Skip to main content

Home/ Malaysian Teachers & Education/ Group items tagged group

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
izz aty

Supported employment : persons with learning difficulties in Malaysia - WRAP: Warwick R... - 0 views

wrap.warwick.ac.uk/57458

malaysia malaysian education malaysian special ed education

shared by izz aty on 28 Nov 14 - No Cached
  • The social theory of disability and the debates around it have been particularly influential in the past three decades. These have helped to shape the approach of this research into understanding the experiences of persons with learning difficulties in the labour market in Malaysia.
  • the general understanding of disability from an Islamic perspective
  • The empirical contribution of the thesis is through a study of supported employment initiated in Malaysia to enable persons with learning difficulties to work in the mainstream retail sector, and sets that experience in the context of relevant policy and practice. It aims to produce key insights into the ‘lived realities’ of employees with learning difficulties taking part in the scheme. It foregrounds their perceptions but also explores the viewpoints of government officials, managers and non-governmental organisations (NGOs) coordinators involved in the development of policy and practice relating to the scheme.
  • ...6 more annotations...
  • supported employment is likely to help to reduce the stigma associated with having a disability. However, while most persons with learning difficulties believe themselves to have the ability to work in supported employment, others, including those who are providing support for their entry to the workforce, still have doubts
  • The research participants were drawn from the 82 employees with learning difficulties engaged in the supported employment scheme in a retail company, together with seven managers involved with the scheme, eight government officials and three NGOs coordinators
  • some employees face difficulties in developing interpersonal relationships in the workplace and achieving much better control of their own lives than is often assumed to result from having a job
  • stability in the political, economic and social environment facilitate the development of better policy in this complex area. Commitment from the company is vitally important to guarantee the success of the scheme
  • The existence of international policy frameworks are also helpful and cross-country collaboration has been tremendously beneficial, in particular that between Malaysian institutions and the Japan International Cooperation Agency (JICA)
  • there is a fundamental need to upgrade the education and training system for this group as well as to intensify collaboration between government departments.
izz aty

Arnesen & Lundahl 2006 Still Social and Democratic? Inclusive Education Policies in the... - 0 views

www.tandfonline.com/...00313830600743316

scandinavian education nordic education inclusive education nordic special ed sweden denmark norway finland iceland

shared by izz aty on 16 Nov 14 - No Cached
  • In this article, education policy is analysed from a welfare state perspective
  • analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies
  • Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual.
  • ...1 more annotation...
  • it is still justified to speak of the five Nordic countries as a rather distinct group. However, social‐inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic‐utilitarian functions of education and a weakening of central education governance
izz aty

No child left behind: (Relative) equity in Finnish schools -  Inside classroo... - 0 views

www.insideclassrooms.com/...tive-equity-in-finnish-schools

finnish special ed scandinavian education finnish education

shared by izz aty on 21 Nov 14 - No Cached
  • not only is Finland a top performer in all three subjects tested in PISA, they manage to do so while making schooling equitable.
  • The aim of day-care is to support balanced growth, development and learning as well as promoting the personal well-being of all children, which means that by the time they start formal school at age 7, Finnish children that would have been behind developmentally at age 5 have had the time and the support to catch up. 
  • In Finland, although there is no formal education until age 7, most students attend preschool at 6, and day-care is available to all children under this age. This day-care is provided by the local authority in over 90% of cases, and its cost is dependent on the size and income of the family (bigger families pay less per child, and low income families pay nothing). 
  • ...10 more annotations...
  • There are two types of special classes. The type described above is called the E class, and there is one in each year. These classes are smaller than the others, and they have the same teacher for most subjects (who should be a qualified teacher with an extra qualification in special needs, but in practice these are in short supply). Students can move in and out of this class, but in practice they usually stay there for most subjects, occasionally joining another class if they have a strength in a particular area.
  • high expectations of all students, and these are to meet the objectives set out in the national curriculum.
  • These mixed ability classes would be difficult for teachers to handle if it weren't for three things: thorough teacher education - teacher training includes a significant focus on differentiation and how to support students at all levels;small class sizes - the estimated average size is 14.1 (although some research suggests class size doesn't affect student performance); anda well staffed student support system - special teachers that provide in class support and take out small groups are qualified teachers with further qualifications in special education.
  • all classes are mixed ability.
  • Those with severe or specific special needs still attend mainstream school, but are in a class of their own somewhere in the district. Each school has its own specialism. This may mean travelling a little while to get there, as only one or two schools will have an autistic class for example. 
  • There isn't really special provision for gifted students
  • brighter students help struggling students in class which enhances their own understanding
  • if students are motivated, you can't stop them learning - gifted students will take the books and teach themselves (one of the teachers who told me this had four degrees but had come from a tiny school in the countryside).
  • Finland has only small differences in performance between schools (a measure closely associated with equality), and most students go to their local schools (to age 15).
  • Selection only happens in two situations: where students are applying to language emersion schools (and the student has to speak the language to a certain level), and where students are applying for a certain class in a school that is the school's specialism, such as Music or Sports (these classes have the same basic curriculum with additional Music or Sports lessons). There are no grammar schools, and very few private schools (and even these have to follow the national curriculum).
izz aty

The Economist Insights - Expert Analysis and Events | Starting Well - 1 views

www.economistinsights.com/...starting-well

ECE education

shared by izz aty on 30 Oct 14 - No Cached
  • Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
  • also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
  • From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
  • ...19 more annotations...
  • preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
  • The Nordic countries perform best at preschool, and European countries dominate the rankings.
  • especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
  • the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
  • As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
  • Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
  • Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
  • In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
  • also a major force in helping overcome issues relating to child poverty and educational disadvantage
  • not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
  • Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
  • For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
  • Public sector spending cuts pose a major threat to preschools, especially among recent adopters
  • especially true within countries where preschool provision is not yet a societal norm,
  • increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
  • Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
  • Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
  • Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
  • Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
izz aty

10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views

blog.centerforpubliceducation.org/...-to-understanding-pisa-results

PISA american education OECD education

shared by izz aty on 17 Oct 14 - No Cached
  • The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
  • an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
  • international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
  • ...9 more annotations...
  • PISA is one of the few tools we have to compare the outcomes of high school students internationally.  PISA provides valuable information on how prepared high school students are for postsecondary success whether in the workplace, career training, or higher education.
  • PISA is designed to measure how well students can apply their knowledge to real-world situations. To measure such skills, the test items on PISA are primarily “constructed response,” meaning the test-taker has to write their answers to the questions, and there are few multiple-choice items.
  • Every industrialized country now educates all their students, including language minority, special needs and low-performing students. Every country that participates in PISA must adhere to strict sampling rules to ensure the country’s results are nationally representative of all 15-year-old students. Indeed, the decision to test secondary students at age 15 was made in part because young people at that age are still subject to compulsory schooling laws in most participating nations, which provides more assurance that PISA will capture the broadest sample.
  • OECD reports statistically significant differences in performance between nations, which is a more accurate way to look at PISA rankings than a straight listing of average scores.
  • Does PISA measure the effectiveness of public school systems? Not completely, for three reasons: 1) PISA results are representative of the performance of all 15-year-olds in participating countries including those  attending private schools; 2) PISA makes no attempt to isolate schools from outside factors such as poverty or high proportions of non-native language speakers that may have an impact on  performance —such factors are important to include in the mix when evaluating the effectiveness of each country’s schools; and 3) No single measure can incorporate every outcome we expect from our public schools
  • look at how much time other countries give teachers for professional development, how much they pay their teachers, how much time teachers spend in the classroom, how much flexibility exists at the local level, how special needs students are taught, and how much time students spend in school.
  • see PISA results as an opportunity to assess if best practices in teaching and learning in other countries can also work for secondary schools here in the U.S.
  • just because a high-performing or high-gaining country does something does not mean it will work in U.S. schools.
  • Many analysts observe that poverty has a greater impact on student performance in the U.S. than elsewhere. For one thing, the U.S. has the highest child poverty rates among industrialized countries. For another, students in the U.S. who live in poverty tend to have less access to resources that research consistently shows impact student achievement, including highly effective teachers, access to rigorous curriculum, and high quality pre-k programs.
izz aty

Hall, J 2014 Children's Human Rights and Public Schooling in the US (abstract) - 0 views

link.springer.com/...978-94-6209-197-9_1

education human rights convention of rights of the children american education

shared by izz aty on 18 Oct 14 - No Cached
  • In certain areas, the US may have a better track record compared to other nations. However, human rights concerns are confronted everyday by people in this country, including children.
  • against the backdrop of neoliberal expansion, serious human rights violations are taking place among children in the US. The daily struggles among groups of school children in the US are specifically considered
  • izz aty on 18 Oct 14
     
    Inside: "In an economony increasingly shaped by neoliberal reform, the conditions of children everywhere are deteriorating. Makret logics supported by translational bodies, networks, constituents, and policies - such as the UM, the World Bank/IMF, the WTO, and the World Economic Forum and the World Water Forum - bear out such outcomes (Goldman 2006, 2006; Goodman, 2011; Kloby, 2004). This economy helps shape policies and interaction in al spaces, including public schools in the US. When it comes to schools children are often silenced further by the gutting of school budgets, unequal funding, racial sorting/segretaion/violence, sexual harassment...targeted cuts to ESL and SE programs, and overal privatization. Given their vulnerabilities, for children to have any chance to succeed there muust be a significant shift in thinking among the public. The CRC must be debated in the US inlcuding a discussion of its problems and promise/potential. The US must ratify an improved version fo the CRC, live up to iy, and other nations must too... Public schools could be the forum where these conversations begin. Regrettably, many are unfamiliar with this convention and/or are unaware of its existence."
izz aty

What you can claim | Disability Rights UK - 0 views

www.disabilityrightsuk.org/benefits-checklist

UK disabled dissertationZ rights education english special ed

shared by izz aty on 18 Oct 14 - No Cached
  • education benefits education grants education maintenance allowance
  • Disabled students
  • education grants education maintenance allowance
  • ...1 more annotation...
  • education benefits - You may be able to get free school meals for your children if you are on a low income. Local authorities also supply free school meals for certain age groups. You may also be able to get help with the costs of travel to school or be entitled to a school clothing grant. For more information contact your Local Authority. education funding - For information on funding further, higher and postgraduate education see our education factsheets page. education grants - see Factsheet F48 - grants for students aged 16 and over in school and further education.
izz aty

ABC of learning and teaching in medicine: Problem based learning - 0 views

www.ncbi.nlm.nih.gov/...PMC1125189

PBL Handbook PBL

shared by izz aty on 17 Dec 15 - No Cached
  • In problem based learning (PBL) students use “triggers” from the problem case or scenario to define their own learning objectives. Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge. Thus, PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. The process is clearly defined, and the several variations that exist all follow a similar series of steps.
« First ‹ Previous 61 - 68 of 68
Showing 20▼ items per page