تعيين صفحة رئيسية المفضلةاتصل بنا اللغة
Launching the Global Action Week 2014 ActivitiesMonitors quench citizens’ thirst for improved service delivery in PalestineEqual right, equal opportunity: inclusive education for children with disabilities The Central Arbitration for the Social Audit ProjectClosing a Training Session on Project CitizenStudents in Palestine empowered to make a difference in their communities through Social Audit Project -Master of Arts in Human Rights and Conflict Management (a.y. 2013-2014). dvv international, UNESCO, UIL and ICAE launch 2nd Global Report for Adult Learning and EducationThe Second Political Participation Conference Issued a Request to the International Social Forum for the Need to Adopt A global Social Feminist Forum in 2014Our Students Evaluating ProjectsPalestinian Feminist Educational ForumChronicles from Rio+20 The education we need for the world we wantThe Global Campaign for Education Kicks OffGlobal Campaign for Education- Media Outreach about the Realities of Childhood in Palestine Government schools with damageGaza Schools Address Environmental Problems When the students succeedAmeria School Students Brief Jenin Governor on Pollution IssuesMeeting with Coordinators of Local Educational Councils600 Students Implement the Social Audit ProjectLocal Educational Councils- Training Workshop in Development of Intervention Projects to Improve the Educational Environment
دمج الأطفال ذوي الإعاقة مجتمعياً
دمج الأطفال ذوي الإعاقة مجتمعياً
الحملة العالمية للتعليم
الحملة العالمية للتعليم
مسابقة " أفضل معلم في العالم "
مسابقة " أفضل معلم في العالم "
الخطة الاستراتيجية
الخطة الاستراتيجية
التقرير المالي
التقرير المالي
فينود راينا
فينود راينا
Towards Creative Change in Palestinian Education
Towards Creative Change in Palestinian Education
From Knowledge Based to Competency based education
The main reason why competence-based education has gained so much popularity in the Education policy of different countries is its suspected capacity to reduce the gap between the school system and the labour market. However, in most developing countries the existing systems of education have not been able to bridge the education-work gap. Many graduates are only equipped with mere knowledge with little or completely no ability to put it in practice what they have learned. What is wrong? And how can this be handled? Competency can be defined as a composition of: Knowledge, skills, attitudes and practice. So, when we introduce competency based curriculum it includes above four areas and learning methodology is activity oriented. Definitely students should how they have to do a practical activity to understand the concept/principals whatever it is. Therefore, they could gain skills automatically. Then they are more suitable for world of work rather than gaining knowledge component. So, most countries are now popular competency based curriculum than content based (knowledge based) curriculum. Perhaps competency-based education is gaining so much ground because we are coming to realize that just having information is not enough to bring about success. It is the ability to use information that better leads to success. Therefore, it is the competency to be able to find, organize, understand, and use and then to present that information and its various uses that results in growth and improvement. It can relate back to the principle that learning requires the active participation of the learner. Demonstrating competency definitely requires the learner to actively participate in the learning. I believe all countries need knowledge based and competence based education side by side. The need is to raise standards of competence based/ vocational institutes and make the qualification equally attractive to all students who are more hands on in their approach towards education. On the other hand the importance of knowledge based education must not be undermined, because where vocational colleges produces doers, the knowledge based colleges produces thinkers and we need them both. In my opinion these are two images of the same coin, and must be treated as that. Improving cognitive function is the key to bridging the gap between learned/memorized information and facts and use of that information in the real world. The ability to problem-solve, generalize, summarize and prioritize is based on short term memory, working memory capacity and executive functions. We have found ways to improve those abilities. Find more details on our website at nacd.org. Teachers and parents who work with students to improve these functions find improvement in reading comprehension, learning of math concepts but improved global function has been observed as well. Teaching facts without good cognition does not produce the outcomes that the world needs. Teaching critical thinking assumes that all students have the cognitive tools to think critically which we have found is certainly not the case. Working on cognition, teaching information in a way that the student can understand, retain and apply are means to a great educational outcome.