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ACHIEVED CURRICULUM
Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center of A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and SPECIAL NEEDS EDUCATION BASIS: HISTORICAL AND CONCEPTUAL Greek et Roman Era of Extermination Disability is a “punishment of the gods” – A bad or evil sign “Individual is what he is, now and forever” Plato & Aristotle call for infanticide Ciceron calls for the purity of the race, a society free of “defectives”ÆNeed for military superiority Therefore, someone with a disabilityresulting
EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE).HOW CHILDREN LEARN
Preface This booklet is about how children learn. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the MODULE 7 | PROCESSES OF CURRICULUM IMPLEMENTATION Piloting and evaluation. In recent decades there has been a growing demand for empirical data to justify new curriculum prior to wide scale implementation. The demand has arisen, in part, from the high financial cost of curriculum development and implementation. It is important that empirical evidence is gathered to demonstrate thequality of a
EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes andACHIEVED CURRICULUM
Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and SPECIAL NEEDS EDUCATION BASIS: HISTORICAL AND CONCEPTUAL Greek et Roman Era of Extermination Disability is a “punishment of the gods” – A bad or evil sign “Individual is what he is, now and forever” Plato & Aristotle call for infanticide Ciceron calls for the purity of the race, a society free of “defectives”ÆNeed for military superiority Therefore, someone with a disabilityresulting
EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE).HOW CHILDREN LEARN
Table of contents Introduction, page 6 1. Active involvement, page 8 2. Social participation, page 9 3. Meaningful activities, page 11 4. Relating new information to prior knowledge, page 12 5. MODULE 7 | PROCESSES OF CURRICULUM IMPLEMENTATION Piloting and evaluation. In recent decades there has been a growing demand for empirical data to justify new curriculum prior to wide scale implementation. The demand has arisen, in part, from the high financial cost of curriculum development and implementation. It is important that empirical evidence is gathered to demonstrate thequality of a
CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes MOST INFLUENTIAL THEORIES OF LEARNING Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th ENSURING INCLUSIVE TEACHING AND LEARNING FOR EDUCATIONAL 2 Concept Note Ensuring inclusive teaching and learning and lower-middle income countries, whereas boys are more at risk in upper-middle and high- TWENTY-FIRST CENTURY SKILLS An overarching concept for the knowledge, skills and attitudes citizens need to be able to fully participate in and contribute to the knowledge society. This need is mostly attributed to the changes in society, and more particularly, to the rapid development of technology and its impact on the way people live, work and learn. While in the industrial society the main focus of education was to WORLD DATA ON EDUCATION: SEVENTH EDITION 2010-11 World Data on Education: Seventh edition 2010-11. The seventh edition of World Data on Education contains detailed and systematized information on education systems of 163 countries worldwide, with a particular emphasis on curricula and curriculum development processes. Afghanistan. Albania. GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE). INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all andHOW CHILDREN LEARN
Table of contents Introduction, page 6 1. Active involvement, page 8 2. Social participation, page 9 3. Meaningful activities, page 11 4. Relating new information to prior knowledge, page 12 5. MODULE 7 | PROCESSES OF CURRICULUM IMPLEMENTATION Piloting and evaluation. In recent decades there has been a growing demand for empirical data to justify new curriculum prior to wide scale implementation. The demand has arisen, in part, from the high financial cost of curriculum development and implementation. It is important that empirical evidence is gathered to demonstrate thequality of a
JEAN-JACQUES ROUSSEAU 2 utopians like the Abbé de Saint-Pierre, the author of Projet pour perfectionner l’éducation ; even poets, who set their educational precepts down in quatrains. EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes andACHIEVED CURRICULUM
Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center of A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and SPECIAL NEEDS EDUCATION BASIS: HISTORICAL AND CONCEPTUAL Greek et Roman Era of Extermination Disability is a “punishment of the gods” – A bad or evil sign “Individual is what he is, now and forever” Plato & Aristotle call for infanticide Ciceron calls for the purity of the race, a society free of “defectives”ÆNeed for military superiority Therefore, someone with a disabilityresulting
EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE).HOW CHILDREN LEARN
Preface This booklet is about how children learn. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the MODULE 7 | PROCESSES OF CURRICULUM IMPLEMENTATION Piloting and evaluation. In recent decades there has been a growing demand for empirical data to justify new curriculum prior to wide scale implementation. The demand has arisen, in part, from the high financial cost of curriculum development and implementation. It is important that empirical evidence is gathered to demonstrate thequality of a
EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes andACHIEVED CURRICULUM
Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center of A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and SPECIAL NEEDS EDUCATION BASIS: HISTORICAL AND CONCEPTUAL Greek et Roman Era of Extermination Disability is a “punishment of the gods” – A bad or evil sign “Individual is what he is, now and forever” Plato & Aristotle call for infanticide Ciceron calls for the purity of the race, a society free of “defectives”ÆNeed for military superiority Therefore, someone with a disabilityresulting
EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE).HOW CHILDREN LEARN
Preface This booklet is about how children learn. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the MODULE 7 | PROCESSES OF CURRICULUM IMPLEMENTATION Piloting and evaluation. In recent decades there has been a growing demand for empirical data to justify new curriculum prior to wide scale implementation. The demand has arisen, in part, from the high financial cost of curriculum development and implementation. It is important that empirical evidence is gathered to demonstrate thequality of a
CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes MOST INFLUENTIAL THEORIES OF LEARNING Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th ENSURING INCLUSIVE TEACHING AND LEARNING FOR EDUCATIONAL 2 Concept Note Ensuring inclusive teaching and learning and lower-middle income countries, whereas boys are more at risk in upper-middle and high- TWENTY-FIRST CENTURY SKILLS An overarching concept for the knowledge, skills and attitudes citizens need to be able to fully participate in and contribute to the knowledge society. This need is mostly attributed to the changes in society, and more particularly, to the rapid development of technology and its impact on the way people live, work and learn. While in the industrial society the main focus of education was to WORLD DATA ON EDUCATION: SEVENTH EDITION 2010-11 World Data on Education: Seventh edition 2010-11. The seventh edition of World Data on Education contains detailed and systematized information on education systems of 163 countries worldwide, with a particular emphasis on curricula and curriculum development processes. Afghanistan. Albania. GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE). INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all andHOW CHILDREN LEARN
Table of contents Introduction, page 6 1. Active involvement, page 8 2. Social participation, page 9 3. Meaningful activities, page 11 4. Relating new information to prior knowledge, page 12 5. MODULE 7 | PROCESSES OF CURRICULUM IMPLEMENTATION Piloting and evaluation. In recent decades there has been a growing demand for empirical data to justify new curriculum prior to wide scale implementation. The demand has arisen, in part, from the high financial cost of curriculum development and implementation. It is important that empirical evidence is gathered to demonstrate thequality of a
JEAN-JACQUES ROUSSEAU 2 utopians like the Abbé de Saint-Pierre, the author of Projet pour perfectionner l’éducation ; even poets, who set their educational precepts down in quatrains. CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofCURRICULUM CHANGE
Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and THE INTERNATIONAL TASK FORCE ON TEACHERS FOR EDUCATION The International Task Force on Teachers is a voluntary global alliance of over 90 governments and some 50 international and regional organisations (including UN organisations, civil society organisations, the teaching profession and foundations). The Teacher Task Force is hosted by UNESCO and works to promote teachers and teaching issues. The Task Force is calling on INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
MAURITIUS FOCUSES ON 21STC COMPETENCES AND HOLISTIC The Republic of Mauritius provides for a full cycle of 11 years of free compulsory schooling with open access for all children aged between 5 to 16 years. In line with UNESCO's Position Paper on Education Post-2015, Mauritius introduced a National Curriculum Framework (NCF) in 2015 setting out what all learners aged 5 to 14/15 should learn in and out of school over Nine Year Continuous Basic CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofCURRICULUM CHANGE
Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and THE INTERNATIONAL TASK FORCE ON TEACHERS FOR EDUCATION The International Task Force on Teachers is a voluntary global alliance of over 90 governments and some 50 international and regional organisations (including UN organisations, civil society organisations, the teaching profession and foundations). The Teacher Task Force is hosted by UNESCO and works to promote teachers and teaching issues. The Task Force is calling on INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
MAURITIUS FOCUSES ON 21STC COMPETENCES AND HOLISTIC The Republic of Mauritius provides for a full cycle of 11 years of free compulsory schooling with open access for all children aged between 5 to 16 years. In line with UNESCO's Position Paper on Education Post-2015, Mauritius introduced a National Curriculum Framework (NCF) in 2015 setting out what all learners aged 5 to 14/15 should learn in and out of school over Nine Year Continuous Basic A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and ENSURING INCLUSIVE TEACHING AND LEARNING FOR EDUCATIONAL 2 Concept Note Ensuring inclusive teaching and learning and lower-middle income countries, whereas boys are more at risk in upper-middle and high- DOCUMENT: FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. THE INTERNATIONAL TASK FORCE ON TEACHERS FOR EDUCATION The International Task Force on Teachers is a voluntary global alliance of over 90 governments and some 50 international and regional organisations (including UN organisations, civil society organisations, the teaching profession and foundations). The Teacher Task Force is hosted by UNESCO and works to promote teachers and teaching issues. The Task Force is calling on WORLD DATA ON EDUCATION: SEVENTH EDITION 2010-11 World Data on Education: Seventh edition 2010-11. The seventh edition of World Data on Education contains detailed and systematized information on education systems of 163 countries worldwide, with a particular emphasis on curricula and curriculum development processes. Afghanistan. Albania. GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE). GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
MAURITIUS FOCUSES ON 21STC COMPETENCES AND HOLISTIC The Republic of Mauritius provides for a full cycle of 11 years of free compulsory schooling with open access for all children aged between 5 to 16 years. In line with UNESCO's Position Paper on Education Post-2015, Mauritius introduced a National Curriculum Framework (NCF) in 2015 setting out what all learners aged 5 to 14/15 should learn in and out of school over Nine Year "GLOBAL CHALLENGES IN EDUCATION TODAY" (GES 2015 GES 2015 "Global Challenges in Education Today" Mmantsetsa Marope. YouTube. The event was attended by 40 education leaders including Ministers, Secretaries of Education and senior officials from Malaysia, India, Brazil, Mexico, Poland, Romania, Saudi Arabia, Thailand and the United States. "Strengthening leadership at all levels of education is TEACHER PROFESSIONAL LEARNING AND DEVELOPMENT The International Academy of Education The International Academy of Education (IAE) is a not-for-profit scientific association that promotes educational research, and its CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofBILINGUAL EDUCATION
A language policy in education under which two languages are used as mediums of instruction. There are several models of bilingual education depending on the goal pursued, the most common being the additive and subtractive models. In additive bilingual education programmes both languages are given the same value and recognition, are systematically taught and learned throughout A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
GUYANA - UNESCO
World Data on Education. 6th edition, 2006/07 Guyana Updated version, August 2006. Principles and general objectives of education Educationis considered a
CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofBILINGUAL EDUCATION
A language policy in education under which two languages are used as mediums of instruction. There are several models of bilingual education depending on the goal pursued, the most common being the additive and subtractive models. In additive bilingual education programmes both languages are given the same value and recognition, are systematically taught and learned throughout A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
GUYANA - UNESCO
World Data on Education. 6th edition, 2006/07 Guyana Updated version, August 2006. Principles and general objectives of education Educationis considered a
LIFE-LONG LEARNERS
As outlined in the Analytical Tool on development relevance/responsiveness, development contexts are in constant, rapid and sometimes unpredictable change. Development relevance therefore varies across geographic and temporal contexts and across diverse stakeholders. The complexity and fast pace of change require us to constantly adapt by rapidly acquiring new competencies A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and TWENTY-FIRST CENTURY SKILLS An overarching concept for the knowledge, skills and attitudes citizens need to be able to fully participate in and contribute to the knowledge society. This need is mostly attributed to the changes in society, and more particularly, to the rapid development of technology and its impact on the way people live, work and learn. While in the industrial society the main focus of education was to DOCUMENT: FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. SPECIAL NEEDS EDUCATION BASIS: HISTORICAL AND CONCEPTUAL Greek et Roman Era of Extermination Disability is a “punishment of the gods” – A bad or evil sign “Individual is what he is, now and forever” Plato & Aristotle call for infanticide Ciceron calls for the purity of the race, a society free of “defectives”ÆNeed for military superiority Therefore, someone with a disabilityresulting
EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE). GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Foreward This report has gone through an external and internal peer review process, which targeted a broad range of stakeholders including within the Education Sector at UNESCO headquarters and in the fi eld, Internal Oversight Service (IOS) and Bu- "GLOBAL CHALLENGES IN EDUCATION TODAY" (GES 2015 GES 2015 "Global Challenges in Education Today" Mmantsetsa Marope. YouTube. The event was attended by 40 education leaders including Ministers, Secretaries of Education and senior officials from Malaysia, India, Brazil, Mexico, Poland, Romania, Saudi Arabia, Thailand and the United States. "Strengthening leadership at all levels of education isETHIOPIA - UNESCO
World Data on Education. 6th edition, 2006/07 Ethiopia Updated version, July 2006. Principles and general objectives of education The main principles, objectives and CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofBILINGUAL EDUCATION
A language policy in education under which two languages are used as mediums of instruction. There are several models of bilingual education depending on the goal pursued, the most common being the additive and subtractive models. In additive bilingual education programmes both languages are given the same value and recognition, are systematically taught and learned throughout A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
GUYANA - UNESCO
World Data on Education. 6th edition, 2006/07 Guyana Updated version, August 2006. Principles and general objectives of education Educationis considered a
CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofBILINGUAL EDUCATION
A language policy in education under which two languages are used as mediums of instruction. There are several models of bilingual education depending on the goal pursued, the most common being the additive and subtractive models. In additive bilingual education programmes both languages are given the same value and recognition, are systematically taught and learned throughout A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
GUYANA - UNESCO
World Data on Education. 6th edition, 2006/07 Guyana Updated version, August 2006. Principles and general objectives of education Educationis considered a
LIFE-LONG LEARNERS
As outlined in the Analytical Tool on development relevance/responsiveness, development contexts are in constant, rapid and sometimes unpredictable change. Development relevance therefore varies across geographic and temporal contexts and across diverse stakeholders. The complexity and fast pace of change require us to constantly adapt by rapidly acquiring new competencies A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and TWENTY-FIRST CENTURY SKILLS An overarching concept for the knowledge, skills and attitudes citizens need to be able to fully participate in and contribute to the knowledge society. This need is mostly attributed to the changes in society, and more particularly, to the rapid development of technology and its impact on the way people live, work and learn. While in the industrial society the main focus of education was to DOCUMENT: FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. SPECIAL NEEDS EDUCATION BASIS: HISTORICAL AND CONCEPTUAL Greek et Roman Era of Extermination Disability is a “punishment of the gods” – A bad or evil sign “Individual is what he is, now and forever” Plato & Aristotle call for infanticide Ciceron calls for the purity of the race, a society free of “defectives”ÆNeed for military superiority Therefore, someone with a disabilityresulting
EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE). GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Foreward This report has gone through an external and internal peer review process, which targeted a broad range of stakeholders including within the Education Sector at UNESCO headquarters and in the fi eld, Internal Oversight Service (IOS) and Bu- "GLOBAL CHALLENGES IN EDUCATION TODAY" (GES 2015 GES 2015 "Global Challenges in Education Today" Mmantsetsa Marope. YouTube. The event was attended by 40 education leaders including Ministers, Secretaries of Education and senior officials from Malaysia, India, Brazil, Mexico, Poland, Romania, Saudi Arabia, Thailand and the United States. "Strengthening leadership at all levels of education isETHIOPIA - UNESCO
World Data on Education. 6th edition, 2006/07 Ethiopia Updated version, July 2006. Principles and general objectives of education The main principles, objectives and CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofBILINGUAL EDUCATION
A language policy in education under which two languages are used as mediums of instruction. There are several models of bilingual education depending on the goal pursued, the most common being the additive and subtractive models. In additive bilingual education programmes both languages are given the same value and recognition, are systematically taught and learned throughout A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FORARTICLES ABOUT INCLUSION IN EDUCATIONINCLUSION PROGRAMS IN SCHOOLSSPECIAL EDUCATION INCLUSION LAWTED TALKS SPECIAL EDUCATION INCLUSIONWHAT IS INCLUSIVE EDUCATION PAWHAT IS INCLUSIVE EDUCATION POLICY Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
GUYANA - UNESCO
World Data on Education. 6th edition, 2006/07 Guyana Updated version, August 2006. Principles and general objectives of education Educationis considered a
CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofBILINGUAL EDUCATION
A language policy in education under which two languages are used as mediums of instruction. There are several models of bilingual education depending on the goal pursued, the most common being the additive and subtractive models. In additive bilingual education programmes both languages are given the same value and recognition, are systematically taught and learned throughout A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FORARTICLES ABOUT INCLUSION IN EDUCATIONINCLUSION PROGRAMS IN SCHOOLSSPECIAL EDUCATION INCLUSION LAWTED TALKS SPECIAL EDUCATION INCLUSIONWHAT IS INCLUSIVE EDUCATION PAWHAT IS INCLUSIVE EDUCATION POLICY Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
GUYANA - UNESCO
World Data on Education. 6th edition, 2006/07 Guyana Updated version, August 2006. Principles and general objectives of education Educationis considered a
LIFE-LONG LEARNERS
As outlined in the Analytical Tool on development relevance/responsiveness, development contexts are in constant, rapid and sometimes unpredictable change. Development relevance therefore varies across geographic and temporal contexts and across diverse stakeholders. The complexity and fast pace of change require us to constantly adapt by rapidly acquiring new competencies A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and TWENTY-FIRST CENTURY SKILLS An overarching concept for the knowledge, skills and attitudes citizens need to be able to fully participate in and contribute to the knowledge society. This need is mostly attributed to the changes in society, and more particularly, to the rapid development of technology and its impact on the way people live, work and learn. While in the industrial society the main focus of education was to DOCUMENT: FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. SPECIAL NEEDS EDUCATION BASIS: HISTORICAL AND CONCEPTUAL Greek et Roman Era of Extermination Disability is a “punishment of the gods” – A bad or evil sign “Individual is what he is, now and forever” Plato & Aristotle call for infanticide Ciceron calls for the purity of the race, a society free of “defectives”ÆNeed for military superiority Therefore, someone with a disabilityresulting
EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE). GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Foreward This report has gone through an external and internal peer review process, which targeted a broad range of stakeholders including within the Education Sector at UNESCO headquarters and in the fi eld, Internal Oversight Service (IOS) and Bu- "GLOBAL CHALLENGES IN EDUCATION TODAY" (GES 2015 GES 2015 "Global Challenges in Education Today" Mmantsetsa Marope. YouTube. The event was attended by 40 education leaders including Ministers, Secretaries of Education and senior officials from Malaysia, India, Brazil, Mexico, Poland, Romania, Saudi Arabia, Thailand and the United States. "Strengthening leadership at all levels of education isETHIOPIA - UNESCO
World Data on Education. 6th edition, 2006/07 Ethiopia Updated version, July 2006. Principles and general objectives of education The main principles, objectives and CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofBILINGUAL EDUCATION
A language policy in education under which two languages are used as mediums of instruction. There are several models of bilingual education depending on the goal pursued, the most common being the additive and subtractive models. In additive bilingual education programmes both languages are given the same value and recognition, are systematically taught and learned throughout A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
MAURITIUS FOCUSES ON 21STC COMPETENCES AND HOLISTIC The Republic of Mauritius provides for a full cycle of 11 years of free compulsory schooling with open access for all children aged between 5 to 16 years. In line with UNESCO's Position Paper on Education Post-2015, Mauritius introduced a National Curriculum Framework (NCF) in 2015 setting out what all learners aged 5 to 14/15 should learn in and out of school over Nine Year Continuous Basic GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FORARTICLES ABOUT INCLUSION IN EDUCATIONINCLUSION PROGRAMS IN SCHOOLSSPECIAL EDUCATION INCLUSION LAWTED TALKS SPECIAL EDUCATION INCLUSIONWHAT IS INCLUSIVE EDUCATION PAWHAT IS INCLUSIVE EDUCATION POLICY Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
CURRICULUM | INTERNATIONAL BUREAU OF EDUCATION Curriculum is a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula).Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes EDUCATION SYSTEMS DEVELOPING COUNTRIES Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM: A GLOBAL Paper 1 argues for a paradigm shift in curriculum conceptualization and positioning along eight dimensions. This paper seeks to operationalize the first of the eight dimensions: the need to recognize curriculum as the first operational tool for ensuring the sustained development-relevance of education and learning systems, which compels the repositioning of curriculum at the center ofBILINGUAL EDUCATION
A language policy in education under which two languages are used as mediums of instruction. There are several models of bilingual education depending on the goal pursued, the most common being the additive and subtractive models. In additive bilingual education programmes both languages are given the same value and recognition, are systematically taught and learned throughout A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and INCLUSIVE EDUCATION: AN ISSUE OF HUMAN RIGHTS AND SOCIAL 3 Social exclusion of groups and people due to: • Inequalities among and within countries. • Social and cultural segmentation. • Rootlessness produced by migrations or rural. exodus. • The breaking of traditional solidarities. INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and TEACHING FRACTIONS; EDUCATIONAL PRACTICES SERIES; VOL.:22 INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Teaching fractions by Lisa Fazio and Robert Siegler EDUCATIONAL PRACTICES SERIES–22 BIE Educational Practices Series 22:Mise en page1 26/09/11 13:08
MAURITIUS FOCUSES ON 21STC COMPETENCES AND HOLISTIC The Republic of Mauritius provides for a full cycle of 11 years of free compulsory schooling with open access for all children aged between 5 to 16 years. In line with UNESCO's Position Paper on Education Post-2015, Mauritius introduced a National Curriculum Framework (NCF) in 2015 setting out what all learners aged 5 to 14/15 should learn in and out of school over Nine Year Continuous Basic GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FORARTICLES ABOUT INCLUSION IN EDUCATIONINCLUSION PROGRAMS IN SCHOOLSSPECIAL EDUCATION INCLUSION LAWTED TALKS SPECIAL EDUCATION INCLUSIONWHAT IS INCLUSIVE EDUCATION PAWHAT IS INCLUSIVE EDUCATION POLICY Contents Introduction 1 Inclusion’s Origins in Special Education: The Shift from Integration to Inclusion 2 How Inclusion Relates to Education for All 1 Why Inclusion – Rationale & Rights 1 Inclusion in Education – a human right Figure 1.1: The Rights Framework for Inclusion 2 How is inclusion defi ned? 3 Inclusion – how does itrelate to quality?
A GUIDE FOR ENSURING INCLUSION AND EQUITY IN EDUCATION Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and TWENTY-FIRST CENTURY SKILLS An overarching concept for the knowledge, skills and attitudes citizens need to be able to fully participate in and contribute to the knowledge society. This need is mostly attributed to the changes in society, and more particularly, to the rapid development of technology and its impact on the way people live, work and learn. While in the industrial society the main focus of education was to DOCUMENT: FUTURE COMPETENCES AND THE FUTURE OF CURRICULUM Vision and Mission Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. SPECIAL NEEDS EDUCATION BASIS: HISTORICAL AND CONCEPTUAL Greek et Roman Era of Extermination Disability is a “punishment of the gods” – A bad or evil sign “Individual is what he is, now and forever” Plato & Aristotle call for infanticide Ciceron calls for the purity of the race, a society free of “defectives”ÆNeed for military superiority Therefore, someone with a disabilityresulting
EFFECTIVE TEACHING STRATEGIES IN SPECIAL NEEDS EDUCATION Modifying & Adapting Curriculum 1. Size--Teachers should modify how many items the student is expected to learn or finish. 2. Time--Students should be given more time for learning, completing a task, or taking a test. 3. Level of support given--amount of personal assistance increased for INCLUSIVE EDUCATION, INCLUSIVE CURRICULUM AND INCLUSIVE An evolving vision of inclusive education • 153 Member States affirmed that “a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and GUIDING PRINCIPLES FOR LEARNING IN THE TWENTY- FIRST CENTURY 3 Series Preface The present booklet, entitled Guiding Principles for Learning in the Twenty-first Century, has been prepared for inclusion in the Educational Practices Series, a publication series developed by the International Academy of Education (IAE). MAURITIUS FOCUSES ON 21STC COMPETENCES AND HOLISTIC The Republic of Mauritius provides for a full cycle of 11 years of free compulsory schooling with open access for all children aged between 5 to 16 years. In line with UNESCO's Position Paper on Education Post-2015, Mauritius introduced a National Curriculum Framework (NCF) in 2015 setting out what all learners aged 5 to 14/15 should learn in and out of school over Nine Year GUIDELINES FOR INCLUSION: ENSURING ACCESS TO EDUCATION FOR Foreward This report has gone through an external and internal peer review process, which targeted a broad range of stakeholders including within the Education Sector at UNESCO headquarters and in the fi eld, Internal Oversight Service (IOS) and Bu-ETHIOPIA - UNESCO
World Data on Education. 6th edition, 2006/07 Ethiopia Updated version, July 2006. Principles and general objectives of education The main principles, objectives and Skip to main content International Bureau of Education* English
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VISION AND MISSION
Vision: A world where every person has access to relevant, quality education and lifelong learning. Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes andoutcomes.
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THE IBE COUNCIL
The governing body of the Institute is the IBE council, composed of 12 representatives from Member States designated by UNESCO’s General Conference, for four year office terms. The council’s role is to approve the IBE’s draft programme and budget for each biennium for submission to the General Conference, as well as to ensure consistent and complementary activities in line with the education sector's strategy and programmes.<><>Read more
COMMUNITIES AND NETWORKS For the IBE to be the Global Centre of Excellence in curriculum it is essential to strengthen partnerships, enhance collaboration and improve networking opportunities focusing on key actors and strategic partners, particularly curriculum specialists and curriculum development centres.<><>Read more
HISTORY
The IBE was established in 1925, as a private, non-governmental organisation, by leading Swiss educators to provide intellectual leadership and to promote international cooperation in education.<><>Read more
* What we do
* Lead innovation in curriculum and learning * Address critical and current issues * Strengthen the analytical knowledge base * Ensure quality and relevance of education and learning * Lead global dialogue on curriculum * Institutional and organizational development LEAD INNOVATION IN CURRICULUM AND LEARNING The curriculum is one of the most effective tools for bridging the gap between education and development. However, there is little to no normative guidance on what constitutes a well-balanced responsive curriculum at different levels of education.<><>Read more
ADDRESS CRITICAL AND CURRENT ISSUES Education systems and by implication curricula are under relentless pressure to demonstrate relevance and responsiveness to national, regional, and global development challenges.<><>Read more
STRENGTHEN THE ANALYTICAL KNOWLEDGE BASE Research evidence on the nature of learning is impressively accumulating and at a fast pace. However, this impressively accumulating wealth of knowledge is not being effectively applied to improve practice in the facilitation of learning.<><>Read more
ENSURE QUALITY AND RELEVANCE OF EDUCATION AND LEARNING While indispensable to quality improvement efforts, curriculum and learning depend on the effective and efficient functioning of other elements of an education system. A systemic approach is therefore required to analyse critical impediments and implement responsiveinterventions.
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LEAD GLOBAL DIALOGUE ON CURRICULUM There is a need to deepen the understanding of curriculum and to reconceptualise it as a tool to enhance and democratize learning opportunities within a lifelong learning perspective.<><>Read more
INSTITUTIONAL AND ORGANIZATIONAL DEVELOPMENT In order to effectively carry out our core mandate and progressively become the UNESCO Centre of Excellence in Curriculum and related matters, we aim at constantly strengthening our delivery capacity.<><>Read more
* How we work
* Global dialogue and intellectual leadership * Capacity development * Knowledge creation and management * IBE Documentation Centre GLOBAL DIALOGUE AND INTELLECTUAL LEADERSHIP Inclusive dialogue is a precondition for consensus on the value of the curriculum to global education and development efforts. The IBE leads in generating opportunities for intellectual discussion aimed at recognising the still understated potential of curriculum to democratize learning and to create lifelong opportunities for all.<><>Read more
CAPACITY DEVELOPMENT Substantial curriculum investments must yield regenerative and sustainable results. This means over time countries must be able to strengthen their own curriculum development capabilities. Acknowledging this, the IBE provides enabling support through knowledge-sharing, skills transfer, policy and technical advice, and professional development courses, among other strategies.<><>Read more
KNOWLEDGE CREATION AND MANAGEMENT Education stakeholders have come to rely on mounting research evidence on teaching and learning that, ironically, is challenging to obtain and often written in scientific language not easily understood in common terms. At IBE we identify, select, and interpret research findings for policy-making and practical application in curriculum andlearning.
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IBE DOCUMENTATION CENTRE The IBE Documentation Centre collects and makes available documentation and information pertaining to the content of education, curriculum development and teaching methods. Resources collected at the Documentation Centre are part of the IBE knowledge base on curricula and education systems.<><>Read more
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IBE-UNESCO is the global centre of excellence in curriculum and related matters. As a leading UNESCO Institute we are recognized and valued for the specialist knowledge and expertise that we bring to Member States promoting new shared global understanding of curriculumissues.
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