2013年8月5日 星期一

Quality Education

Quality Education


Education for All: Goal 6
Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills
Quality is at the heart of education and what takes place in classrooms and other learning environments is fundamentally important to the future well-being of children, young people and adults. A quality education is one that satisfies basic learning needs and enriches the lives of learners and their overall experience of living.

Understanding education quality

Understanding education quality

Understanding education quality
The goal of achieving universal primary education (UPE) has been on the international agenda since
the Universal Declaration of Human Rights affirmed, in 1948, that elementary education was to be made freely and compulsorily available for all children in all nations. This objective was restated subsequently on many occasions, by international treaties and in United Nations conference declarations. 1 Most of these declarations and commitments are silent about the quality of education to be provided.

Quality of Education,UNESCO OFFICE IN TASHKENT

Quality of Education


EDUCATIONAL LEADERSHIP AND EMPOWERMENT OF TEACHERS FOR SUSTAINABLE FUTURE

"We should always remember that our school children get accustomed to the most innovative educational and information technology, so that they should be able to shape necessary skills for perfectly positioning themselves in the dynamic developing technological world" – Jorge Ivan Espinal, UNESCO Representative in Uzbekistan 

Enhancing quality of education is a constant process, and it shall remain as one of the the top priories of the government. Moreover, education system shall be flexible enough to response efficiently to the conditions of the 21stcentury’s knowledge economy in order to prepare young generation for challenging future. Therefore, it is essential to help students in developing the intellectual skills on higher order of thinking for broad realization of their potentials. 

Within its core functions, such as: laboratory of ideas, standard-setter, clearing house, capacity builder andcatalyst for international cooperation, UNESCO is playing crucial role in ensuring access to quality education for all in Member States.  

As such, the overarching objective of the UNESCO’s Education Sector’s Program as a whole is attaining quality education for all. Thisobjective is pursued through two major strategies: firstly by strengthening UNESCO’s global lead and coordination role for EFA (Education for All) and MDGs (Millennium Development Goal) and secondly by assisting the Member States to develop policies, capacities and tools for quality education for all and lifelong learning for sustainable development. 
The role of UNESCO in the field of Education in Uzbekistan is twofold: one is to assess and respond to the emerging needs, specified in the National Program for Personnel Training and in currently active national programs and strategies of the country.Particularly, UNESCO Tashkent is providing technical advice for policy making and strengthening capacities of teachers for quality education and lifelong learning. Secondly, it is continuing to facilitate the country to participate in global initiatives, such as, EFA, Education for Sustainable Development, and is promoting the ministries of education of Uzbekistan to contribute to and to benefit from international cooperation and exchange. Particular attention is drawn to the implementations of MDGs in the context of country priorities as pointed out by His Excellency, Mr. IslomKarimov, President of the Republic of Uzbekistan, at the UN General Assembly held on September, 2010 in New York, the USA.

Both tasks are fulfilled not only by UNESCO Tashkent office, though UNESCO Tashkent office takes the lead and coordinates the cooperation, but are also undertaken with cooperation and technical inputs from UNESCO Headquarters in Paris and its Regional Bureau for Education in Bangkok along with UNESCO’s specialized institutions globally. 

數位學習品質管理 Quality Assurance and Quality Management in e-Learning

數位學習品質管理

Quality Assurance and Quality Management in e-Learning
受網路、多媒體和行動載具影響,數位化教材和教學即將成為本世紀最重要的教學方式。然而,蓬勃發展的數位教材和教學背後,卻潛藏著品質管理的問題。要如何監控與提升數位學習教材和教學的品質,成為各先進國家重要的課題。本書從觀念面、制度面、和實務面等切入,深入帶領讀者瞭解數位學習品質管理的內涵和現況,分析當前國內外數位學習品質管理的制度與作法,並藉由實例剖析而領會管理數位學習品質的策略。讀者藉由本書除了可以掌握品質管理的觀念外,更可藉由實例分析快速掌握數位學習品質管理的要領,進而成為高品質數位學習的創造者或監督者。

加強學習品質管控 落實以學生學習為核心

加強學習品質管控 落實以學生學習為核心


加強學習品質管控 落實以學生學習為核心-專訪教育部長吳清基
文/陳曼玲
圖/梁志明
今(98)年9月10日甫接下全國教育大家長的重擔,新任教育部長吳清基一上任便面臨大考分發門檻降低、大學生素質低落、招生缺額過多,以及退場機制等棘手難題,他如何接招?

民國79年即進入教育部服務,從司長一路做到政次,現又高升部長,個性圓融的吳清基不僅力求人和政通,對教育的專業與執著亦不在話下,他於接受《評鑑》雙月刊專訪時表示,教育部長只是「跑龍套」的,教育應以「學生」的學習為核心,落實學習品質管控,透過評鑑引導大學重視學生學習成果。

數位學習品質服務中心

數位學習品質服務中心


eLQ是為了協助消費者可以更有效率地選購優良又具品質的數位學習產品而存在。通過QA認證的數位學習教材或服務,係經過專家、學者層層把關的產品,具有專業(professional qualified)、人性操作(user-friendly)與符合潮流(trendy)三種特性,可幫助民眾達成有效學習

可汗學院中文版

可汗學院中文版 


可汗學院創下的驚人紀錄:4000多個課程、超過6億次的練習、全球3萬多所教室使用該課程、全球7千5百萬名學員、超過2億3千萬人次觀看。

https://www.khanacademy.org/

學習共同體

學習共同體  (教育wiki)


「學習共同體」是日本教育大師東京大學榮譽教授佐藤學在日本推動的教育改革。佐藤學在1990年代發現日本學生因為在社會轉型中,看不到未來,開始有「從學習中逃走」的趨勢,失去學習的動力。

佐藤學「學習共同體」的實踐與超越:以智慧教室為例

佐藤學「學習共同體」的實踐與超越:以智慧教室為例

如同林書豪現象(Linsanity)持續在國內體壇延燒,邇來國內教育界更是揚起佐藤學炫風,加上出版社的推波助瀾,儼然成了佐藤學現象,發燒程度從臺北市陽明山教師研習中心熱烈討論的情形可見一斑。如今尚未耳聞佐藤學的教育人員可謂之落伍了,而教育界的意見領袖也紛紛「權威推薦」,讓「學習的革命」揚起了一陣「紅色旋風」。究竟佐藤學現象何以震撼國內教育界?何以使國內雙北教育局如此重視?原因無他,乃因關心臺灣教育的人士無不致力於尋求教育改革的良方,希望讓臺灣的學生從快樂中學習,不再從學習中逃走。

台灣學習共同體研究會

台灣學習共同體研究會


新北推學習共同體 校長親自執教鞭

新北推學習共同體 校長親自執教鞭


由日本教育學者佐藤學提出的學習共同體,去年起在台灣各地的學校引起革命。去年許多縣市率隊到日本觀摩,走在前面的新北市,更在今年開始舉辦大規模公開觀課。五月初,新竹市八十多位校長和輔導團的老師坐了兩輛遊覽車來新北市和台北市觀摩。上週,新北市秀山國小舉辦的學習共同體教學演示研討會,除了全市超過兩百位校長老師聚集,台南市和澎湖縣也組隊參與,澎湖縣有五十八位校長老師出席,台南則有十八位,展現教育現場對學習共同體的興趣和熱情。

學習共同體 上課變得熱烈有趣

學習共同體 上課變得熱烈有趣


學習共同體源自1980年代日本填鴨教育及成績至上風氣,學生缺乏學習興趣,東京大學教育學研究科教授佐藤學提出「學習共同體」教育改革,將家長、教師、學生視為學習共同體,學生不只坐著聽,還要分組討論開口說。
學習共同體在日本實施30多年,成果顯著,去年李錫津、林良慶帶10名校長赴日參訪,返台後成立推動委員會,鼓勵老師自願參加實驗教學,目前28所國中小共197名老師參加。


全文網址: 學習共同體 上課變得熱烈有趣 - 國中小教育 - 文教要聞 - udn文教職考 http://mag.udn.com/mag/edu/storypage.jsp?f_ART_ID=452531#ixzz2b1Y3AwUR
Power By udn.com 

小檔案:何謂學習共同體

小檔案:何謂學習共同體


「學習共同體」的背景,源自1980年代日本的高升學率,填鴨教育與成績至上的風氣使得學生對學校及班級失去歸屬感,缺乏學習興趣。東京大學教育學研究科教授佐藤學提出以「學習共同體」(learning community)為目標的教育改革,將地方、學校、家長、教師都視為一個個學習圈,透過相互學習及經驗交換,保障及提升孩子的學習。
為了改變單向授課、孤立學習、僵化背誦等問題,「學習共同體」希望透過引導,讓孩子體會學習的快樂及成就,並在探索學習中,培養孩子思考及學習能力,而非注重成績。
空間上,「學習共同體」將傳統面排向教師的學習空間改為「ㄇ」字形座位,方便隨時討論,進行小組學習,但非小組競爭或組內分工,而是每個人在同一起點,一起思考解決問題;不論能力高低,讓孩子在共同學習討論的過程中,都能增加「學習」的能力。教學方式上,捨棄傳統「目標、達成、評價」的方式,以「主題、探究、表現」累積孩子學習經驗,進而構成知識。