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The Pre-requisites for a Quality Education System

The Pre-requisites for a Quality Education System. Tom Collins President RCSI Bahrain September 17 th 2012. OR. Why is Education Good and What makes a Good Education. Education is Good because. It underpins Economic Development Social development and cohesion Cultural enrichment

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The Pre-requisites for a Quality Education System

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  1. The Pre-requisites for a Quality Education System Tom Collins President RCSI Bahrain September 17th 2012

  2. OR • Why is Education Good and • What makes a Good Education

  3. Education is Good because • It underpins Economic Development Social development and cohesion Cultural enrichment Healthy population The well-being of future generations

  4. The Ambient Environment • Recognise the limitations of Schooling • Recognise the role and importance of Parents • Harness the natural environment • Children are not just wannabee adults • Children are curious and want to learn

  5. Social Context • Depleting Learning Environment • Early life learning requires active parenting • Warmth • Stability • Consistency • Stimulation • Lifelong Learning for a Knowledge Society • Digital Developments-migrants or Natives • A focus on the Prosumer rather than the Consumer

  6. Gardner-Future Minds • The Disciplined Mind • The Synthesising Mind • The Creative Mind • The Respectful Mind • The Ethical Mind

  7. Teachers For better or worse, teachers determine the quality of education • teacher as person • teacher as curriculum planner • teacher as instructor • teacher as researcher of his/her own teaching • Ref: Clarke, C. Thoughtful Teaching

  8. A Good Teacher • Relationship-to student and subject • I-thou rather than I-it: personal not instrumental • Moral Basis-positive intervention in the life of the child and society • Based on meeting and accompanying the student • Passion for learning and endeavour

  9. Dewey’s Contribution • Involves active, persistent, and careful consideration of any belief or practice in light of the reasons that support it and the further consequences to which it leads. • Integral attitudes are openmindedness, responsibility and wholeheartedness

  10. Levels of Reflectiveness Level One: Everyday reflection- fleeting Level Two: Deliberate reflection - committed Level Three: Deliberate and systematic reflection - programmatic http://lsn.curtin.edu.au/tlf/tlf1997/hall1.html

  11. Factors inhibiting a reflective culture • Teachers’ role • Attachment to routine • Standards of appropriate behaviour • Isolation • Inadequacies of in-service • Conservative expectations • Education reformers vs teachers who implement • Artificial barriers (disciplines and teachers) • Piecemeal reform efforts (Eisner, 1998)

  12. Higher Education • High levels of academic autonomny • Rigorous regulation of Quality and Accreditation • A culture of intellectual non-conformity • A coherent and global research infrastructure • A capacity to attract world class academics • The development of a postgraduate culture

  13. Research Priorities • Health-diabetes and related conditions • Environment-Food security • Water conservation and distribution • Renewable Energy for a post oil world • Global politics • General Science and Engineering focus

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