covert and hidden curriculum as they are viewed by different authors. Defining Curriculum Two views on curriculum: Narrow and Broad Many educationists argue that awareness of different interpretations is important in developing a Good understanding of what curriculum is (Booyse & Du plesis, 2014: 4). However they make a point that different approaches, either as a blue print or adaption approach, may be appropriate for different situations. Take a closer look at the various interpretations: Eisner (1985) defines curriculum as a series of planned events that are intended to have educational consequences...
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...REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION SECONDARY EDUCATION MODERNIZATION PROGRAMME DRAFT SECONDARY SCHOOL CURRICULUM Form Three Mathematics Curriculum Development Division October 2003 TABLE OF CONTENTS About this Draft i Foreword – A Note to Teachers iii Acknowledgements v PART ONE Introduction 1- 1 The Curriculum Underpinnings 1- 2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter...
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...Teacher Education in Tanzania: The Experience of Pre-Service and In-service Teacher Preparation for Quality Education By: Albert Lawrence Lukanga, Abstract This paper presents in brief the conditions prevailing in teacher education in the process of preparing Pre-service and In-service teachers in Tanzania. It starts by conceptualizing teacher education. The conditions and the process of preparing teachers at Pre-service and in service levels is at the heart of the discussion in which several issues are exposed including the issue of content and methodology used by teacher educators. A theory in practice in education, and in teacher education in particular is discussed as one of the influencing factors for realization of quality education. Thus, learner-centered approach and competency based teaching and learning have been given its weight. Moreover, the challenges towards provision of quality teacher education and the possible solutions have been highlighted. It is concluded that to ensure that the process of preparing these teachers goes smoothly and ultimately results in quality education, the environment that suits the application of these current theories must be improved Conceptualizing Teacher Education Teacher education is perceived as service activity for the education system. It is a process through which prospective and in-service teachers are enabled to acquire knowledge, attitudes, behaviours, and skills they require to perform their teaching...
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...Module 7: Curriculum IMPLEMENTATON “Homework Must Be More Fun and Meaningful’ In Module 5 we discussed what was involved in curriculum planning and in Module 6 we looked at different techniques of designing the curriculum focusing on some curriculum design models. The next stage in the curriculum development process according to Tyler, Taba and Alexander & Saylor is the implementation of the curriculum plan. The final destination of any curriculum (whether it be a school, college, university or training organisation) is the classroom involving students, teachers, administrators and the community. Implementing the curriculum is the most crucial and sometimes the most difficult phase of the curriculum development process. Those responsible for implementing a curriculum often hear comments and concerns such as: o Teachers are already overloaded – how are they going to implement the new ideas. o Parents and education officers are only interested in a high pass rate in examinations – how are schools to incorporate suggested changes. These are real concerns and made worse when persons implementing the curriculum are not clear what is expected of them. How often have we heard people say, ‘the plan was good but implementation was poor’. On the other hand, if a curriculum plan is not implemented and remains on the shelf then all efforts in planning will be a sheer waste. A curriculum must be delivered...
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...Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document Student’s Name Institution Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document In Catholic schools, religious education is the first area of learning. Religious education enables children and the youth to justify, explain and understand Christian message and teachings as they are taught by the Catholic Church (Carswell, 2001). Religious education is taught to all those who follow and believe in Christ in the world. Through learning, students are taught research, guided on how to study and overall learn how Christians should live (Ryan, 2003). These students also get to know the distinctive vision of the Catholic Church. The Catholic curriculum systematically directs students and enhances them to reflect critically on the meaning of being a Catholic (Carswell, 2001). In Australia, Religious Education Curriculum is imperative, and a must learn program for all years of schooling. This Program, which is denoted as K-12 contains what is to be covered in the Religious curriculum (Ryan, 2003). Time allocations are prescribed to this curriculum about the age of the learners. This program is part of the learning experience and is mandated by Australian Bishops. Its primary objective is to raising religious knowledge and awareness. In Australia, Religious Education is an extremely acclaimed feature of the Australian Catholic schools through...
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...The World Economic Forum ranked South Africa’s quality of education 140th out of 144 which is lower than Lesotho and Swaziland. This causes us to think whether the state has or has not failed to provide quality education for its citizens. After the apartheid era South Africa had become a democracy. With the start of this democracy and the new Constitution of the Republic of South Africa 1996 there had been a transformation in South Africa’s education system. A transformation in the system was exactly what South Africa needed because of the previously destructive policies, legislation and practices implemented under the apartheid era which segregated black students and other races apart from whites. This caused blacks and other minority races to be disadvantaged because the whites were seen as the superior race which meant that the blacks and other racial minorities suffered severe educational,social and economic disadvantage. However the Constitution of 1996 and a COMPREHENSIVE number of education laws that have been applied have been transforming the South African educational system at all levels. Another example is the South African Schools Act 84 of 1996 which provides for a uniform system for the organisation, governance and funding for all schools in the country. The purpose of the Act is to provide high quality of education aswell as addressing past injustices. The government’s plan for educational reform is also included in this act. The Act provides for the following:...
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...infections or surgical wound infections (Duncan & Mayo, 2004). The OR is a fast paced nursing specialty requiring expert training and mentorship for perspective candidates. According to Burnette (2007), nursing students felt like they were not adequately trained for the complexity of the OR during nursing school. As an effort to combat this, The Methodist Hospital began the Methodist Advancement into Professional Practice Program (MAPP). MAPP students are senior professional nursing school students with an interest of pursuing a career as an OR nurse. The internship is an aggressive two month program focusing on the skills required to function as a highly trained OR nurse. In an effort to uphold recommended standards and practices, the core curriculum is based on the fundamental elements of the Association of PeriOperative Nurses (AORN). During the first two weeks students began their training in a classroom setting where were introduced to the basic concepts of the OR. The next six weeks students will be engage in simulations labs of what was taught in the classroom setting. They will demonstrate mastery through return demonstration prior to orienting through the OR suites. Once on the unit, MAPP students are assigned a preceptor for the remainder of their training and are allowed to function independently through direct supervision by their preceptor. Philosophy Philosophies are...
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...Education Today’s health care environment is undergoing significant changes due to complex patient’s needs, chronic health conditions, and technological innovations. Educating nurses within the 21st century requires a creative integration of knowledge, skill set, and caring within an increasingly complex healthcare system (Institute of Medicine [IOM], 2010). Nursing education is heavily laden with continuous content increases to be covered within the curriculum (Devereaux-Melillo, Dowling, Abdallah, Findeisen, & Knight, 2013). The need to examine curricular transformation is imperative in order to manage content saturation, and abate the separation of the classroom and clinical teaching. This paper will outline the following processes: (a) the development of a concept-based curricular plan for a baccalaureate program, (b) the impact of a concept-cased curriculum (CBC) on the faculty, students, finances, community of interests, accreditation, and (c) examples of the integration of competencies. Development of Concept-Based Curricular Plan Nursing faculty are challenged with curriculum, for they are presenting an astronomical amount of material to “cover the content”. According to Duncan and Schulz (2015) nurses practice conceptually on a daily basis by focusing on the patient needs, regardless of the medical diagnoses assigned. In order to practice conceptually, nurses must think conceptually by grouping important facts into concepts that can then be transferred from one...
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...Syllabus Vs Curriculum Outline Difference between a syllabus and a curriculum. An account of the salient factors we have to consider for constructing a syllabus. 1. Introduction. 2. Syllabus and curriculum A. Definition of syllabus B. Definition of curriculum C. Difference between syllabus and curriculum a. Basic difference b. Differences in detail approaches 3. Factors to construct a syllabus A. Type A: What is to be learn B. Type B. How is to be learn C. Van EK’s necessary component D. Selection of the content E. Organization of the content F. Components to design a syllabus a. Set A b. Set B c. Set C d. Set D G. McDonough about syllabus design H. Criteria for selection and grading a. Structural b. Topic c. Functional 4. The need for a syllabus A. Should a syllabus be explicit, and if so, to whom? B. Basic organizing principles 5. Creating and reinterpreting a syllabus 6. Conclusion Introduction: Throughout the 1970s while language teaching theorists and practititioners excited themselves with course design for Specific Purpose language teaching, and while needs of adult migrants and private sectors or industrial language learners were extensively examined, the majority of learners of English continued to struggle with large classes, limited text books, few contact hours, and years of unintensive study. The work of many teachers had either been...
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...Examination in China, America and Russia. Examination in China, America and Russia. Since ancient times, examination is a way to test person's knowledge, intelligence, ability, personality and moral. It is a measure of human knowledge and intelligence methods used hitherto created, the more objective, fair, accurate, and efficient way. Therefore, when the most important meaning to assess people's knowledge, and ability to master the quality of education and learning ability, skill levels and educational institutions and to develop good quality and ability of personnel activity is used in the examination. So as a student take the exam is very normal thing that looks like people eat food. But different countries have different ideas for the purpose of students take exam. Such as, in some country exam just for help student to study, in another country exam is good way to test student who is good or bad student. Along with education become more and more popular and globalization, many people pay attention to exam and people want know more information about how examination effect students in higher education. From the research is studying of the examination different between China, America and Russia in higher education. In China, Chinese education is Exam-oriented education, which means to meet the entrance examination for the purpose of educational philosophy and education. It is use to test the quality of the school enrollment rate the level of education, teachers and students'...
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...FULFILLING OUR TAX EDUCATION MANDATE Tax Education Package Public & Corporate Affairs, Uganda Revenue Authority 1 URA VISION To be a model for Best Practice and Innovation in Revenue Services. URA MISSION To Provide Excellent Revenue Services with Purpose and Passion. URA CORE VALUES Excellence, Integrity, Team Work and Respect 2 Tax Education Package Public & Corporate Affairs, Uganda Revenue Authority Acronyms and Defined Terms CD Customs Department DT Domestic Taxes Department ESA Education Standards Agency FAQs Frequently Asked Questions GOU Government of Uganda MOES Ministry of Education and Sports MOFPED Ministry of Finance, Planning and Economic Development NCDC National Curriculum Development Centre NCHE National Council for Higher Education NSC National Speech Championships PSFU Private Sector foundation of Uganda PCA Public and Corporate Affairs Division TPD Taxpayers’ Day UIA Uganda Investment Authority UMA Uganda Manufacturers Association UNCCI Uganda National Chamber of Commerce and Industry UNEB Uganda National Examinations Board URA Uganda Revenue Authority USSIA Uganda Small Scale Industrialists Association Tax Education Package Public & Corporate Affairs, Uganda Revenue Authority 3 Content Page Acronyms and Defines Tems……………………………………… 3 Word from the Commissioner...
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