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Tech Giant TÜV Rheinland Joins Hands With Blockchain Council - 0 views

www.blockchain-council.org/...-hands-with-blockchain-council

multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Council aimed for consultants developers and experts field Blockchain.

shared by block_chain_ on 25 Jun 19 - No Cached
  • block_chain_ on 25 Jun 19
     
    The multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Blockchain Council, aimed for the consultants, developers, and experts in the field of Blockchain.
izz aty

Washington Post Social Reader on Facebook - 0 views

apps.facebook.com/...nARTk

china asia students education usa tertiary education illegal assessment evaluation success culture society

shared by izz aty on 09 Jan 12 - No Cached
  • izz aty on 09 Jan 12
     
    The allure of America's universities, and the pressure-cooker drive to succeed among Asia's expanding upper class, will continue to propel Asian students into American schools. Many Chinese teenagers applying abroad, Melcher said, are the sort of highly motivated students colleges desire. "Chinese kids are typically great," Melcher said. "They're not at the tailgate parties drinking. They're busting their butts. Failure is not an option." But college application fraud will continue, he said, so long as the risks are low and the rewards are so high. His consultancy suggests interviewing all Chinese students via online video chats, conducting spot tests in English, and hiring a mainland Chinese staffer in the college's home office.
izz aty

What's the big difference between charter schools and free schools? | Education | The G... - 0 views

www.theguardian.com/...er-school-answerable-community

charter school free school english education independent school private school education american education usa united kingdom england

shared by izz aty on 11 May 14 - No Cached
  • By comparing students in each charter school with similar students attending a local traditional school, researchers measured the impact that attending each institution had.
  • The 2013 study shows that the effect of school type is largely negligible when looking across students as a whole. But for poor students, especially poor minority ethnic students, charter schools bestowed substantial learning benefits.
  • While these releases are welcome, it is a shame they arrived only after legal appeals, and the public still has no way of knowing what the new school founders promised in their applications, whether the mandatory consultations with local people were faithfully represented, or why proposals were accepted or rejected – leaving some people questioning whether all applicants have been treated equally.
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  • in New Orleans. Prior to Hurricane Katrina, the city was notorious for its poorly performing schools, but since then, 88 charters have opened and are considered a lead cause of improved student achievement. What the policy's proponents won't tell you, though, is that charter school proposals in New Orleans are decided upon by the local school district, or they are independently evaluated.
  • In Florida, another frequently quoted "success" story, local districts have complete control over charter school applications.
  • with England, where local authorities are completely cut out of the picture, leading to the opening of free schools in areas with neither enough pupils to fill them nor any land for suitable premises.
  • England's lack of transparency on free schools is an embarrassment. Given that the schools are entirely taxpayer funded, the fact that it took a two-year legal battle before the British Humanist Society was granted access to the names and locations of proposed schools is absurd. A second lengthy struggle concluded last month, when the National Union of Teachers finally secured the release of statutory "impact reports" detailing the knock-on effects of opening each free school
  • there is a huge amount of variation across schools and geographical regions. Even if they were, England's policy is not like the American one.
  • At the hearings, local people are allowed to voice concerns or support for the planned school, obliging the potential founders to listen to the community they will serve
  • Any government writing a policy specifically avoiding this step must be doing so because it believes ordinary people could not possibly add anything to its perfect decision-making
  • That a government can be open about the application process yet still achieve great schools is perfectly demonstrated by Massachusetts and New York. Both have high-scoring charter schools and both require applicants who wish to start a school to face public hearings as part of the application process
  • The impact of charter schools appears to derive from the fact that those that are failing are closed more quickly than failing traditional schools
  • in England, there is no consistent process for closing a failing school or transferring its ownership to another group, with some poor performers forced to "restart", whereas others are left alone
  • The Credo report also admits that many charter schools perform worse than traditional ones
izz aty

The Swedish Model - Education | Frontier Centre for Public Policy - 0 views

www.fcpp.org/...the-swedish-model-education

sweden swedish education free school independent school social reform scandinvian education ESTEkiv

shared by izz aty on 11 May 14 - No Cached
  • Reforms that came into force in 1994 allow pretty much anyone who satisfies basic standards to open a new school and take in children at the state's expense
  • local municipality must pay the school what it would have spent educating each child itself—a sum of SKr48,000-70,000 ($8,000-12,000) a year, depending on the child's age and the school's location
  • Children must be admitted on a first-come, first-served basis
  • ...25 more annotations...
  • no religious requirements or entrance exams
  • Nothing extra can be charged for, but making a profit is fine
    • izz aty
      izz aty on 11 May 14
       
      profit is fine; can't ask for fees
  • In just 14 years the share of Swedish children educated privately has risen from a fraction of a percent to more than 10%
  • What no one predicted was the emergence of chains of schools. Yet that is where much of the growth in independent education has come from
  • Kunskapsskolan gets its customers to do much of the work themselves
  • He then broadens the analogy to hotels and airlines, which make money only if they are popular enough to maintain high occupancy rates.
  • Youngsters spend 15 minutes each week with a tutor, reviewing the past week's progress and agreeing on goals and a timetable for the next one. This will include classes and lectures, but also a great deal of independent or small-group study
  • Kunskapsporten allows each student to work at his own level, and spend less or more time on each subject, depending on his strengths and weakness
  • Each subject is divided into 35 steps. Students who reach step 25 graduate with a pass; those who make it to step 30 or 35 gain, respectively, a merit or distinction
  • no money is wasted on fancy surroundings
  • Teachers update and add new material to the website during school holidays and get just seven weeks off each year, roughly the same as the average Swedish office worker
  • “We do not mind being compared to McDonald's,” he says. “If we're religious about anything, it's standardisation. We tell our teachers it is more important to do things the same way than to do them well.
  • Sweden's Independent Schools Association has ten members that run more than six schools, and five that run ten or more
  • Each child's progress is reported each week in a logbook, and parents can follow what is being studied on the website.
  • expectation that the children take responsibility for their own progress
  • “Our aim is that by the time students finish school, they can set their own learning goals,” says Christian Wetell, head teacher at Kunskapsskolan Enskede. “Three or four students in each year may not manage this, but most will.”
  • tracks the performance of individual teachers to see which ones do best as personal tutors or as subject teachers
  • bonuses to particularly successful teachers and is considering paying extra to good ones from successful schools who are willing to move to underperforming ones
  • preferred bidder to run two “academies”—state-funded schools run largely free from state control—in London
  • run by a not-for-profit arm, since for-profit ventures are banned from Britain's academies programme
  • The firm also hopes to open low-cost independent schools in Britain, where it can offer the full Kunskapsskolan experience, free of state meddling
  • the returns are solid, rather than stellar: Mr Ledin quotes an average return on capital of 5-7% a year
  • If a future government, hostile to school choice, changed the rules, that would be the end of this nascent market.
  • The school reforms are popular with parents, he says, and politicians know they meddle with them at their peril. More plausible would be a change to the rules so that independent schools had to match the methods and curriculum of state schools more closely, or perhaps even a ban on profits
  • The latter sounds bad, says Mr Stawström, but would not really amount to much: companies could split themselves into non-profit schools and a profit-making body that supplies services, such as teaching materials and consultancy
izz aty

Independent Schools Council | Publications | Independent Schools Economic Impact Report - 0 views

www.isc.co.uk/...schools-economic-impact-report

independent school english education england united kingdom private school ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • an independent consultancy has analysed the economic benefits that independent schools bring to Britain
  • An annual contribution to GDP of £9.5 billion
  • More than 227,000 FTE jobs
  • ...10 more annotations...
  • More than £3.6 billion in tax revenues
  • Annual savings for the taxpayer of £3.0 billion – equivalent to building more than 460 new free schools every year
  • Click here to download Infographic p5 as a PDFClick here to download Infographic p5 as a JPEG
  • Click here to download Infographic p4 as a PDF
  • Click here to download Infographic p4 as a PDFClick here to download Infographic p4 as a JPEG
  • Click here to download Infographic p4 as a PDFClick here to download Infographic p4 as a JPEG
  • Additional annual contribution of £1.0 billion to GDP arising out of the high academic performance of ISC school pupils
  • Click here to download Infographic p12 as a PDFClick here to download Infographic p12 as a JPEG
  • download the Independent Schools Economic Impact Report here (PDF 4MB).
  • A report by Oxford Economics for the Independent Schools Council. Please download the Independent Schools Economic Impact Report here (PDF 4MB).
izz aty

Teaching strategies and students' learning approaches by Dr. Lew Tek Yew | Curtin Saraw... - 0 views

www.curtin.edu.my/...IN13_18.htm

education higher education learning

shared by izz aty on 29 May 15 - No Cached
  • Malaysian Quality Assurance (QA) system in higher education evolved from certain educational legislation and directives that aspire to achieve international recognition and excellence and make Malaysia the educational hub in the Asian region.
  • established in 2007 with the overall responsibility for the local accreditation of higher education programmes and qualifications, and for supervising and regulating quality and standards in education providers
  • a principle instrument that classifies qualifications based on a set of criteria that is agreed nationally and benchmarked with international practices, and which clarifies the academic levels and learning outcomes. 
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  • Curtin Sarawak is committed to developing the abilities, knowledge and skills of its undergraduates so that they are able to apply concepts and understanding of the business disciplines for the benefit of the society and the nation.  
  • they will assume intellectually demanding positions in industry such as consulting, market research and policy making. These types of work require students to go beyond the rote memorisation skills that characterise surface approaches and develop deeper research and analytical skills. 
  • Biggs (1987) and Biggs and Moore (1993) have distinguished two common approaches to learning adopted by students. According to the researchers, the deep approach is characterised by a personal commitment to learning and an interest in the subject, and consequently, searches for relationships among materials and interprets knowledge in light of previous knowledge structures and experiences. The deep approach to learning is likely to result in better retention and transfer of knowledge and may lead to quality learning outcomes
  • This allows face-to-face class sessions to be used for active engagement and discussions between students in order to develop their critical thinking skills
  • Students using the deep approach study longer, perform better, and tend to be more intrinsically motivated than those adopting a surface approach (Mashishi & Rabin, 1999)
  • the conventional lecture style approach will thwart students’ ability to learn real world skills. Hence, a combination of the traditional teaching method and a student-centred learning approach will develop relevant skills and knowledge to fulfil the requirement of a dynamic and complex business environment.
  • classes where students report adopting a deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students, encourage students to construct their own knowledge, involve the students and challenge the students’ conceptions and current ideas through questions, discussions and presentations (Trigwell, Prosser & Waterhouse, 1999; Trigwell & Prosser, 2004).  
  • At Curtin Sarawak’s School of Business, we are encouraged to use the ‘flipped classroom’ model of teaching. This method requires students to prepare well before classes commence using the learning materials posted in the online learning platform
  • On the other hand, a surface approach to learning is characterised by an intention to acquire only sufficient knowledge to complete the task or pass the subject. Students rely on memorisation and reproduction of material and do not seek further connections, meaning or the implications of what is learned. Therefore, they are unlikely to experience high quality learning outcomes or develop appropriate skills and competencies.
  • the School invites prominent industry speakers to share practical industry applications of business theories and concepts with the students.         
  • to produce critical thinkers, academics need to adopt teaching strategies that challenge the students to think likewise on a regular basis. Conceptual change/student focused approaches to teaching are more likely to lead to student abilities to seek creative and innovative solutions to future issues, problems and situations.  
ideslabs

WebMethods Training - IDESTRAININGS - 0 views

idestrainings.com/webmethods-training

education learning teaching Webmethodstraining Webmethodscorporatetraining

shared by ideslabs on 20 Jul 22 - No Cached
  • ideslabs on 20 Jul 22
     
    Get WebMethods Training by our expert consultants. Enroll for best WebMethods online & corporate training at Idestrainings to finish your projects at time.
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