DOCSLIB.ORG

Quality in Education: Teaching and Leadership in Challenging Times. Vol. 2 Sajid Ali Aga Khan University, Institute for Educational Development, Karachi

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Quality in Education: Teaching and Leadership in Challenging Times. Vol. 2 Sajid Ali Aga Khan University, Institute for Educational Development, Karachi eCommons@AKU Books 2007 Quality in education: Teaching and leadership in challenging times. Vol. 2 Sajid Ali Aga Khan University, Institute for Educational Development, Karachi Meher Rizvi Aga Khan University, Institute for Educational Development, Karachi Follow this and additional works at: http://ecommons.aku.edu/books Part of the Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, International and Comparative Education Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Recommended Citation Ali, S. , Rizvi, M. (Ed.). (2007). Quality in education: Teaching and leadership in challenging times. Vol. 2. Karachi: Aga Khan University, Institute for Educational Development. Available at: http://ecommons.aku.edu/books/7 Quality in Education Teaching and Leadership in Challenging Times An International Conference at Aga Khan University Institute for Educational Development February 21 - 23, 2006 Proceedings Volume 2: Pages 435 – 869 Editors Sajid Ali Meher Rizvi Copyright © 2007 by Aga Khan University Institute for Educational Development. All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publisher, except for non-commercial, educational uses. First Published 2007 Published by Aga Khan University Institute for Educational Development 1-5 Block 7 F. B. Area Karimabad PO Box 13688 Karachi 75950 Pakistan Phone: +92-21-6347611 Fax: +92-21-6347616 Contents Preface and Acknowledgment xi Institutional Abbreviations Used xvi Keynote Addresses Ahmed, M. Quality of Education: The Elusive Triad 1 Bakhteari, Q. Education & Leadership: A rational connection and realistic expectation 19 Little, A. W. Globalisation, Learning and Teaching 25 Papers Ahmed. S. Health Curriculum and School Quality: AKU-IED’s Perspectives 42 Ali, S., & Rizvi, M. Policies and Practices of Capacity-Building of Educational Managers: Prior and After Decentralisation 51 Babur, M., & Ali, S. Externalising Tacit Knowledge for Improving Practices: Experience from Leadership Programmes under ESRA 70 Bashiruddin, A. Teaching Quality in Self-Study Research 85 Begum, S. A Female PDT’s Journey in the Northern Areas of Pakistan 97 Bhojani, S. Improving Quality of Teaching and Learning, and Speaking and Listening Skills in English for Class 5 by Developing Resources 114 Dean, B. L. Action Research: A Viable Alternative for In-service Teacher Professional Development 129 iii Hussain, A., & Juma, A. Defining Quality in Early Childhood Settings: Experiences from the Field 156 Hussain, R., & Ali, S. Reforming Public Education in Developing Countries: Turning Challenges into Opportunities 176 Ishak, N. M., Mahmud, Z., Salleh, A. M., & Abdullah, S. M. S. Redefining Emotional Intelligence: A Case Study of the Malaysian Teachers’ Perspective 187 Khaki, J. A. Effective School Leadership: Can it Lead to Quality Education? 206 Khalid, A. Performance Management for Organizational Development: An Evaluation of the Teacher Appraisal System at Kinnaird College, Lahore 218 Khaliq, M. Striving for Quality Improvement in Teacher Education: An Experience from the Teacher Training College Shughnan, Afghanistan 244 Khan, H. K. Understanding a Novice Teacher’s Learning to Teach in a Private School for Girls in Karachi, Pakistan 254 Khan, J. W. School Improvement in Multi-grade Situation (SIMS): An Innovation of the PDCC 271 Kirmani, N., Zahid, M., & Naz, R. Teachers Professional Development for Quality Education 282 Lasi, S., Nadeem, S., & Fatima, I. Quality in Early Childhood Education: Assessing Early Child Development - A Holistic Approach for Ages 3-6 years 295 Mahmood, K. Least Common Multiple of Teacher Leadership Styles: Implication for Classroom 306 Mahmood, K., & Vazir, N. Educational Development Projects at IED: Towards School Improvement 332 iv Meher, R., Ummulbanin, A., & Mursaleen, G. Teacher Mentoring Programme: A Vehicle to Support Professional Development for Improving the Quality of Education in Districts of Sindh and Balochistan of Pakistan 354 Mohammad, R. F., & Kumari, R. Action Research—A Means of Continuous Professional Development in a Rural Context: Possibilities and Challenges 367 Mohammed, S. Are There Returns to Schooling in Pakistan? 389 Mujtaba, U. Post-Graduate Education in United Arab Emirates – Change in Teaching Styles 401 Muniapan, B. Rethinking Management Education in Malaysian Universities and Institutions of Higher Learning 416 Nasim, S., & Pirzado, P. Developing Teachers’ Skills in Thar Desert Area, Sindh, Pakistan 427 Niyozov, S. Local and Global Dynamics in the Construction of Quality Teaching 435 Rarieya, J. F. A. Women in Educational Leadership: A Comparison of Kenyan and Pakistani Women Educational Leaders 469 Rashidi, Z. E-Learning: Issues and Challenges in the Perspective of Pakistan 484 Rehmani, A. Teacher Education in Pakistan with Particular Reference to Teachers’ Conceptions of Teaching 495 Rizvi, N. F. Teachers as Leaders in the Pakistani Context 525 v Ryan, A. J. Fundamentally Different, Essentially the Same: A Study of the Impact of School Effectiveness Research on an International School Community in Pakistan, and Suggestions for the Creation of a New Paradigm of Effectiveness 535 Salleh, A. H. M., Abdullah, S. M. S., Mahmud, Z., & Ishak, N. M. Development and Implementation of Career Planning Module and Learning Motivation among Low Achievers in Malaysian Secondary School 549 Shaaban, M., & Qureshi, R. Teacher Leaders: Experiences of Pakistani Teachers in leading School Improvement Activities 558 Shah, A., & Jehangir, S. Teaching for Quality Education in Environmental Education: Challenges and Possibilities 565 Shaikh, F., Thomas, M., Madden, M., & Saad, I. Monitoring the Improvement of the Learning Environment of Government Primary School Achieved through the UEI-PDP for Teachers 580 Shamatov, D. A. Beginning Teachers’ Professional Socialization in Post-Soviet Kyrgyzstan: The Challenges and Coping Strategies 601 Shamim, F. Emerging Roles and Relationships of Teacher Leaders for School Improvement in Pakistan: A Case Study 614 Shonusariev, K. Practitioners’ Views on Changing School Culture: Leading towards School Improvement 628 Tahir, F., Subhan, F., Sultan, S., Deepa, F., Khan, M. S., Kazi, B. M., & Karamat, K. A. Integrated Approach in Comprehending and Teaching Physiology and Biochemistry 643 Tajik, M. A. Change Agents’ Orientations to Change 651 vi Thomas, M. Factors that Inhibit Middle and Secondary School Teachers in Pakistan from Adopting a Student-Centred Approach towards the Teaching and Learning Process 677 Tikly, L. Globalisation and Education Quality in Low Income Countries: Towards a Research Agenda 699 Vithanapathirana, M. Improving Multi-grade Teaching: Action Research with Teachers in Multi-grade Settings in Rural Sri Lanka 722 Waqar, Z. An Action Research at San Francisco State University/San Francisco Head Start: A Continuous, and Effective Improvement Plan for Early Childhood Teachers 735 Zaki, S. Rethinking Quality through Components of Teaching Process in Teacher Education 746 Symposia Halai, A., Otienoh, R., Shariff, Z., & Swat, N., Initiating Change in Classrooms: Pathways and Challenges for East African Schools 756 Husain, S., Mehta, Y., Haider, S., & Imran, A. Learning to Lead: Assessing a School-Based Teacher Leadership Programme 765 Joldoshalieva, R., Rustambekova, N., Papeiva, J., Konunova, G., Niyozov, S., & Shamatov, D. Teacher Education and Research in Central Asia 777 Poster Presentations David, B., & Madden, M. Empowering Teachers to Solve their own Classroom Problems 812 vii Madden, M. The Learning Portfolio: A Process of Self-Assessment amongst Teacher Education Students 826 Mehboob, P. Significance of School Experience-based Teaching Practicum and Quality in Teacher Education 835 Papers Abstracts Received Alvi, U. Learning and Modes to Ascertain Learning: Perception, Purpose and Practice 845 Ashraf, D. Gendered Schooling: A Case from Northern Pakistan 847 Ashraf, H., & Christie, T. The Language of Schooling and the Creation of Social Identity 848 David, B. Globalization and Teaching Learning – Productive Human Capital, Pakistani Perspective 849 Halai, N. A Story of Change and Innovation to Enhance Quality of Schooling: A Case Study of AKU-IED Impact 851 Iqbal, M. Quality in Teacher Education for Better Quality of Life 853 Yousufi, S., Alvi, U., Huma, F., Syed, Q., Fatima, M., Batool, R., Firdaus, T, Syed, Q., & Fakhar, N. Leadership for Promoting Quality in Science Teaching and Learning: Reflections from the Science Association of Pakistan. 855 Symposia Abstracts Received Johnson, B., Khan, K., Bano, Y., Merchant, N., Kanjee, A., Khan, S. C., Mithani, S., & Rizvi, W. Unpacking the Quality Knack Pack – AKESP’s Teacher Development Experiences through Research and Practice 858 viii Joldoshalieva, R., Rarieya, J., Dean, B., & Hussainy, A. S. The Role of Schooling in Constructing Gender Identities in Pakistani Students 860 Mithani, S., Rizvi, W., Khan, S. C., Bano, Y., Razi, S., Sayeed, A., & Baig, A. Unpacking the Quality Knack Pack – AKESP’s Experiences of School Improvement and Systemic Reforms 862 Shiffa, M., Abdalla, M. J., Qureshi, R., & Retallick, J. Potentials, Prospects and Problems of Educational Leadership for Quality Education 864 Poster Abstracts Received Bukhari, F. Relationship of Depression, Locus of Control and
Load more

Recommended publications
  • RFP Moore Gymnasium Bethune Cookman University the Objective
    Scope Statement Development Instructions RFP Moore Gymnasium Bethune Cookman University The objective of this project is multifaceted. The existing building (Moore Gym) was built in 1954. The athletic facility is a single building. This project will be a major renovation to not only the cosmetics of this building, but the upgrade that will cover Life Safety Systems, MEP, Envelope and Roofing Systems. The time line for this project is as follows: The project must be completed no later than December 31, 2021. This will ensure that it is completed for school opening. The implementation plan needs to include methodologies and systems that will be the least disruptive and most cost effective as possible for University. All installation will be done in a professional workmanship like manner. Finally, all work will be done in such a manner as to mitigate any possibility of injury and exposure to Bethune Cookman University, its employees, students, and/or visitors. 06/30/2021 Page 1 of 11 Scope Statement Development Instructions TABLE OF CONTENTS Contents A. Executive Summary ............................................................................................... 3 B. Business Objectives ............................................................................................... 3 C. Project Description ............................................................................................... 4 D. Project Controls .................................................................................................... 7 E. Scope Statement
    [Show full text]
  • FYI Newsletter May 5, 2021
    FYI Newsletter May 5, 2021 John 13:34 A new commandment I give to you, that you love one another; as I have loved you, that you also love one another. By this all will know that you are My disciples, if you have love for one another. BOOSTER CLUB MEETING **MEET THE COACHES FOR FALL SPORTS** Monday, May 10th 5:00P Event Center FAITHACADEMYBELLVILLE.ORG REGISTRATION & SPONSORSHIP FORMS ARE ATTACHED Mrs. Hargrave’s 3rd Grade Class Friday, May 14th 9:00A - 10:00A Event Center Mother's Day is coming up on Sunday, May 9 and many FA supporters are shopping for gifts. This is a great opportunity to increase Faith Academy of Bellville's AmazonSmile donations by reminding your Last Day to observe supporters to shop at smile.amazon.com. in the classroom is Use the tool kit below in email, social media, and on your website to spread the word to your Friday, May 14th staff, families and volunteers when you shop Mother's Day gifts at smile.amazon.com/ch/76-0509102 AmazonSmile donates to Faith Academy Join us on Monday, May 17th to celebrate the Senior Class of 2021 8:00 a.m. Gymnasium All Are Welcome!! 2021 Faith Academy Awards (High School Only) May 17, 2021 Tickets $15 (for sale in the office) Meal Served @ 6:00P Semi-formal Attire *Tickets Must Be Purchased before May 12 ELEMENTARY AWARDS & RECOGNITION Academic, Classroom Awards, AR & Roadrunner Thursday, May 20th 1:00P Beth Keaton Gymnasium All are invited!! & RECOGNIZING JUNIOR HIGH STUDENTS for ACADEMICS & SPORTS Thursday, May 20th 2:00P Beth Keaton Gymnasium All are invited!! Friday May 21st End of school Black-out Pep Rally @ 2:30 in the gym and BLUE BOWL Festivities after school Watch for more info next week!! Senior Graduation Ceremony Sunday, May 23rd 3:00P Beth Keaton Gymnasium Family, Friends & Community are invited Kindergarten Graduation Ceremony Monday, May 24th 6:00P Beth Keaton Gymnasium EEC has a role in the program & are excited to share with you what they have learned this year!! Family, Friends & Community are invited FA Knight News by Mrs.
    [Show full text]
  • Key Digital Transforms Preparatory School's Multi-Use Gymnasium
    CASE STUDY Key Digital Transforms Preparatory School’s Multi-Use Gymnasium Key Digital’s Compass Control® Pro system gives the Brentwood Academy a faculty-friendly control solution that can accommodate variety of school events. Pro Tech Media Solutions (A Division of Audio Electronics, Inc.) is Key Digital’s hallmark control solution allowed for seamless and a full service Audio/Visual Company located in Nashville, TN, knew independent control of the multiple scenes in the school gymnasium. to turn to Key Digital’s flexible control system, Compass Control® “ One of the most unique designs for this installation is the score table Pro, for the Brentwood Academy gymnasium transformation. for the basketball games. The score table announcer has a computer from which he plays the tunes to get the crowd revved up and he also Located just south of Nashville in Brentwood, Tennessee, Brentwood Academy is a coeducational independent Christian college preparatory has his own mic for announcing. With the incredibly customizable ® school for grades six through twelve. After years of frustrating audio Compass Control Pro PTMS made a GUI with two large mute buttons and video issues the school needed an easy and manageable control so he can put the iPad on either side of him and just reach over and system in the upper gymnasium which is used for sporting events, school press one button to talk. With that one button press the audio from all assemblies, pep rallies, and chapel services. other sources mute and his mic is heard loud and clear. The school Prior to the Compass Control® absolutely loves that feature!” said Dewayne Rains, VP of Sales, All of the settings that Pro installation the school’s Key Digital Systems.
    [Show full text]
  • Secondary School
    Secondary school A secondary school is an organization that provides secondary education and the building where this takes place. Some secondary schools provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle and high school system. Secondary schools typically follow on from primary schools and prepare for vocational or tertiary education. Attendance is usually compulsory for students until the age of 16. The organisations, buildings, and terminology are more or less unique in each Tóth Árpád Gimnázium, a secondary school in Debrecen, country.[1][2] Hungary Contents Levels of education Terminology: descriptions of cohorts Theoretical framework Building design specifications Secondary schools by country See also References External links Levels of education In the ISCED 2011 education scale levels 2 and 3 correspond to secondary education which are as follows: Lower secondary education- First stage of secondary education building on primary education, typically with a more subject-oriented curriculum. Students are generally around 12-15 years old Upper secondary education- Second stage of secondary education and final stage of formal education for students typically aged 16–18, preparing for tertiary/adult education or providing skills relevant to employment. Usually with an increased range of subject options and streams. Terminology: descriptions of cohorts Within the English speaking world, there are three widely used systems to describe the age of the child. The first is the 'equivalent ages', then countries that base their education systems on the 'English model' use one of two methods to identify the year group, while countries that base their systems on the 'American K-12 model' refer to their year groups as 'grades'.
    [Show full text]
  • HEAD of COLLEGE SECTION Karachi Grammar School, Pakistan
    APPLICATION PACK FOR THE POST OF HEAD OF COLLEGE SECTION Karachi Grammar School, Pakistan Co-educational • Day School • 3 – 19 years • 2400 pupils Required for August 2019 www.kgs.edu.pk APPLICATION PACK FOR THE POST OF HEAD OF COLLEGE Karachi Grammar School, Pakistan About the School Karachi Grammar School, commonly known as KGS, is an United Nations, debating, computer science, science independent, English-medium school in Karachi, Sindh, Pakistan. Olympiads and the Duke of Edinburgh Award Scheme It is a highly selective, coeducational day school serving - all supercharged by student led societies and houses. approximately 2,400 students aged between three and nineteen years and is regarded by many as the best school in Karachi if There are three Heads of Section who each take charge of one of not Pakistan. Certainly, it has the most impressive alumni and the three major sections of the School, i.e. Kindergarten & Junior each year its very bright students secure places at the best (Nursery to Class VI), Middle (Class VII to IX) and College (Class universities in the world including Oxbridge and Ivy League. X to A-level). There are also Assistant Heads for Kindergarten, Junior, Middle, O-level and A-level, making an Internal Established in 1847 by the Reverend Henry Brereton, Management Team, including the Principal, of 14 persons. the first chaplain of Karachi, as a school for “English and Anglo-Indo children”, it is the oldest private school The school is fully committed to Continuing Professional in Pakistan and the second oldest in South Asia, a Development and works closely with Cambridge and other member of the Winchester International Symposium and schools throughout Pakistan and beyond to deliver a former member of the Headmaster’s Conference.
    [Show full text]
  • The Gymnasium Building Mooresville, Indiana
    The Gymnasium Building Mooresville, Indiana In 1996, the Save the Newby Gym Committee was formed to raise money to repair the aging building. The committee was comprised of junior basketball league officers, school administrators, and civic leaders, some of whom had played on the Newby court during their high school athletic careers. The committee worked from 1996 until renovations were completed in the fall of 1999. A grant from the Lilly Endowment in the amount of $77,150 was presented to the committee in 1997. These funds, along with other money raised by the committee through donations and fundraising efforts, allowed for the much needed repairs to the facility. These repairs included; improving the structural integrity of the north wall, building and painting bleachers for the north side of the gym, replacing all of the windows, replacing the entire floor, and the installation of a handicapped accessible bathroom – not to mention evicting numerous bats that had made the Newby Gym their home. The renovated gym was reded- icated on September 11, 1999. Top right: Sophomore girls dance around the Maypole during May Day 1957 events; Top Left: Homecoming dance 1956; Below: The Girls Athletic Association plays basketball in the gym 1955. Front Cover: Top: 1957 Graduation; Lower Left: Basketball 1955; Lower Right: The Gymnasium in 2012. A fund for the preservation of the Newby Gym is set up at the Community Foundation of Morgan County. Plaques with pieces of the original wood floor are available for sale with proceeds benefitting the fund. Find more information at www.cfmconline.org or 317-831-1232.
    [Show full text]
  • William Hall Walker Gymnasium Other Names/Site Number  2
    NPS Form 10-900 OMB No. 1024-0018 United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations of eligibility for individual properties or districts. See instructions in How to Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A). Complete each item by marking "x" in the appropriate box or by entering the information requested. If an item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials and areas of significance, enter only categories and subcategories listed in the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-900a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property historic name William Hall Walker Gymnasium other names/site number 2. Location street & number Sixth Street at Fieldhouse Road, Castle Point on Hudson not for publication city or town City of Hoboken vicinity state New Jersey code 034 county Hudson code 017 zip code 07030 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I certify that this X nomination request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property X meets does not meet the National Register criteria. I recommend that this property be considered significant nationally statewide locally.
    [Show full text]
  • List of Schools Based in Karachi to Whom the Book Quaid-I-Azam Nay Farmaya Is Being Distributed Free of Cost 1
    List of Schools based in Karachi to whom the book Quaid-i-Azam Nay Farmaya is being distributed free of cost 1. AES School for Girls 2. Aisha Bawany Academy 3. Army Public School 4. Avicenna 5. Bay View Academy 6. Beacon Askari School and College 7. Beaconhouse School System 8. BVS High School 9. C.A.S. School System 10. Charterhouse Public School 11. Convent of Jesus & Mary 12. Cordoba School for A - Level 13. DA Public School O & A Levels 14. Date Palm School 15. Dawood Public School 16. Falconhouse Grammar School 17. Foundation Public School 18. Froebel Education Centre 19. Generation's School 20. Ghulaman-e- Abbas School 21. Habib Girls School 22. Habib Public School 23. Happy Home School 24. Happy Palace Grammar School 25. Jaffar Public School 26. Karachi Cadet School 27. Karachi Grammar School 28. Karachi High School 29. Ladybird Grammar School 30. Lahore Grammar School 31. L'ecole for Advanced Studies 32. Links School 33. Metropolis School System 34. Metropolitan School System 35. Nakhlah School 36. Nasra School 37. Qamr-e- Bani Hashim School 38. Shaheen Public School 39. Shahwilayat Public School 40. Shamsi Society Model School 41. St. Joseph's Convent School 42. St. Lawrence Convent Girls School 43. St. Michael's Convent School 44. St. Patrick's High School 45. St. Paul's English High School 46. Sunbeam Grammar School 47. The American Foundation School 48. The Centre for Advanced Studies 49. The City School 50. The Educators 51. The Fahim's School System 52. The Indus Academy 53. The Mama Parsi Girls' Secondary School 54.
    [Show full text]
  • Public and Private Control and Contestation of Public Space Amid Violent Conflict in Karachi
    Public and private control and contestation of public space amid violent conflict in Karachi Noman Ahmed, Donald Brown, Bushra Owais Siddiqui, Dure Shahwar Khalil, Sana Tajuddin and Gordon McGranahan Working Paper Urban Keywords: November 2015 Urban development, violence, public space, conflict, Karachi About the authors Published by IIED, November 2015 Noman Ahmed, Donald Brown, Bushra Owais Siddiqui, Dure Noman Ahmed: Professor and Chairman, Department of Shahwar Khalil, Sana Tajuddin and Gordon McGranahan. 2015. Architecture and Planning at NED University of Engineering Public and private control and contestation of public space amid and Technology in Karachi. Email – [email protected] violent conflict in Karachi. IIED Working Paper. IIED, London. Bushra Owais Siddiqui: Young architect in private practice in http://pubs.iied.org/10752IIED Karachi. Email – [email protected] ISBN 978-1-78431-258-9 Dure Shahwar Khalil: Young architect in private practice in Karachi. Email – [email protected] Printed on recycled paper with vegetable-based inks. Sana Tajuddin: Lecturer and Coordinator of Development Studies Programme at NED University, Karachi. Email – sana_ [email protected] Donald Brown: IIED Consultant. Email – donaldrmbrown@gmail. com Gordon McGranahan: Principal Researcher, Human Settlements Group, IIED. Email – [email protected] Produced by IIED’s Human Settlements Group The Human Settlements Group works to reduce poverty and improve health and housing conditions in the urban centres of Africa, Asia
    [Show full text]
  • Class of 2010 Outcomes Report
    Office of Career Services Annual Survey of Graduates Class of 2010 Follow-up Report on the Class of 2010 Career Services annually conducts a follow up study on the graduating class from the prior year. This report contains information on the career-related activities for the Class of 2010. Career Services takes very seriously its responsibilities with regard to following up on the career placement of OWU graduates. In order to ensure the highest possible response rate, Career Services takes a wide variety of approaches. These include US postal mailings of surveys, repeated e-mail survey requests, phone calls, and surveying seniors before they leave campus each spring at the annual Countdown to Commencement event. This report presents information with regard to the following areas for the Class of 2010: 1. Summary Statistics 2. Employment Information 3. Graduate/Professional School Information As always, it is our hope that this report will serve as a useful resource for administration, faculty, staff, students, parents, alumni and prospective OWU students and their families. Current status of the Class of 2010 is as follows: 57% report being employed 30% report being enrolled in a full-time graduate/professional school program 6% report being employed in addition to being enrolled in a graduate or professional school program 87% of respondents currently employed reported being employed in the field of their choice. Comparison summary data have been included for the Classes of 2009 and 2008 in this report. In addition, the full class outcome reports for each class since 2000, as well as two special five and ten year follow up reports (classes of 2005 and 2000, and classes of 1998 and 1994 respectively) can all be found on the career services home page (http://careers.owu.edu).
    [Show full text]
  • Czech Republic Gymnasium "Prirodni Skola"
    OECD - Innovative Learning Environment Project Universe Case Czech Republic Gymnasium "Prirodni skola" This (state-subsidized private) school for students aged 12 to 20, is specialized in science; students need to pass an entrance exam before inscribing. The objective of the school is to allow children to work independently under the provision of relevant short-term feedback on their decisions. The curriculum of most subjects is divided into study requirements that students must meet within three-month periods by delivering different proofs of knowledge (e.g., presentations, portfolios). Students can direct their course of education both by deciding when to fulfil given requirements, and by choosing among different requirements in some subjects. In addition to traditional classroom training, students learn in cross- curricular research projects, both on “project-Wednesday” and during school tours (in total ca. six weeks per school year during which students and teachers live together). Students’ social development is fostered through work of a student advisory board, a system of patrons (older students helping younger students), and peer teaching. Main Focus of Innovation: CONTENT, ORGANISATION General Information Name of the ILE: Gymnasium “Prirodni skola” Location/Address: Prague 9, Frycovicka 462, 199 00 Website: www.prirodniskola.cz 1 OECD - Innovative Learning Environment Project Universe Case Rationale Why do you suggest that it should be included in the project? How does it respond to 21st century learning challenges? We think that our system and methods combining student-oriented education focusing on the development of individuals, cross-curricular education, and the upbringing of decent and active people with their own opinions might be found inspiring by other schools.
    [Show full text]
  • Czech Education System Is in the Midst of Implementing a Comprehensive Set of Reforms
    Profile of the Czech Republic’s Education System National Center on Education and the Economy New Commission on the Skills of the American Workforce National Center on Education and the Economy, 2006 National Center on Education and the Economy America’s Choice II Profile of the Czech Republic’s Education System The Czech Republic has one of the strongest economies and lowest poverty rates of former Soviet bloc countries in Europe. With very high rates of literacy and strong performance in math and science on international comparisons of educational achievement, the Czechs are poised to become a increasingly competitive force within the EU. Yet, their education system is still in transition. Despite significant reforms aimed at moving away from communist-style central management, the Czechs are still struggling to modernize to keep pace with the rest of the EU and the demands of a global economy. The first wave of reform has been structural; Czech schools are only beginning to wrestle with changing "old school" pedagogy and opening access to higher education to a broader sector of the population. I. Context The Czech Republic was established in 1993, when it split from what is now known as the Slovak Federal Republic. The former Czechoslovakia had united the two states since the end of World War I. Reunited after the war, the Czechs and the Slovaks hoped that the Soviet Union would allow them the freedom to choose their own government and that the country could act as a bridge between West and East. These hopes were short-lived, as the Soviet-led Communist Party seized power, purged reform-minded elements of the party and installed hardliner Antonin Novotny as the party chief.
    [Show full text]