�ݺ�ߣshows by User: nongni

�ݺ�ߣshows by User: nongni / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: nongni / Wed, 09 Sep 2015 16:26:31 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: nongni Syllabuses ttc three year course /slideshow/syllabuses-ttc-three-year-course/52592572 syllabusesttcthree-yearcourse-150909162631-lva1-app6891
GTTC syllabus]]>
GTTC syllabus]]> Wed, 09 Sep 2015 16:26:31 GMT /slideshow/syllabuses-ttc-three-year-course/52592572 nongni@slideshare.net(nongni) Syllabuses ttc three year course nongni GTTC syllabus <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttcthree-yearcourse-150909162631-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> GTTC syllabus

Syllabuses ttc three year course from nongni

]]> 1479 12 https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttcthree-yearcourse-150909162631-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 Syllabuses ttc two year course /slideshow/syllabuses-ttc-two-year-course-52580562/52580562 syllabusesttctwo-yearcourse-150909114521-lva1-app6892
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely: - The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines; - The one-year course duration for GCE A/Lstudent-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on the part ofGCE O/L student-teachers at the end of the course; - The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education. From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State. 2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum. Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are: -Bilingual training; -Didactics of Primary and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum(teaching practice…) The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers. ]]>
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely: - The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines; - The one-year course duration for GCE A/Lstudent-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on the part ofGCE O/L student-teachers at the end of the course; - The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education. From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State. 2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum. Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are: -Bilingual training; -Didactics of Primary and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum(teaching practice…) The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers. ]]> Wed, 09 Sep 2015 11:45:21 GMT /slideshow/syllabuses-ttc-two-year-course-52580562/52580562 nongni@slideshare.net(nongni) Syllabuses ttc two year course nongni The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely: - The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines; - The one-year course duration for GCE A/Lstudent-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on the part ofGCE O/L student-teachers at the end of the course; - The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education. From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State. 2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum. Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are: -Bilingual training; -Didactics of Primary and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum(teaching practice…) The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttctwo-yearcourse-150909114521-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely: - The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines; - The one-year course duration for GCE A/Lstudent-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on the part ofGCE O/L student-teachers at the end of the course; - The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education. From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State. 2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum. Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are: -Bilingual training; -Didactics of Primary and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum(teaching practice…) The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.

Syllabuses ttc two year course from nongni

]]> 1100 11 https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttctwo-yearcourse-150909114521-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 Syllabuses TTC one year course /nongni/syllabuses-ttc-one-year-course syllabusesttcone-yearcourse-150909114014-lva1-app6892
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely: - The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines; - The one-year course duration for GCE A/Lstudent-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on the part ofGCE O/L student-teachers at the end of the course; - The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education. From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State. 2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum. Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are: -Bilingual training; -Didactics of Primary and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum(teaching practice…) The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers. ]]>
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely: - The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines; - The one-year course duration for GCE A/Lstudent-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on the part ofGCE O/L student-teachers at the end of the course; - The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education. From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State. 2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum. Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are: -Bilingual training; -Didactics of Primary and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum(teaching practice…) The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers. ]]> Wed, 09 Sep 2015 11:40:14 GMT /nongni/syllabuses-ttc-one-year-course nongni@slideshare.net(nongni) Syllabuses TTC one year course nongni The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely: - The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines; - The one-year course duration for GCE A/Lstudent-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on the part ofGCE O/L student-teachers at the end of the course; - The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education. From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State. 2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum. Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are: -Bilingual training; -Didactics of Primary and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum(teaching practice…) The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttcone-yearcourse-150909114014-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely: - The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines; - The one-year course duration for GCE A/Lstudent-teachers is inadequate; - The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on the part ofGCE O/L student-teachers at the end of the course; - The lack of a synchronized programming of pedagogic activities (practicum and evaluation); - An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education. From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State. 2. Characteristics of the curricula reviewed following the Competence-Based Approach The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum. Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.) The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are: -Bilingual training; -Didactics of Primary and Nursery school activities; -Sciences of Education; -Educational Technologies; -Reinforced alternated practicum(teaching practice…) The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.

Syllabuses TTC one year course from nongni

]]> 5041 17 https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttcone-yearcourse-150909114014-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 Les institutions annexes de l’education et reussite scolaire https://fr.slideshare.net/slideshow/les-institutions-annexes-de-leducation-et-reussite-scolaire/31424265 lesinstitutionsannexesdeleducationetreussitescolaire-140220022219-phpapp02
L'éducation des enfants ]]>
L'éducation des enfants ]]> Thu, 20 Feb 2014 02:22:19 GMT https://fr.slideshare.net/slideshow/les-institutions-annexes-de-leducation-et-reussite-scolaire/31424265 nongni@slideshare.net(nongni) Les institutions annexes de l’education et reussite scolaire nongni L'éducation des enfants <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lesinstitutionsannexesdeleducationetreussitescolaire-140220022219-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> L'éducation des enfants

from nongni

]]> 664 3 https://cdn.slidesharecdn.com/ss_thumbnails/lesinstitutionsannexesdeleducationetreussitescolaire-140220022219-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 https://public.slidesharecdn.com/v2/images/profile-picture.png https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttcthree-yearcourse-150909162631-lva1-app6891-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/syllabuses-ttc-three-year-course/52592572 Syllabuses ttc three ... https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttctwo-yearcourse-150909114521-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/syllabuses-ttc-two-year-course-52580562/52580562 Syllabuses ttc two ye... https://cdn.slidesharecdn.com/ss_thumbnails/syllabusesttcone-yearcourse-150909114014-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds nongni/syllabuses-ttc-one-year-course Syllabuses TTC one ye...