Kita tutup aurat! : aplikasi pembelajaran menutup aurat untuk kanak-kanak

Menutup aurat adalah salah satu kewajipan dalam agama Islam. Oleh itu, pemahaman konsep menutup aurat adalah asas yang perlu dipelajari pada usia muda. Namun begitu, kanak-kanak hanya belajar menutup aurat mengikut konsep teori pembelajaran sahaja di sekolah. Kanak-kanak sukar mengikuti dan memahami pembelajaran yang menggunakan konsep teks dan fakta. Justeru itu, aplikasi pembelajaran yang berkonsepkan pembelajaran mudah alih (m-pembelajaran) yang dinamakan “Kita Tutup Aurat!” mengenai aurat untuk kanak-kanak ini dibangunkan. Aplikasi ini dibangunkan dengan menggunakan model ADDIE kerana kesesuaiannya dalam pembangunan aplikasi pembelajaran. Pengujian aplikasi telah dijalankan oleh 30 responden dari kalangan kanak-kanak sekolah rendah sekitar Parit Raja serta beberapa orang guru. Hasil pengujian menunjukkan lebih 70% responden bersetuju aplikasi yang dibangunkan merupakan satu pendekatan menarik dalam mempelajari dan memahami konsep menutup aurat dalam Islam. Kesimpulannya, aplikasi telah berjaya mencapai objektif yang telah ditentukan kerana ia menepati kehendak pengguna dan mempunyai fungsi-fungsi yang terkandung dalam skop sistem. Secara keseluruhan, implementasi aplikasi pembelajaran ini berpotensi untuk dijadikan kaedah alternatif dalam memahami konsep aurat sekaligus mendidik kanak-kanak untuk menutup aurat dengan sempurna

International Education Planning Rubric: State Strategies to Prepare Globally Competent Students

Offers guidance for planning and assessing state strategies to develop students' global competence, including language, communication, and collaboration skills. Lists promising practices in leadership, resource allocation, certification, and curricula

A New Era of Education Reform: Preparing All Students for Success in College, Career and Life

As society changes, the knowledge and skills required for citizens to navigate the complexities of life and work must also change. As a result, some argue that schools must provide students with a broader set of skills that will enable them to thrive in our increasingly diverse, rapidly evolving and globally-connected world. The intent is not to replace the traditional academic disciplines but to infuse them with knowledge and skills that will better prepare students for success in the 21st century -- often referred to as "21st century skills." While others maintain that as long as a portion of the student population is not mastering basic reading, writing and mathematics skills, schools must continue to focus exclusively on the traditional core academic disciplines. In order to inform the debate about the rationale for and relevance of 21st century skills in Massachusetts' public schools, the Rennie Center for Education Research & Policy conducted a survey of superintendents, charter school leaders and principals statewide to gauge the extent to which school and district leaders support the integration of 21st century skills into public education. The goal of the survey was to provide a better understanding of Massachusetts' public school and district leaders' priorities for improving student learning, including their views on 21st century skills. The survey was followed by interviews with a small sample of administrators and educators in districts and schools where the integration of 21st century skills is a priority, in order to better understand district, school and teacher approaches for infusing 21st century skills into teaching and learning.The report describes the background and context for the study, the study methodology, and key findings from the statewide survey and interviews in a sample of schools and districts. The final section of the report puts forth considerations for policymakers and K-12 school and district leaders. Case studies of two public school districts, Reading Public Schools and Brockton Public Schools are included in Appendix B. The case studies offer two different approaches to integrating 21st century skills district-wide. The case study of Reading Public Schools illustrates a district-led approach. The case study of Brockton Public Schools is an example of how one school has spurred a district to focus on 21st century skills.The study gives voice to key education stakeholders who have not been part of the public debate about 21st century skills and provides clarity about what teaching and learning in classrooms that incorporate 21st century skills looks like. While opponents of 21st century skills argue that districts where most students have not yet mastered reading, writing and mathematics skills, should focus exclusively on core academic content, the study revealed that most school and district leaders believe all public schools in Massachusetts should be required to integrate 21st century skills into learning, including schools where students are lacking adequate basic skills. Interviews with superintendents who prioritize integration of 21st century skills revealed that input from a range of stakeholders led their district to expand their mission and vision for student learning to include 21st century skills and rather than adopt a pre-packaged set of skills, the focus in these districts is on particular skills and competencies that ?t the needs of their student body. While most schools and districts have not developed measurable goals for student mastery of 21st century skills, interviews with a small sample of administrators and educators revealed that 21st century skills are assessed at the classroom level, and most administrators view school- and district-wide assessment as a future step in the process of fully integrating 21st century skills. The endings also suggest that administrators believe that, to date, state policymakers have not adequately supported the teaching and learning of 21st century skills.This report was released at a public event on October 7th, 2010. View video clips from this event on our YouTube channel and read an EdWeek article featuring this report

Educational Policies for Integrating College Competencies and Workforce Needs

Explores the challenges of workforce development for a global economy in Brazil, Mongolia, Ukraine, and the United States, with a focus on basic skills development, internships, and the role of stakeholders. Recommends policy and curriculum changes

The STEM Workforce Challenge: The Role of the Public Workforce System in a National Solution for a Competitive Science, Technology, Engineering, and Mathematics (STEM) Workforce

[Excerpt] Science, Technology, Engineering, and Mathematics (STEM) fields have become increasingly central to U.S. economic competitiveness and growth. Long-term strategies to maintain and increase living standards and promote opportunity will require coordinated efforts among public, private, and not-for-profit entities to promote innovation and to prepare an adequate supply of qualified workers for employment in STEM fields. American pre-eminence in STEM will not be secured or extended without concerted effort and investment. Trends in K-12 and higher education science and math preparation, coupled with demographic and labor supply trends, point to a serious challenge: our nation needs to increase the supply and quality of “knowledge workers” whose specialized skills enable them to work productively within the STEM industries and occupations. It will not be sufficient to target baccalaureate and advanced degree holders in STEM fields. Our nation’s economic future depends upon improving the pipeline into the STEM fields for sub-baccalaureate students as well as BA and advanced degree holders, for youth moving toward employment and adults already in the workforce, for those already employed in STEM fields and those who would like to change careers to secure better employment and earnings. The seriousness of this challenge has penetrated public and opinion-makers’ consciousness—and government, industry, and education and training providers have begun to respond. NIH, NSF, and the Department of Education have been leading the federal effort. Industry associations, individual firms, foundations, and other organizations have identified and tried to fill gaps. State governments, too, are working to strengthen the STEM workforce pipeline. Much remains to be done, though, within government and across diverse sectors, to ensure that U.S. education, workforce, and economic systems rise to the STEM challenge. The U.S. Department of Labor is already an important partner in federal efforts to strengthen the science, technology, engineering and math (STEM) pipeline. The U.S. Department of Labor invests about $14 billion a year in the nation’s workforce system and in increasing the skills and education of our current workforce. In addition, the Department of Labor has begun investing regionally in ways that overcome typical fragmentation in planning and action among industry, government, non-governmental organizations, and education and training institutions. The Department of Labor has the potential to play an even more important role in addressing gaps in the nation’s approach to strengthening the STEM pipeline in three areas: 1) building the gateway to STEM careers; 2) enhancing the capacity of talent development institutions to produce more and better skilled STEM workers; and 3) catalyzing and supporting innovation, entrepreneurship, and economic growth. The leadership of the Employment and Training Administration is committed to—and stands ready to— contribute and collaborate to develop an overall national strategy around the STEM workforce pipeline and to improve coordination across federal agencies

Innovate Magazine / Annual Review 2011-2012

This year\u27s issue highlights some of the ways the SJSU School of Library and Information Science is being a catalyst for global innovation, explores the tools SJSU SLIS master\u27s students and faculty use to interact in our innovative online learning environment, and describes some of the exciting career pathways our alum are pursuing.https://scholarworks.sjsu.edu/innovate/1000/thumbnail.jp

Strengthening Career Guidance for New Jersey High School Students

This report is based on the findings of a conference held in October 2003 by the Heldrich Center and the State of New Jersey. The report includes the highlights of major speeches by Heldrich Center director Van Horn, Labor Commissioner Kroll, and Education Commissioner Librera, and of breakout discussions that included educators, counselors, business people, and researchers. The report highlights well-documented recommendations regarding improvements in career guidance, education, and awareness in the public schools, and in how local alliances and partnerships can play a major role in preparing students for a dynamic workforce. Includes findings of Heldrich Center-Fund for New Jersey survey of high school students regarding careers and preparation for college

A Time Like No Other: Charting the Course of the Next Revolution - A Summary of the Boston Indicators Report 2004-2006

Summarizes findings from the Boston Indicators Project, a long-term research study of the city's economic, social, and technical progress across ten sectors