Resource pack on curriculum development
This is a reference resource pack for curriculum designing and development that is worth reviewing to explore diverse cases in many countries including Mongolia, hosted by UNESCO International Bureau.
Enjoy the curriculum development cases particularly designing, restructuring, and piloting in diverse contexts packed in the following website.
http://www.ibe.unesco.org/Curriculum/Rpack/capacitybuilding.htm
Dated on 28 June 2013
Offered by Luvsandorj
Friday, June 28, 2013
Wednesday, May 1, 2013
A road to a theory
A
road to a theory
Learning and teaching are considered as key
mental characteristics of human beings whereby we are distinguished from other
existing species in the world. In fact,
we, humans live to learn; and/or learn to live always from a moment to a
moment. Thus, learning is substantial
for us. However, we humans are being challenged by such questions: what is learning; what happens as it occurs.
Those questions have been so far standing without
right answers albeit endless efforts and attempts to recognize them have been
made by many scholars. In fact, it is
common that the majority of the efforts end up with only theories on them. So far, we have been burdened enough by numerous
learning theories. Those are well introduced to us in the following webpage http://www.instructionaldesign.org/theories/index.htm.
At the same time, it is importantly emphasized
that there are a great deal of potentiality and possibilities for everyone being
engaged in learning and teaching to create an own theory of learning and
teaching through tracing a road suggested below:
-review possible existing theories of learning
and teaching and examine their strengths and weakness
-write a critique carefully on each of them
-generate
a thesis (original idea) while keeping in mind the findings of all critiques
- conceptualize own thesis and systematize
related and implicated ideas and principles to generated thesis (a model)
- filter or refine it through peer assessments and
discussions
-seek approval and acceptance from academic
communities in own area
- diffuse the suggested theory in order to
improve its capabilities to explain the nature of learning and teaching
It is strongly believed that the suggested road
to reach a theory will increase your chance to generate own theory on learning
and teaching and more importantly inspire you that you have the same capabilities
as all theory owners have had.
Any successes are nothing other than the results
of dedicated effort. Similarly, a learning theory is nothing other than the results
of careful tracing the suggested road.
Luvsandorj
associate professor
associate professor
Tuesday, April 30, 2013
A letter to the delegates of the 7th ministerial meeting
A letter to the
delegates of the 7th ministerial meeting in Mongola
Dear Representatives
of the 7th conference of the communities of Democracies
This argumentative
essay is available to have access in the following blog: http://luvsandorjts.wordpress.com
Would you please draw your attention on flourishing child abuses
and insults in this society as the delegates of this conference talking democracy?
At the same time, I hope that this conference speaking at
democracy will bring bright insights into child welfare in Mongol.
Regards,
Luvsandorj (Ph.D)
Associate professorThursday, April 11, 2013
SPSS tutorial for beginners
A few notes about the SPSS and its application
1. What is SPSS?
SPSS is an shortened form of a phrase, Statistical Package for Social Sciences.
It is a powerful tool to process data collected in areas related to exploring human natures and its behavoural characteristics, such as sociology, education, and psychology and etc.
Thus, it is considered as the most helpful statistical friend of any researcher to generate research findings, theories, models and then reach meaningful conclusions to be shared and sold.
Therefore, as for me, it is really hard to imagine that there is any researcher or any study to survive and then to thrive without any help of SPSS.
Due to the SPSS, any researchers can easily draw diverse statistical findings for the collected data such as descriptive and inferencial statistical outputs, namely, frequencies, compare means with T-test, correlation among various variables, factor analysis of factors or variables and so on. Those statistical outputs be straightforwardedly considered as research findings and then underpinnings from which valuable results and conclusion are statistically drawn. So easy so nice.
Welcome to SPSS for beginners in the following useful website:
http://www2.lse.ac.uk/methodology/tutorials/SPSS/creatingNew.aspx
Then, you are also being welcomed to have a look at my thesis findings in the blog which can display few real examples at advanced level, such as making clustering and drawing a path model.
Nothing succeeds like success.
Luvsandorj (Ph.D), Associate professor
e-mail: luvsandorjts@gmail.com
12 April 2013
Friday, January 25, 2013
Towards Seeking theoretical grounds and solutions of current education reform in Mongolia
Abstract:
It is believed that
whatever is rational is actual what is actual is rational. In this regard, it
is reasonably questioned whether many groundless (empty-worded) talks on
education reform constantly aired by the newly established government of
Mongolia are rationalized, then potentially being considered actual. This
question again enables educators and researchers to build concerns about what
extent such empty-sounded words are underpinned from human awareness on
education, development, progress and reform in terms of both conceptualization
and contextualization.
Reforming education is not simple, instead, complex, but inevitable. It relies on many diverse factors and their intrinsic relationships. Truly speaking, its complexity in turn underlies that of education.
As a matter of fact, education has no single definitions so far. Its sole function is, but, so clear. It is to deliver services to citizens and societies indispensible to survive and thrive from time to time in respect of changes both social and individual. However, functioning education in this regard is recognized as necessary, but, complicated task; it also depends upon many diverse factors internal and external. That is why almost all governments and educators over the world have been seriously challenged initially, mostly, easily failed eventually from time to time; from culture to culture.
As a matter of fact, the governments of Mongolia, particularly in those ruling this country since 1990 when democracy started and echoed, are not excluded from the failure list of governments, instead, might be often exemplified. In fact, it can be evidenced that the Mongolian governments repeatedly fail in bringing education changes into practice because of the lack of awareness and reasons on policy development and decision making. So does the newly established one.
As far as we know, the newly established government, which attempts to label itself as an innovation one, seemingly talks so as the previous ones did and then acts so as they did. Hence, it seems to be considered as that they are in a same boat. Therefore, it has been strongly reasoned that the new one tends to be not excluded from the failure list of the governments unless it draws up on its attention on a truth that only policy which is grounded from research and awareness is rational, thus actual.
Despite the truth in policy making, such groundless (empty-worded) talks and acts on education reform by the new government again prompt educators and researchers to build diverse concerns about what extent such empty-sounded words are underpinned from human awareness on education, development and progress and reform in terms of both conceptualization and contextualization. Such concerns are in turn questioning whether such words constantly being aired from the newly established government in Mongolia can gain firm grounds from current awareness of human beings and the national contexts; if so, how they are accurately shaped so that the reforms can be strengthened; facilitated; supported and promoted due to knowledge power rather than money power and administrative pressure.
Thus, this article aims to seek and gain theoretical grounds, practical possibilities and contextual consistencies of the current education reform being aired by the new government of Mongolia.
Reforming education is not simple, instead, complex, but inevitable. It relies on many diverse factors and their intrinsic relationships. Truly speaking, its complexity in turn underlies that of education.
As a matter of fact, education has no single definitions so far. Its sole function is, but, so clear. It is to deliver services to citizens and societies indispensible to survive and thrive from time to time in respect of changes both social and individual. However, functioning education in this regard is recognized as necessary, but, complicated task; it also depends upon many diverse factors internal and external. That is why almost all governments and educators over the world have been seriously challenged initially, mostly, easily failed eventually from time to time; from culture to culture.
As a matter of fact, the governments of Mongolia, particularly in those ruling this country since 1990 when democracy started and echoed, are not excluded from the failure list of governments, instead, might be often exemplified. In fact, it can be evidenced that the Mongolian governments repeatedly fail in bringing education changes into practice because of the lack of awareness and reasons on policy development and decision making. So does the newly established one.
As far as we know, the newly established government, which attempts to label itself as an innovation one, seemingly talks so as the previous ones did and then acts so as they did. Hence, it seems to be considered as that they are in a same boat. Therefore, it has been strongly reasoned that the new one tends to be not excluded from the failure list of the governments unless it draws up on its attention on a truth that only policy which is grounded from research and awareness is rational, thus actual.
Despite the truth in policy making, such groundless (empty-worded) talks and acts on education reform by the new government again prompt educators and researchers to build diverse concerns about what extent such empty-sounded words are underpinned from human awareness on education, development and progress and reform in terms of both conceptualization and contextualization. Such concerns are in turn questioning whether such words constantly being aired from the newly established government in Mongolia can gain firm grounds from current awareness of human beings and the national contexts; if so, how they are accurately shaped so that the reforms can be strengthened; facilitated; supported and promoted due to knowledge power rather than money power and administrative pressure.
Thus, this article aims to seek and gain theoretical grounds, practical possibilities and contextual consistencies of the current education reform being aired by the new government of Mongolia.
Luvsandorj (Ph.D),
professor
26 Jan 2013
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