The Scale Model Club of the Philippines’ Case Study The Scale Model Club of the Philippines: Managing Fun in a Hobby Club A. STATEMENT OF KEY ISSUES Scale model club of the Philippines (SMCP) is an organization dedicated to the hobby of plastic scale modeling in the Philippines. It was established by five hobbyists in 2001‚ the main goal of which was to develop the full potential of its members in scale modeling. The club has three main purposes‚ (1) to promote scale modeling as a hobby‚ (2) to
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Assignment1 Part 1 (A) What is Curriculum? For Curriculum it does not matter the religion or the nationality‚ children are educated into particular modes which can make sense of their experiences and the environment around them‚ and also into a set of behavioral expectations‚ skills and knowledge‚ which the society requires for its future. A curriculum In practice‚ though is more than this. it is useful to think of it as being much wider. As a working definition of a curriculum I would say that it is
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Outcome-based education: from competency to meta-competency - a model for the specification of learning outcomes. Medical Teacher‚ 21‚ 6‚ 546-552. Kember‚ D. (2005). Based practice in outcomes-based teaching and learning at the chinese university of hong kong. HK: Centre for Learning Enhancement and Research. Killen‚ R. (2000). Outcomes-based education: principles and possibilities. AU: University of Newcastle. Kim‚ H. (2012). Outcomes-based curriculum development and student evaluation in nursing education
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benefits accrued in participating in compulsory extra-curriculum activities. Secondly‚ the study examines the implications of these after-school activities towards students’ academic performances. The study employed a qualitative interview approach with 15 university students who during their time in high school education had been involved in extra-curriculum activities. The investigators approached students who were involved in extra-curriculum activities and invited them to participate in the study
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What is Bec ? The BEC is an interactive curriculum. This means that there is constant interaction between and among the teachers and students and also with the materials. In this respect‚ you are not the only authority in the classroom. You are only the facilitator‚ the guide to your students’ learning. You allow your students to “construct their own knowledge.” If they do‚ they will learn better than when you just “pour knowledge” into them. They are not empty vessels that need to be filled up
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Chapter 1 THE PROBLEM AND ITS SCOPE Rationale of the study Education is a process of socialization. In its informal setting such as the home and the community as well as in its formal venue such as school‚ it endeavors to gradually introduce the individual to the world of society living where sharing and collaborate are needed for the continued existence of communal life. Customs Administration students who finished the degree levels respectively who are actually teaching are being traced especially
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Ability by Vincent William Childress James E. LaPorte‚ Committee Chair Technology Education Virginia Polytechnic Institute and State University Abstract This study investigated the effects of technology education‚ science‚ and mathematics (TSM) curriculum integration on the technological problem-solving ability of eighth grade technology education students. The researcher used a quasi-experimental‚ nonequivalent control group design to compare the performance of students receiving correlated
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10 years later‚ its name was changed to Kurikulum Bersepadu Sekolah Rendah (KBSR). Now‚ a new curriculum was introduced a year ago‚ 2011 to replace KBSR: Kurikulum Standard Sekolah Rendah (KSSR). KSSR was introduced to reorganize and upgrade the current curriculum. Changes can be clearly seen in the aspect of key areas‚ curriculum documentation‚ curriculum design‚ curriculum organization‚ curriculum content‚ elements and focus. In the aspect of key areas‚ KBSR focused on three key areas: communication
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of its curriculum. Needless to say‚ it determines the direction of the faith formation of the students. It also manifests the commitment of the school community to be an active promoter of Christian Values. The Catholic Educational Association of the Philippines which decides on the membership application of an institution based on its catholicity seriously considers the Christian Living program of the institution. Thus‚ it is pivotal to develop and evaluate the Religious Education curriculum of CEAP
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References: 17 Abul‚ E. (1997). Curriculum development: Principles and methodology. Dhaka: Chhatra Bandhu. Ahmed‚ N. U. (2000). A comparative study of the B.Ed. program of Govt. & NonGovt. Teachers ’ Training Colleges of Bangladesh. M.Ed. Thesis‚ Institute of Education and Research‚ University
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