AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring

 AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring 

Q. 4

Discuss in detail the education system of United State of America and United Kingdom. What procedure is followed in curriculum development and its implementation in these countries?

 

The USA and UK education systems

The UK and the USA both have different education systems, with their own levels and qualifications. We’ll help you navigate these systems, and work with you to achieve your academic goals.

The education system of United State of America

Introduction

Rich on Earth, Population and Natural Resources and Advanced Technology- generally , the people of the USA enjoy a high standard of living and lead the nation's land south. The indigenous population consists of Indians and immigrants from Britain, Germany, Scandinavia, southern and eastern Europe, and central and southern America aside from the descendants of slaves imported from Africa during the colonial and post-colonial period years. The mixture of geographical features and population may be a long way from one country to another . Programs and frameworks for education are additionally very different in several parts of the country.

Each province offers a system of free public schools, including a crèche and 12 years. Although laws vary from state to province schooling is compulsory from the age of 6 or 7 to 16 years. 

 

Education System

Ages 5-11

Children attend elementary school (kindergarten to grade 5).

Ages 11-14

Children attend middle school (grades 6-8).

Ages 14-18

Students attend high school (grades 9–12).

They complete coursework in English, Math, Science, Social Studies and Physical Education, and can choose optional courses from Arts, Foreign Languages and other departments. 

Ages 18+

Students can enter higher education after graduating from high school. 

 

 US higher education system

The US higher education system is considered one of the best in the world, and offers flexible study opportunities at over 4,000 colleges and universities. US degrees are recognized worldwide for their academic excellence and enhanced learning experiences.

Bachelor’s credits during high school

Some US universities offer opportunities for high school students to take college courses and earn undergraduate credits.

This is a great way to get ahead in your studies and even save money. It also allows you to become familiar with the American higher education system before you apply for a bachelor’s degree.

Undergraduate studies

Following high school, students can choose to study a bachelor’s (or “undergraduate”) degree at a college or university. Find a bachelor’s degree.

Bachelor’s degrees in the USA typically take 4 years to complete. The first 2 years include common required courses, such as math, history, literature, and communications. This develops a broad-based knowledge across many subject areas — an advantage for competing in the global workplace. The final 2 years focus on the your chosen “major” subject.

US bachelor’s degrees are flexibly designed to allow students to change their major after 1 or 2 years. You can also add on a “minor” (a “mini-major”) in a different subject, study more than one major, or get a head start on graduate studies through an accelerated degree program. Within your degree, you can have a huge choice of elective courses so you can customize it to your interests and strengths.

Curriculum Systems

As a rule, the practical obligation to run schools lies within the bands of smaller units like countries and regions and 18,200 local regions operate daily management.Strong local autonomy culture and natural abundance of society influences curriculum. There's no official national curriculum. The Department of State or education determines a curriculum with varying degrees of clarity that leaves the typical local and individual differences. Subject professionals, school administrators, and teachers they're involved during a curriculum development that develops supported research and investigation. Major subjects taught in the lowest levels of English school programs Language, Mathematics, Social Studies, Science, Music, Arts, and education .

 Tlie's advancement in technology has led to the introduction of a replacement teaching methods like teaching teaching, organized teaching, language labs and computer-assisted instructions. Current social problems have replaced courses, especially at the highschool level within the field of latest subjects like Ethics, Consumer and Environmental Education and Drug and Alcohol Instruction Instruction. Policies concerning promotion from one grade to subsequent depend upon the province or region decisions:

 

A second-level student must repeat a grade after being dissatisfied. Each perinance but low level promotion is automatic. A highschool discovery Diploma doesn't always require a proper examination but to travel to satisfaction The school's record of success is taken into account sufficient for this purpose. When there's none in any national public testing program, the extent of education varies widely, he says. Recently there have been setup steps. state methods of highschool diploma usually within the sort of minimum skills requirements.

The education system of United Kingdom

Introduction

The UK is found on many of the islands within the occident European ocean floor. Immigrants round the world were important the results of the foremost common educational programs within the UK Ethnic minorities are is concentrated on certain areas in major cities, especially , London and requires from the system.

In these areas, recognition of their special needs, especially , with reference to language also cultural diversity.

 

Education System

Education within the UK is claimed to be a national, localized system. Great a part of the day-to-day operations are within the hands of local education authorities (LEA). 

The education of schoolchildren is split into two categories: non-progressive education (NFE) containing courses offered at the General level Certificate of Education. (GCE) and Advanced (A) and better education of courses beyond this level offered by universities, private institutions then on colleges maintained by LEAs.

Ages 4-11

Children attend primary school (Years Reception to 6).

Ages 11-16

Children attend secondary school (Year 7–11).

At age 16, students take GCSE exams covering Maths, English Language, English Literature and Sciences, and other chosen subjects.

 

Ages 16-18

Students attend college / sixth form.

They can choose to take A levels, a type of further education qualification, if they want to go to university.

 

Ages 18+

Students may choose to study a bachelor’s (or ‘undergraduate’) degree.

Bachelor’s degrees in England usually last 3–4 years. They focus on writing and analytical thinking, helping students to develop academic and work-related skills.

Studying a Foundation Course or International Year One can prepare you for progression to an undergraduate degree in England.

University graduates can then study a master’s (or ‘postgraduate’) degree.

A master’s degree in England usually lasts 1 year. It requires extensive research, in-depth analysis and a demonstration of critical thinking.

Studying a Pre-Master’s course can prepare you for progression to a postgraduate degree in England.

 

 

Curriculum Systems

 

Previously there have been no nationally determined courses but exam boards which regulated the overall Certificate of Education had something to incorporate influence on what's taught in schools. The inspectors of His Schools became liable for the Secretary of State for Education. They investigated and reported everything educational features including curriculum. The state, however, introduced a National Curriculum In 1989 The curriculum sets out the core of the three main subjects Mathematics, Science and Language and therefore the anointing of youngsters in these subjects are 10 be tested at 7, 11 and 14 years. Other basic subjects include History, Geography, Art and Music. Additionally , the Education Reforms Act (1988) also provides for the supply of spiritual education for all students. Modern foreign language also applies to high schools.

 

School progress depends more on age than availability. There's no grade and most youngsters undergo a program with other kids for age. Teachers, however, use a spread of methods to watch students' progress. Until 1988, highschool students could attempt to be tested during a sort of subject resulting in a Certificate of upper Education (CSE) or a General you would like General Certificate of Education (Level 0). In 1988, these two programs were in situ completed and installed the overall Certificate of education (GCSE). The tests are organized by five independent groups in England, Wales and one in Northern Ireland . Scotland has made a special but similar change. GCE Advanced (A level) level is typically taken by a student in upto three or four studies, two years after GCE O level and high entry level vocational training and training.

AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring

 AIOU B. Ed Curriculum Development (8603) | Solved Assignment 1. 

Q. 3

Analyze the curriculum of teacher education programs in distance education. Identify essential communication skills for teacher that should be a part of curriculum and how?

INTRODUCTION 

OUHK's 'distance approach to teacher education wasn't novel development. it had been already widely want to add a standard college approach to a spread of developments countries, especially in Africa (e.g. Brophy & Dudley, 1981, 1982, 1983; Perraton, 1984; Coldevin and Naidu, 1989) - and, for instance , in Australia (Evans & Nation, 1991, 1993) and therefore the Uk (Prescott & Robinson, 1993). Back within the early 1980s, Brophy & Dudley reported that more Sixty teacher training programs are in situ established in additional than 40 countries for various purposes:

• Initial teacher training on admission to the teaching profession, or otherwise to teach;

• improving teachers who haven't any qualifications but experience;

• continuing education for those that are already experienced and trained.

 

 

Teacher education schemes in distance education

 

Perhaps it's especially helpful within the context of this teacher's article education schemes at various levels are currently offered at large Open Universities, like Open University of the uk , Open University of Sri Lanka , Allama Iqbal Open University (Pakistan),

Sukhothai Thammathirat Open University (Thailand) and Universities Terbuka (Indonesia). generally , a teacher's degree education features a sizable amount of clear benefits, for instance :

• Enables fewer subject engineers to possess greater access the amount of scholars , including those in remote areas (who assist during a process to combat the tendency of college-trained teachers to moving to urban areas to work);

• Students-teachers don't got to get replaced as they progress work while studying;

• Can reach an outsized scale economy from, where the system is found educational materials are developed and developed, the value of enrolling additional students is extremely low.

 

Of course, the image isn't all good. Grade teaching programs they're often characterized by high levels of dropouts, also as mass the products produced weren't always of the very best quality content and education (e.g. Garrison, 1993; Mobida, 1997). And there's no distance education is usually cheaper (Rumble, 1997); for instance , Student body size, face-to-face instruction and every one media considerations are vital affecting actual costs. Finally, there are only a few reviews of comparative results of traditional systems and distance in participants' ability to show - although the findings, for example, Brophy & Dudley (1981, 1983), Mahlck & Temu (1989) and Nielsen & Tatto (1993) suggested that Grade R teachers teach effectively as those involved in traditional programs.

 

The curriculum of teacher education schemes in distance education

 

Obviously, the content of the tutorials should be

Accurate, complete and appropriate level of educational demand,however in self improvement should tend to special attention teaching features. Well-designed tutorials are very different in structure and elegance from descriptive texts, like study notes and magazine articles.

for instance ,

They have a transparent statement of goals and objectives, and includes an inventory of other access devices, the course guidelines, future planners, self-assessment tests, clear and consistent use of titles and subtitles, abbreviations, glossaries and symbols for various species, etc. Also, drawing on ideas like Holmberg’s ‘directed teaching discussion ’(1989), are written in a very specific way and also chat style.

In learning about such things, students don't engage within the process of creating information informally, but directed working with developer ideas. Building materials - anything intermediate - trying to supply two-way communication where ‘students work with texts to make their own interpretations ’(Morgan, 1995) and not explore their learning, thus developing a deeper learning approach.

 

The most obvious way this is often done is by ‘works’. is predicated on a text,

For example,

that attempts to duplicate questions that good teachers can raise during a classroom setting, or ask students to relate their knowledge to their situation and think critically about their actions (Rowntree, 1992); and, where appropriate, a solution is given.

 

OUHK Productions for BEd (Hons)

The program integrates such activities into study units, students ask to try to to ,

 

for example:

 

Remember the teaching (or learning) experience and evaluate it visually information obtained from the study; discuss samples of how teachers behave in certain situations also compare their qualifications and knowledge; evaluate the effectiveness of the concepts integrated into the research units into place classroom habits; review their philosophy or position on a spread of educational issues; create and test add a classroom or school

 

Printed items of this sort - added where necessary, designed for instance , audio and video cassettes or CD-ROMs - help students to practice, analyze and believe their practice, and make new performance cognitive-based information. Student assignments ‘in the classroom teaching lessons' during this BEd program includes planning, implementation and evaluation of small-scale fishing projects where i students play the role of ‘teachers as researchers’, thus providing them with opportunity for reflection, self-assessment and professional development.

 

 

 

Essential communication skills for teachers in the curriculum

 

Without a doubt, the foremost influential person within the process of implementing the curriculum is the teacher. With their knowledge, experience and skills, intermediate teachers in any effort to develop the curriculum. It's better teachers support better learning because they need more knowledge of teaching practice and that they have it liable for introducing the curriculum within the classroom. If another group has already established a curriculum, teachers should make an attempt to seek out straight. Therefore, teachers got to be involved in curriculum development. For instance , the teacher's ideas should also be included within the development curriculum. On the opposite hand, the curriculum the event team should consider the teacher as a part of the curriculum - Carl, 2009). Therefore, teacher involvement is important for effective curriculum development. Teachers that initiators are a part of the ultimate phase of the curriculum development process.

 

Teachers must be involved in curriculum development, an educator must be provided relevant knowledge and communication skills that help them to contribute effectively to curriculum development work. As a result, teachers need training and training forums, aimed toward technological advancement so as to be ready to contribute to the event of the curriculum. On the opposite hand, there's a crucial point in doing good teacher involvement in curriculum development i.e. teachers got to be empowered through the method curriculum development (Carl, 2009). This suggests that teachers have to improve and expand their points, like experience and independence. Therefore, teachers play a key role within the curriculum development; then student results.

 

A teacher who participates in curriculum planning has many roles and responsibilities.Teachers want to enjoy teaching and watching their students develop interests and skills in their area of interest.The teacher may have it create lesson plans and syllabus within the curriculum provided from the teacher's responsibilities using the curriculum to satisfy the requirements of learners (Carl, 2009). Many studies support the empowerment of teachers for participating in curriculum development. For instance , Fullan (1991) found that the extent of The teacher's involvement as a curriculum development center results in the successful achievement of educational change.

 

 

Therefore, the teacher is crucial to think about the success of the curriculum development, including the steps of what you say and check. Handler (2010) also found that there's a requirement for teacher involvement in curriculum development. Teachers can contribute collaboratively and effectively to the curriculum development teams and experts to plan and style warfare, textbooks, and content. Teacher involvement

In the curriculum development it's important to adapt the content of the curriculum to the requirements of the learners within the classroom.

Why is it Important for Teachers to Have Effective Communication Skills?

Teachers enjoy good communication skills in three different areas: when communicating with students, with parents, and with colleagues.

Communicating with Students

Communication skills are most significant for interactions with students, because the act of teaching itself requires them. In your role, you're liable for comprehending and breaking down complex information, conveying this information clearly to your students (both verbally and in written resources), presenting during a manner that sustains their attention, and taking note of and resolving their questions or problems.

You are also required to adapt content for various learning styles, motivate students to find out , build supportive relationships using encouragement and empathy, manage the classroom, and provide feedback – making your classroom a secure and supportive learning environment. All of those things require good communication skills.

The better your communication skills, the more effectively you'll perform these tasks. In turn, your students will make more academic progress. Studies have found that the success of scholars is directly associated with interactive, engaging teaching environments formed by able teachers (see Mashburn et al., 2008). Additionally, the way that you simply communicate together with your students can positively affect their perceptions of faculty , their role within the classroom, themselves and their abilities, and their motivation to succeed (see Dobbs & Arnold, 2009). 

AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring

 AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring 

AIOU B. Ed Curriculum Development (8603) | Solved Assignment 1. 

Q. 2

Discuss the process adopted for curriculum development in Pakistan. Which techniques are used for curriculum evaluation? Discuss with examples. 

CURRICULUM DEVELOPMENT IN PAKISTAN

 Curriculum development is ideally an ongoing, dynamic and long-term process, involving needs assessment, planning, and design, teacher training, materials preparation and piloting, subsequent revision and modification, full implementation, monitoring, feedback, and evaluation. 

The curricula development is based on the following broad areas of concern:-

 i) To incorporate changes at the national and global levels, to prepare our children for further job markets within the existing economic climate, and to provide the human resources necessary to ensure sustainable national development.

 ii) To incorporate issues of global significance including environmental change, degradation, population control, gender issues, and international understanding and cooperation. 

iii) To foster respect for and prevention of cultural tradition and indigenous values and ways of life. 

iv) To foster moral values through Islamic principles and ethics among pupils. 

v) To promote democratic values and respect for and appreciation of cultural diversity that characterizes Pakistani society and the broader global society.

 vi) To introduce competency-based curricula by defining mini Processes involved in learning competencies at both primary and secondary levels. 

Before introducing any reform, the intentions of the Federal Government are conveyed to the Provincial Governments and their opinion, in respect of both academic and administrative aspects, is sought. In the case of curriculum, reform is agreed to be undertaken by the Minister of Education, Curriculum Wing, as a first step, to review the prevalent scheme of studies to bring it at par with National Education Policy. It is followed by determining objects, level-wise and subject-wise based on both the cognitive levels of development of the child and the requirement of the subject for its program development. On receipt of their opinion a National Curriculum Development Committee (NCDC) comprising highly qualified, experienced, and competent professionals, drawn from the four provinces, review intentions of the Federal Government and take the following steps:- 

(i) Design, in collaboration, with Provincial Curriculum Bureaus initial draft of the curriculum in the fight of need assessment/survey and send the drafts to National Board of Curriculum and Textbooks (NBCT) for finalization. 

(ii) NBCT finalized a unified draft curriculum in the light of the drafts received from the NCDC. 

(iii) The unified draft is circulated throughout the country for comments. Comments are invited from educational institutions, and users/stakeholders parents, communities, etc.

 (iv) The National Curriculum Development Select Committee, a subset of NCDC reviews and updates the unified draft in the light of the feedback, and recommends approving the draft as National Curriculum. 

So, the following are the steps involved in Curriculum Development in Pakistan.

 a. Curriculum Wing requests the Provincial Centres to prepare a draft curriculum for each subject taught in various classes up to Class XII.

b. Provincial Centres call in a Committee of Experts, Teachers, and Subject Specialists on each subject.

 c. Provincial Curriculum Committees prepare curriculum plans. 

d. The draft plan is sent to the Curriculum Wing. 

e. Curriculum Wing circulates the drafts to the selected teachers, subject specialists in schools, colleges, and other agencies concerned and invites their comments. 

f. The comments are reviewed in the Curriculum Wing. 

g. The National Committee of Curriculum scrutinizes the drafts in the light of the comments. h. The Committee submits its recommendations to the Ministry of Education, 

i.. Secretary Education accords necessary approval.

 j. The curriculum schemes duly approved are passed, on the Provincial Textbook Boards for preparation of textbooks.

Composition of Curriculum Committees 

The committees are constituted by obtaining nominations of suitable persons from the Boards of Intermediate and Secondary Education, the Provincial Education Departments, the Textbook Boards and other research organizations such as the Institutes of Education and Research at Lahore, Hyderabad, Peshawar, Dera Ismail Khan; Departments of Education, Balochistan. University Quetta, Bahauddin Zakariya University Multan and Islamia University Bahawalpur: and the Faculty of Education, Allama Iqbal Open University Islamabad. These arrangements ensure the involvement of experts in the process of Curriculum Development. 

The Composition of the Committees at the Provincial and Federal level is given below: 

Provincial 

a. Representatives of the Provincial Curriculum Centres. 

b. Supervisors. 

c. Teachers. 

d. Educational Administrators. 

e. Subject Specialists from the Schools, Colleges, Universities and other search Organizations f. Representatives of the Textbook Boards. 

g. Representatives of the Boards of Intermediate and Secondary Education h. Teacher Trainers. 

Federal

 In addition to the above-mentioned members, the following are given representation: 

a. Representative of the Curriculum wing Ministry of Education. 

b. Foreign Experts/Consultants/Advisers from UNESCO. 

c. Community leaders and Parents. 

 Relationship with Provincial Curriculum Centres and Other Agencies 

The Curriculum Wing works in close collaboration with the Textbooks, the Curriculum Centres, the Education Departments, the Boards of Intermediate and Secondary Education, and other research organizations such as Institutes of Education and Research, in the Provinces. In fact, the Curriculum Centres in the Provinces are associated Centres of the Curriculum Wing. The Curriculum Wing and the Provincial Centres identify all the projects of curriculum development jointly. In the initial stages, the Provincial Centres do the spadework under the guidance of the Curriculum Wing, in some cases, the projects are divided between Provincial Centres and Curriculum Wing through mutual agreement. The assistance of the Boards of Intermediate and Secondary Education or the Institutes of Education and Research is also obtained in specific areas of their interest.

The mechanism for Curriculum Development in Pakistan 

The mechanism of curriculum development, which is generally followed in Pakistan, with slight variations, may be described to consist of the following stages; 

1. Determining the aims and goals of education: The first step in the process of curriculum development pertains to determining the aims and goals of education. Guidance to the curriculum developers is provided in this respect by the prevalent education policy, Cabinet decision, or some other policy statement by the President, Prime minister, or the Federal Minister for Education. 

2. Formulation of various committees by the Curriculum Wing; In pursuance of the policy statement Or policy guidelines, the Curriculum Wing of the Ministry of Education appoints two types of Committees at the national level viz. (1) National Committee on Secondary Education and Primary Education each, and (2) Subject committees at primary and secondary levels separately. These committees which include teachers, subject specialists, and administrators further delineate aims of education for subsequent input. The Curriculum Wing along with the above-mentioned committees also Communicates the aims and goals of education and other policy guidelines to the Curriculum Research and Development Centres at the provincial level for appropriate action in respect of curriculum development. 

3. Proposals by the CDC's and Curriculum Bureaus: The Curriculum Research and Development Centres and the Bureaus of Curriculum functioning at the provincial levels take appropriate initiative and finalize their proposals, keeping in view the overall aims of education, local situation, and their research experience, etc and send the same to the National Committee on Secondary/Primary Education, as the case may be for further processing. 

4. Processing in the National Committees: Having received the curricular proposals from the provincial CRDC’s and B.C’s the relevant committee i.e. either the secondary or primary level committee ascertains their suitability in the light of overall aims of education and then with its recommendations and observations, sends the curricular proposals to the relevant subject committee. The relevant subject committee considers the whole package and sends it back to the primary/secondary level committee at the national level. The primary/secondary level committee functioning at the national level reconsiders the original proposals and the subsequent recommendations and accords to final approval of the curriculum. 

 

 

Techniques for Curriculum Evaluation 

When new courses are introduced, it's a crucial task for teachers to work out their effectiveness. The testing of any new system should be wiped out it. determine if the results you would like are available; and the way much, if so, has an impact during a far better explosion than the prevailing system. Use of testing Strategies should enable curriculum staff to form consistent progress in improving Curriculum.

 

the most objectives of the curriculum assessment are often summarized as follows:

• to assist within the further development of learning materials for continuous practice Improvement. Curriculum to form the required changes to the teaching program.

• assisting choose whether to simply accept or reject the plan;

• determining system outcomes;

• to determine the necessity for course content reviews;

 

In testing and evaluation, emphasis is placed on those features that are easy to calculate and thus important outcomes as a drag.

Solving, creating, deep thinking, working practices, and cultural appreciation are common. Unnecessary use of tests and high reliance on test results resulted within the widespread sense of certainty about academic achievement. measurement, however, it's intended to live all educational outcomes, not just the thosc lending themselves easily in quantification.

 

Curriculum assessment, which should take under consideration all aspects of the curriculum, should

provide a transparent picture of educational processes and products that ought to not only be available.

the amount of prediction about the success of the program, but it should! be with the worth of diagnostics in adapting and developing a producer to the satisfaction of all worried.