Always Learn!

Research in Germany
There are lots of reasons why Germany is so successful. One of the most important is close cooperation between universities, international research institutes and industry. Expert networks of this kind have established themselves in 32 regions of Germany. They operate nationwide and are able to produce innovations with particularly high value-added potential. They are embedded in a framework of innovation-friendly conditions and contribute to the regions’ profile creation.

Cutting-edge research also takes place at hundreds of non-university institutions belonging to organisations like the Max Planck Society, the Helmholtz Association, the Leibniz Association, or the Fraunhofer Gesellschaft. It is here that scientists can find optimum conditions only available at very few other institutions worldwide. The Helmholtz Association alone, the largest of the organisations, employs a staff of about 24,000, 4,500 of whom come from abroad. It has a budget of 2.2 billion euros (2006) which is channeled into research areas such as energy, health and transportation.

Internationalisation – Science without borders
Germany’s cabinet adopted the “Strategy for Internationalisation of Science and Research” on 20 February 2008. The government specifically aims to boost collaborative research with developing countries and so open up new fields of innovative potential. Furthermore, it also plans to take on greater international responsibility and to focus more on addressing global challenges.

More mobile, more present
Measures include improvements to the exchange of scientific staff, international collaborative research programmes, and an internationally coordinated research agenda. The strategy provides for a harmonized international German presence in science and research, plus a campaign to promote Germany’s role as a major centre of education, research and innovation.

The “Research in Germany” Initiative
The Internationalisation Strategy includes measures aimed at highlighting Germany’s appeal and its research landscape in selected topic areas of the High-Tech Strategy. It provides a special focus on selected countries. This marks a decisive contribution by the Federal Ministry of Education and Research (BMBF) to promoting German innovation around the world.

Regional and thematic focuses
The first regional measures were implemented in South Korea in 2006 und 2007, one of Asia’s high-tech countries. Two key HTS topics for the future provide a hub for further campaigns: Nanosciences and environmental technologies. Specifically targeted, international marketing measures will promote these German research achievements in 2008 and 2009. Further activities are planned in India as from the end of 2008 – to expand and consolidate our cooperation with the world’s best.

There are well-established scientific institutions in India and Germany working together on bilateral research and development projects. They also continue to invest in the next generation of leading scientists by championing exchange programs between universities in both countries.

Growing number of Indian students in Germany
The number of Indian students who enroll at German universities in recent years has risen more quickly than that of students from any other country: by 50 percent between 1997 and 2006. More than 4,000 Indian students are currently studying and conducting research at German universities; in 2006 alone the number of exchange students totaled 1,179.

German Academic Exchange Service
The DAAD (German Academic Exchange Service) is a leading educational organization that promotes the transfer of young scientific minds by providing grants and scholarships and a cohesive support system. In India the DAAD is currently active through information centers in cities throughout the nation and a network of 27 personal tutors at 20 of the top universities.

Alexander von Humboldt Foundation
In a similar vein, the Alexander von Humboldt Foundation (AvH) in Germany has funded a total of 1,531 promising junior scientists from India since 1953 – 19 of which have won awards for their research achievements. The German Rectors’ Conference (HRK) cooperates with the Association of Indian Universities (AIU) to advance the educational exchange.

Joint scientific projects
The STC is also building on this Indo-German symbiosis. Institutions within its framework undertake joint scientific projects in the areas of biotechnology, health, information technology, environmental technology, sustainable research, materials research, aerospace research, production technology and security research.
Projects range in scope from the exchange of personnel between the international firms and educational institutions (PPP), to large-scale collaborations. German research institutions expanding their cooperation with India include the Max Planck Institute (which presently has 12 partner groups in India), the Helmholtz Association, the Fraunhofer Association, the Leibniz Association and the German Research Foundation, which is currently involved in expanding research efforts in nanotechnology.

If you want to research in Germany please visit the German Information Centre where you can get all the information related to research in Germany

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History
On June 30, 1929, the Cabinet ratified that the government print and edit the primary textbooks exclusively. The responsibility was transferred to the office of Examinations and Programs.
.The activity began in 1967 at the General Office of Studies and Programs under the supervision and management of five foreign advisors.
.The Organization for Research and Educational Innovation was established under the law passed by the Consultative Assembly and the Senate on July 8, 1976.
.In 1977, the Organization for Text-books and the Organization for Research and Educational Innovation joined to form a new organization.
. On March 3, 1979, under the ratification of the Supreme Council of the Islamic Revolution, the new organization was named the Organization for Educational Research and Planning (OERP).
Objectives:
.To research and survey on the quality issues of the education
.To develop educational programs
.To write and edit text-books
.To support Schools and educational institutes in using new tools and methods
All of these objectives support the major aim of increasing the quality of the educational system
OERP Responsibilities :
1. To research on the content of the educational
2. To study and develop simple methods for examinations and educational assessments
3. To write, edit and print text-books.
4. To identify and provide educational tools and the list of standards for educational tools and equipments
5. To run pure research on improving the quality and quantity of education
6. To perform other responsibilities issued by the OERO Council

NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL

Volume 23, Numbers 1&2, 2009-2010

FOREWORD

STRATEGIC PLANNING USING THE WAYS OF KNOWING THROUGH THE REALMS OF MEANING By Queinnise Miller, PhD Student in Educational Leadership, Cohort 5 – PVAMU – The Texas A&M University System

About the Issue

The year 2004 marked the inception of the Educational Leadership Doctoral Program in the Whitlowe R. Green College of Education at Prairie View A&M University.  Since then over 32 educational professionals have graduated and joined the academy of Doctors of Philosophy in Educational Leadership.  As the program grows each year new cohorts of educational professionals are established, and the future of research becomes brighter.  This special issue contains the thoughts and theories based on research  of  Cohort  5, as  it  relates  to  strategic  planning as a theoretical framework by utilizing  the Ways  of  Knowing Through  the Realms of  Meaning (2007) by Dr. William Allan Kritsonis.  These articles were a partial requirement for a course in the doctoral program taught by Professor Kritsonis.

In the first article, Queinnise Miller explores professional learning communities while taking a look at how they impact school improvement and their place in strategic planning in education.  In the second article, Rosnisha Stevenson discusses ways school districts can meet one of their goals on their campus improvement plan and increase their standardized test scores by using the six realms of meaning in the classrooms.  In the third article, Carmelita Thompson discusses ways in which strategic planning implemented by utilizing the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007) creates a high performing educational organization.  In the fourth article, Barbara Thompson discusses significant aspects of the six realms of meaning as it relates to strategic planning in instructional leadership.  In the fifth article, Kashan Ishaq discusses how school leaders’ understanding of the six realms of meaning can be strategically integrated in solving the educational problems of today and improving the schools of tomorrow.  The sixth article, Christine Lewis discusses ways our educational leaders in public schools can incorporate the Ways of Knowing Through the Realms of Meaning (Kritsonis 2007) to take strategic planning from the modernism age to postmodernism age to improve our nation’s educational system.   In the seventh article, Tyrus Doctor discusses strategies used within our current school environment, while implementing postmodern thinking. In the eight article, David Palmer shows the linkage between the realms of meaning and strategic planning and to show how symbolics, empirics, esthetics, synnoetics, ethics and synoptics has an under pinning value to the planning that is required for successful schools.  In the ninth article, Sheri Miller-Williams introduces the concept of systems thinking and suggest two frameworks that could work to support comprehensive school reform. In the tenth article, Simone Gardiner discusses how postmodernism and the realms of meaning can be implemented in students’ learning with the use of strategic planning.  In the eleventh and final article, Demetria Diggs apprises educators of how incorporating the six realms from the Ways of Knowing Tthrough the Realms of Meaning (Kritsonis, 2007), into school improvement and strategic plans to yield avant-garde results for all educational stakeholders.            (Over)…

Cohort 5 at PVAMU sincerely appreciates the opportunity to publish in the National FORUM of Applied Educational Research Journal. We thank the National Policy Board representing all National FORUM Journals for their confidence in our work. To be published as doctoral students in a national refereed journal is professionally rewarding. We thank our professor Dr. William Allan Kritsonis for providing outstanding mentorship in guiding us in our writing pursuits.

Queinnise Miller

PhD Student in Educational Leadership – Cohort 5

Prairie View A&M University

Teacher

Alief Independent School District

National FORUM of Applied Educational Research Journal

Volume 23, Numbers 1&2 2009-2010

Issue Distribution and Circulation (Approximations)

Issue Distribution Libraries……………………………..    948

Association of College and Research Libraries……   383

Deans, College of Education …………………………….   396

NCATE Accredited Institutions…………………………     632

Selected Professors……………………………………….  1,289

State Superintendents……………………………………        52

Editors of National, Regional, State Journals………….  95

School Superintendents/Principals/Supervisors…2,005

Bureaus of Educational Research Services……………243

Conference Distribution…………………………………       279

National Organizations………………………………….       104

International Distribution/Worldwide…………………  641

2,839 Circulation

National Council of Education Research and Training in Vocational Education

The National Council of Education Research and Training is concerned so far only with the Hr.Secondary Vocationalization programme in formal schools. Its Department of Vocationalization of Education which is in the process of being converted into a Central Institute of Vocational Education is the nodal agency for all aspects relating to curriculum development, staff development, research, evaluation and monitoring and international contacts.

The scope of the Department extends over the entire country but it has only an advisory and guiding role to perform. Having attained sufficient experience and expertise in Hr. Secondary Vocationalization programmes the department is now actively associated with the development of various types of vocational courses for the under-graduate stage of education under the auspices of the University Grants Commission. In relation to the vocational training component under the Ministry of Labour the NCERT is represented on the National Council of Vocational Training which is t he apex decision making and coordinating body for its institutions throughout the country.

In respect of Technical Education Programme, the NCERT is represented in the All India Council of Technical Education, a statutory body to look after technical and management education in the country.

The NCERT is also directly involved with the programme development of the Indira Gandhi National Open University and National Open School through the participation of this author on their appropriate decision making bodies.

Design Development & Materials

The practice component of a vocational course varies from 50 to 70%. The curricula and instructional materials are also developed by the R&D institutions concerned with each sector. For the higher secondary courses, the NCERT prepares exemplar instructional materials and the states also prepare their own instructional packages. The courses developed by NCERT are based on the analysis of job requirements, and have been grouped under a common title of “Competency Based Curriculum”.

Both curricula and instructional materials are developed in workshops in which the employment sector personnel, curriculum experts, subject experts and classroom teachers participate. So far, these materials have been prepared on the basis of annual papers rather than modules or units suited for instruction in a semester system.

The semester system, though accepted in principle for implementation is yet to become a reality in the school sector. However, the NCERT has initiated course organisation in the form of flexible module so as to suit the semester system, and also would lead to the development of multi skill competencies to meet the employment requirements in the rural areas.

All instructional materials, both print and non print, though owned by NCERT are freely available for duplication and dissemination by the states. The copyright permission is invariably granted for this purpose. The higher secondary programmes by design are collaborative in nature. The schools offer theoretical instruction and basics in terms of vocational practice which is followed by on the job training or practical training at the actual work site. In the entire teaching-learning process the full time teachers are supported by a large number of part time instructors and guest lecturers drawn from the respective employment sectors. While the above is the suggested modality, many schools still depend on institutional instruction and training in place of collaboration mentioned above, but, the deployment of part time teachers is almost invariably ensured.

Information collected and compiled from the printmaterial of NCERT

History

On June 30, 1929, the Cabinet ratified that the government print and edit the primary textbooks exclusively. The responsibility was transferred to the office of Examinations and Programs.

.The activity began in 1967 at the General Office of Studies and Programs under the supervision and management of five foreign advisors.

.The Organization for Research and Educational Innovation was established under the law passed by the Consultative Assembly and the Senate on July 8, 1976.

.In 1977, the Organization for Text-books and the Organization for Research and Educational Innovation joined to form a new organization.

. On March 3, 1979, under the ratification of the Supreme Council of the Islamic Revolution, the new organization was named the Organization for Educational Research and Planning (OERP).

Objectives

.To research and survey on the quality issues of the education

.To develop educational programs

.To write and edit text-books

.To support Schools and educational institutes in using new tools and methods

All of these objectives support the major aim of increasing the quality of the educational system

OERP Responsibilities:

1. To research on the content of the educational

2. To study and develop simple methods for examinations and educational assessments

3. To write, edit and print text-books.

4. To identify and provide educational tools and the list of standards for educational tools and equipments

5. To run pure research on improving the quality and quantity of education

6. To perform other responsibilities issued by

the OERO Council

OERP Vision:

OERP is a scientific, learning and growing organization with qualitative and knowledge- based curricula consistent with the scientific and research findings, technological, national identity, Islamic and cultural values that through constructive interaction with similar organizations at national, regional and global levels tries to prepare the situation for the education of the knowledgeable, strong and religious students who are ready for active participation as dignified citizens