Golden Features of KSS:

Pre-school or Diaper’ syllabus:

 Age: less than 2.5 years
 One lecture per week for
parents
 Choice of words
 Choice of selection of toys
 Day routine
 Medical details
 Night stories
 Intake of good habits
 Remove of bad habits
(at the time of birth our brain is working 15% mature
and at the time of completing 1st year its became 45%,
so it’s too crucial to train 1, 2, and 3 years of
child)
Play Group:
 Age: 2.5 to 4 years
 Learn from nature
 Parenting environment
 Unique vocabulary
 Use pictorial data
 Basic ethics according to
WHO rules
 Work on habits
 Work on cognitive paths
 Create SMART-ness
 Create social improvement
 Work on three languages
 Teachers’ training work-shops 12 per year on 50%
discount
 Poems’ book for home
(when you sow the seeds with planning is called
“Garden”, and when planting without planning so this
is called Jungle.)
Montessori Equivalent:
 Age: 3.5 to 6 years
 Unique furniture
 Unique interior decoration
 Use multimedia for stories
for vocabulary
 Most modern syllabus
 Follow brain growth rules
 Well define daily lectures
 Teachers’ training workshops
 Parents counseling sessions
 Activities for cognitive paths
 Unique home work
 Unique assessment ideas
 Story books for home
(Research told us that best age of creativity is less
than 5 years)
 Special syllabus for ADHD (Attention
deficit hyperactivity disorder) child…

What to Do as Teachers and Parents If We Suspect

ADHD?
Erin’s son, Matt, started having trouble once he began
Kindergarten. He was placed on a behavior chart for
inattentive behaviors. Every year, Erin would get the
same email from his teacher. “Matt has trouble focusing,
so we are going to start him on a behavior chart.” Erin
became so sick of the smiley face, frown face chart, as
they just didn’t seem to work.

Matt’s 3rd grade

teacher realized that
his inattentive
behaviors were
something that Matt
couldn’t help, so she
asked if she could have
him observed by the
Vice Principal. From
there, Erin and Matt
saw his pediatrician
who suggested a psychologist for a diagnosis as well.

Once Matt was officially diagnosed with ADHD-Inattentive

type, Erin and the school professionals wrote a 504 Plan.
Erin honestly didn’t think it worked well, if at all,
because the teacher didn’t follow it. She was not a good
communicator and didn’t check Matt’s backpack like what
was written in the plan.

At home, Erin tried a no sugar diet and found that didn’t

help either. What does help is making sure to check
Matt’s backpack every night and talking to him about
school, pointing out the positives. Erin also has Matt
repeat back to her directions given at home.

After about 10 months and no success using the 504 Plan,

Erin decided to start Matt on ADHD medicine. Matt began
on a low dose and the teacher reported seeing a
difference right away, much more participation,
attention and interest in math. Matt takes a low dose
in the morning with the school nurse on the days he is
at school. There has been a real positive change in Matt
since beginning the medicine.

The future of over 300,000 autistic children in Pakistan is in

your hands
THE EXPRESS TRIBUNE PAKISTAN
By Kanwal Tariq
Published: August 26, 2016

Mental health disorders such as depression, anxiety and

attention deficit/hyperactive disorder are more frequently
discussed today. Yet, when it comes to autism, most people have
no clue about what the condition entails. In fact, not just
public but even healthcare practitioners are highly unaware of
autism. A survey conducted in 2011 in Karachi, reported in the
Journal of Autism and Developmental Disorders, found that out
of 348 general physicians only 148 (44.6%) had previously heard
of autism.

Autism isn’t a single disorder but a complex group of

conditions, varying in degree and symptoms. The most recent
diagnostic manual, DSM-5, has combined these conditions under
Autism Spectrum Disorders (ASD). It is generally associated
with communication difficulties, repetitive behaviors and
limited interests. These symptoms are more identifiable
starting between two to three years of age. The disability
ranges from mild to severe, but treatment can positively affect
their abilities.

Autism in Pakistan

According to Autism Resource Centre, 345,600 people are

estimated to be living with autism in the country. However, the
condition is thought to be severely underreported as a lack of
diagnostic capability and general dearth of experts, increase
the chances of misdiagnosis. Hence the actual figure is thought
to be considerably high.
Autistic individuals, both children and adults may have mild to
severe disability. Early intervention and treatment have been
proven to reduce these difficulties but such services are
almost absent in Pakistan. Even in high-functioning
individuals, problems such as irritability and hyperactivity
may make it difficult to score a job. This leaves almost
350,000 people, unarmed with basic skills to take up regular
employment and man oeuvre the workplace.

In an absence of social security and the ability to meet basic

needs of people with disability, the parents of autistic
children are bound to lead a burdensome life. “I live in fear
thinking what if my child stops speaking at all… I only want to
see my kid leading a normal life like everyone else,” says
Samina Azhar, mother of four-year-old Hamza diagnosed with ASD.
She’s hopeful one day the society will be able to understand
why her child doesn’t want to communicate with every outsider.

“Children with a speech delay are more likely to go through

behavioral and emotional problems. So they’re bound to have a
more difficult time,” says Maliha Nabeel*, whose five-year-old
son was diagnosed with autism, leading to difficulty in
communication. “It’s depressing to see your child unable to
communicate and form bonds with others. It can be difficult for
[even] us to interact with him as well,” she adds.

Working with autism

When it comes to ASD, most people are quick to group it as a
mental inability and this is where we are wrong. Many of these
‘symptoms’ can be true assets in the workplace. In fact, the
German software company, SAP AG has been employing individuals
on the spectrum for a variety of jobs. The condition helps
people with autism pay a lot of attention to details, a highly
useful trait for the company’s software testing. Other jobs
such as manual preparation and business procurement activities
also utilize this skill set.
Yet, even in most developed countries, the unemployment rate
for people with ASD can be as high as 85%. But it’s not the
lack of ability that is the cause of unemployment. On one hand
autistic individuals face difficulty in communication and
social interactions, while on the other, we are unable to see
past these differences. Both these issues prevent autistic
people from getting and keeping a job.
Strategies to solve workplace problems

Just as every other person, individuals with autism should be

trained from a young age. Saman Zafar, a Child Psychologist at
IMPACT by Psyche’ Consultants, explains how their organization
follows a multidimensional approach. “We have a team of
specialists including speech therapists, occupational
therapists, clinical psychologists and play therapists. We
focus on different areas of development like interaction and
communication. Our focus is to train these children as well as
their parents,” informs Zafar.

Qazi Fazli Azeem, the first self-advocate from Pakistan, also

believes early intervention works better. In presentations
delivered to 2009 South Asian Regional Autism Conference
(Dhaka, Bangladesh) and United Nations World Autism Awareness
Day 2013 (New York, United States), he presented his ideas for
incorporating this training. He opined parents and mentors
should provide these children exposure earlier in life so they
can develop their skills based on their interests. He further
added those individuals, who don’t have a verbal disability or
are better at communication, should be taught basics about
life in a visual structured manner. For example, better work
equals greater pay, and not just one time, this should be done
repetitively. Give them tasks and reward success through toys
or food or an intangible form of ‘payment’, such as
encouragement.

Qazi Fazli Azeem, the first self-advocate from Pakistan, also

believes early intervention works better. In presentations
delivered to 2009 South Asian Regional Autism Conference
(Dhaka, Bangladesh) and United Nations World Autism Awareness
Day 2013 (New York, United States), he presented his ideas for
incorporating this training. He opined parents and mentors
should provide these children exposure earlier in life so they
can develop their skills based on their interests. He further
added those individuals, who don’t have a verbal disability or
are better at communication, should be taught basics about
life in a visual structured manner. For example, better work
equals greater pay, and not just one time, this should be done
repetitively. Give them tasks and reward success through toys
or food or an intangible form of ‘payment’, such as
encouragement.

They also need scheduling and perhaps regular feedbacks

because of their tendency to keep things in order. Provide
clear instructions without any use of metaphors or any unsaid
directives. They tend to communicate better in writing rather
than verbally. In order to judge their abilities, you can
substitute usual interview questions with a written test. Try
to manage a routine and avoid interruptions while they’re at
work. A surprise birthday celebration isn’t their idea of a
good time, mostly because it isn’t scheduled. Just let them
know beforehand if any rescheduling is in order.

A hope for tomorrow

Although there are a few organizations working with autistic

individuals in Pakistan, such as Autism Society Pakistan, these
are not enough for the ever-increasing number of people on the
spectrum. Their integration needs individual efforts. Own a
business? Train and hire autistic individuals. Whether you’re a
store owner or a tech entrepreneur, you can teach them a skill
or two. Help them navigate the work environment. This isn’t
philanthropy; you will be getting much more in return as
autistic individuals can be highly accurate in their tasks.

It is very clear our country’s future depends on our youth.

Involving more people with learning or other disabilities in
the workforce can only benefit our nation. However, this
requires initiative on the government level. “Awareness about
autism, training of pediatricians for correct assessment and
early intervention are the three steps through which we can
make real progress,” concludes Zafar.

(Above study shows that it’s a crucial time to working

on ADHD children,…,design different syllabus and
curriculum with their unique books)
Primary:
 Age: 6 to 11 years
 Books design by KSS
 All topics in align
 All books in align
 Activity base chapters
 Maintain international
standard
 Students counseling sessions
 Teachers’ training sessions
 Use of laboratory
 Use of library
 Unique vocabulary
 Story books for home
(Read my chapter of “qualities of Books”)
Secondary
 Age: 6 to 11 years
 Books design by KSS
 All topics in align
 All books in align
 Activity base chapters
 Maintain international standard
 Students counseling sessions
 Teachers’ training sessions
 Use of laboratory
 Use of library
 Unique vocabulary
 Reading books for home

(Read my chapter about ”Unique qualities of books”)

School Management System
SMS or ERP of School

Overview:

This is a complete ERP for Institute, schools, college and university. It will
make easier every Institute, schools, college, and university management’s day to
day activity. As there is too much manual work required in each Institute, schools,
college and university, day like from student enrolment to student attendance,
from timetable to exam date-sheet and results, from fee collection to Payroll we
need to record everything which is currently being handled manually which needs
lot of hard work and resources. Institute ,schools ,college, and university city
is for those who always want to stay updated with the time As, todays time is time
of technology everything can be done quickly and efficiently Institute, schools,
college, and university city is also a system which has been developed by keeping
in mind to automate the Institute, schools, college, and university day to day
activities in moderate way with the regular upgrades to always stay updated with
time and becoming more efficient and productive day by day.

Stakeholders:

• Institute, schools, college, and

university Chairperson/ Admin

• Institute, schools, college, and

university Staff

• Students

• Teachers

• Students Parent

Let’s have a look at the roles of each Stakeholder:

1. Institute, schools, college, and university Chairperson/ Admin:

Institute, schools, college, and university chairperson/ Admin has access to all
features of the Institute, schools, college, and university city like,
Chairperson can have access to:

Branches Management: Can add/delete/update/enable/disable branches.

Institute, schools, college, and university/Branch Configurations: Can

Configure Institute, schools, college, and university/Branch like can
add/delete/update/enable/disable classroom, subjects, Fee heads, Classes and
academic sessions.

Academics: Can enroll new students and can manage existing students like
delete/update/enable/disable and mange login credentials for students and
parents. Can migrate student from one branch to another branch. Can promote
students to another class after final examination on base of their result. Can
mark attendance for classes and also can update and view previous attendances
also auto alerts will be sent for students who are absent or on leave. Can
create complete timetable plan for whole school /branch or any individual class.
Can update/delete/enable/disable and view it later.

Examination: Can create new examinations and can create datasheets for
examinations also can update/delete/view/enable and disable them later. Can
create results for examinations and also can update/delete/view them later.

Accounts: Can create fee vouchers for a single student, class or whole
school/branch and can print or have PDF also can update/delete/view later. Can
make a fee voucher or multiple as received also can update/delete/view later.
Can see the status of vouchers if they are paid or still pending etc.

HR & Payroll: Can Manage teacher add new teachers with their all required
information
and can create their login credentials also can
update/delete/enable/disable/view
teachers later. Can Define Allowances & Securitas for teachers and can
update/delete/enable/disable/view them later. Can mark attendance for individual
or all teachers and also can update and view previous attendances. Can Generate
salary slips for single or all teachers by managing his allowances and
securities and working days can print or have PDF also can update/delete/ and
view later.

Rights & Permissions: Can define different types of his/her staff groups and can
assign different type of rights for those groups after that can create new staff
and assign them their type and create their login credentials. Can
update/delete/enable/disable and view rights/groups/staff later.

Reports: Can view, print or have PDF of different reports depending on different
filters for above mentioned all features.

Alerts & Notifications: Can send alerts and notifications to one student/parent
or whole using email/sms whenever needed.

Institute, schools, college, and university Staff:

The role of staff depends on the group which has been assigned to the staff by
Admin. Like if admin assign a staff role of attendance then staff can only
access attendance functionality and reports.

3. Students:

Student can have access to different features he/she can just view these things
related to him/her like exam results, date-sheets, timetable, attendance, fee
details and his/her personal information.

4. Teachers:

Teacher can have access to different features he/she can view these things
related to him/her like exam results of a student or a whole class, date-sheet
of a class or whole school, timetable of a class or whole school, attendance of
a student or whole class, Pay slips and his/her personal information. Teacher
can also create daily dairy for students and can update/delete view later.

5. Students’ Parents:

Parent can have access to different features he/she can just view these things
related to his/her children like exam results, date-sheets, timetable,
attendance, fee details and his/her personal information for all children if
more than one. Parent can access all these features on both web panel as well as
a mobile app specially designed for parents. On mobile app some extra features
available like parent can see daily dairy of his/her children. Also will get
push notifications for different events like if children are absent or on leave,
exam result has been announced or new timetable is created or exam date sheet
has been uploaded also any special notification message sent by admin.

(Now a day school management system is necessary for

all educational institute, your all paper work
transform into digital, which is easy for user and
parents/students)
KSS policy book
Contents

Page

Foreword …………………….............................................................................................................. iii

Acknowledgements ........................................................................................................................... xiii

Abbreviations and acronyms ............................................................................................................. xv

Introduction ....................................................................................................................................... 1

Glossary.... ......................................................................................................................................... 3

Module 1: Employment and recruitment ...................................................................................... 9

1. Introduction – Basic principles ..................................................................................... 9
1.1. Recruitment policies and management ......................................................................... 11
1.1.1. National recruitment strategy to meet all current needs in quantity
and quality of teachers ...................................................................................... 11
1.1.2. Education or teacher management information systems (EMIS–TMIS) ......... 14
1.2. Professional licensing, credentials, councils ................................................................. 16
1.2.1. Professional standards/criteria for engagement as a teacher ............................ 16
1.2.2. Licensing authorities, conditions and processes for
certification/licensing ....................................................................................... 16
1.2.3. Alternative entry routes .................................................................................... 17
1.2.4. Re-entry to teaching ......................................................................................... 18
1.2.5. Cross-border recruitment: Recognition of prior qualifications,
credentials and certification .............................................................................. 19
1.3. The recruitment process ................................................................................................ 19
1.3.1. Hearings or interviews as part of competitive examinations or
institutional hiring processes ............................................................................ 19
1.3.2. Background checks and ―due diligence‖ of the employer ................................ 20
1.3.3. Confidentiality standards .................................................................................. 21
1.3.4. Transparency standards and procedures ........................................................... 21
1.4. Probation ....................................................................................................................... 22
1.4.1. Probationary periods ......................................................................................... 22
1.4.2. Standards and procedures for education systems without
mandatory probation ......................................................................................... 22
1.5. Security of tenure – Permanent status ........................................................................... 23
1.5.1. Criteria and authorizing bodies/processes for obtaining
permanent employment as a teacher ................................................................. 23
1.5.2. Denying entry into the profession or loss of permanent status:
Grounds, information and appeals procedures ................................................. 24
1.6. Posting, deployment, rotation ....................................................................................... 25
1.6.1. Administrative requirements for entry and initial posting ................................ 25
1.6.2. Placement criteria for first assignments............................................................ 26
1.6.3. Deployment to rural and remote areas for all teachers ..................................... 26
 1.6.4. Transfer criteria ................................................................................................ 27
1.7. Management of deployment and transfers .................................................................... 28

1.8. Induction of newly qualified teachers ........................................................................... 29

1.8.1. Induction procedures for new and returning teachers ....................................... 29
1.8.2. Mentoring programmes, operational methods and resourcing ......................... 30
1.9. Service conditions for women and men with family responsibilities ........................... 31
1.9.1. Conditions for maternity protection ................................................................. 31
1.9.2. Working time and leave provisions for care of children and
other family dependants.................................................................................... 32
1.9.3. Postings as single teachers/parents or with spouses ......................................... 33
1.10. Part-time service ........................................................................................................... 33

1.10.1. Criteria and terms for part-time postings including

job sharing arrangements .................................................................................. 33
1.10.2. Salary and other benefits (leave, social security/protection)
on a pro-rata basis ............................................................................................. 34
1.10.3. Conditions for transfer to full-time postings .................................................... 34
1.11. Replacement, substitute teachers .................................................................................. 35
1.11.1. Recruitment standards and conditions .............................................................. 35
1.11.2. Transition from replacement to permanent status ............................................ 35
1.11.3. Alternatives in systems without substitute provision ....................................... 36
1.12. Contractual, auxiliary and ―para‖ teachers ................................................................... 36
1.12.1. Conditions for phasing out contractual teacher policies ................................... 37
1.12.2. Recruitment standards and procedures for contractual, auxiliary or
paraprofessional teachers .................................................................................. 38
1.12.3. Criteria and procedures for integration as permanent teachers ......................... 39
1.13. Retention policies ......................................................................................................... 40
1.14. School leadership .......................................................................................................... 41
1.14.1. Qualification standards, initial training and professional development
programmes for school leaders ......................................................................... 43
1.14.2. Performance criteria and evaluation processes for school managers................ 45

References ......................................................................................................................................... 47

Module 2: Employment – Career development and employment terms

(including leave terms) .......................................................................................................... 53
2. Introduction ................................................................................................................... 53
2.1. Career diversification and job classification ................................................................. 54
2.1.1. Developing a diversified teacher career structure ............................................ 54
2.1.2. ―Horizontal‖ career development ..................................................................... 54
2.1.3. Vertical career advancement ............................................................................ 57
2.1.4. Non-linear career development ........................................................................ 58
2.1.5. Post or job classification criteria and procedures ............................................. 58
2.1.6. Equity in job classification: The emergence of non-professional teachers ...... 59
2.1.7. Equity in careers: Gender policies .................................................................... 59
2.2. Promotion criteria ......................................................................................................... 61
2.3. A diversified career structure and leave terms for specific groups of teachers ............ 63
2.3.1. Teachers with family responsibilities ............................................................... 64
2.3.2. Teachers with disabilities ................................................................................. 66
2.3.3. Teachers living with HIV ................................................................................. 67
2.3.4. Older teachers ................................................................................................... 70
2.4. Leave terms ................................................................................................................... 71
2.4.1. Annual vacation ................................................................................................ 71
2.4.2. Personal leave ................................................................................................... 72
2.4.2.1. Maternity, paternal and other care-giving leave................................. 72
2.4.2.2. Other leave ......................................................................................... 74
2.5. Study and professional development ............................................................................ 75
2.5.1. Leave terms for professional development ....................................................... 78
2.5.2. Special leave provisions in rural and remote areas ........................................... 79

References ......................................................................................................................................... 81

Module 3: Professional roles and responsibilities ......................................................................... 85

3. Introduction ................................................................................................................... 85
3.1. Roles and responsibilities ............................................................................................. 85
Individual teacher and learner ....................................................................................... 85
Classroom and school ................................................................................................... 86
Parents and communities .............................................................................................. 86
3.2. Professional freedom .................................................................................................... 87
3.3. Teacher evaluation, assessment and feedback .............................................................. 89
3.3.1. Purpose and principles of teacher evaluation ................................................... 89
3.3.2. Forms of teacher assessment ............................................................................ 94
3.3.3. Process of teacher evaluation ........................................................................... 95
3.3.4. Licensing and recertification ............................................................................ 96
3.4. Codes of ethics and conduct ......................................................................................... 97
3.4.1. Elements of a code of conduct .......................................................................... 99
3.4.2. Process of developing a code of conduct.......................................................... 101
3.5. Civic rights in the framework of civil or public service regulations............................. 103
3.6. Disciplinary procedures ................................................................................................ 104

Annex 1......... .................................................................................................................................... 109

References. ....................................................................................................................................... 111

Module 4: Work environment: Teaching and learning conditions ............................................. 115

Introduction ............................................................................................................................. 115
4.1. General principles ......................................................................................................... 115
4.2. Hours of work and workload ........................................................................................ 116
4.2.1. Work–life balance in education ........................................................................ 116
4.2.2. Fixing hours of work in education .................................................................... 117
4.2.3. Teaching hours and overall workload .............................................................. 120
 4.2.4. Instruction time ................................................................................................. 121
4.2.5. Multi-shift schooling ........................................................................................ 121
4.2.6. Reduced work time and part-time teaching ...................................................... 122
4.2.7. Job-sharing provisions and conditions ............................................................. 124
4.2.8. Teacher presence and provision for leave from professional duties ................. 126
4.2.9. Process for decision-making on workload: A checklist for management
and teachers‘ organizations .............................................................................. 127
4.3. Class size and pupil (student)-teacher ratios ................................................................. 128
4.3.1. Why class size is important .............................................................................. 128
4.3.2. Setting standards or benchmarks: A delicate balancing act .............................. 130
4.3.3. International trends ........................................................................................... 131
4.3.4. Process for decision-making on class size: A checklist .................................... 131
4.4. Health and safety........................................................................................................... 132
4.4.1. Responsibilities of employers and teachers ...................................................... 133
4.4.2. School infrastructures ....................................................................................... 134
4.4.3. Student indiscipline and stress in schools ......................................................... 135
4.4.4. Violence in education settings .......................................................................... 136
4.5. HIV and AIDS .............................................................................................................. 137
4.6. Information and communication (ICT) in schools ........................................................ 138

References ......................................................................................................................................... 141

Module 5: Salaries – Incentives ...................................................................................................... 147

5. Introduction: Overview and general principles ............................................................. 147
5.1. Salary policy: Objectives, levels and financing ............................................................ 148
5.1.1. Multiple compensation objectives .................................................................... 148
5.1.2. Absolute and relative values in compensation policies .................................... 149
5.1.3. Financing teacher salaries ................................................................................. 150
5.1.4. Teacher salary components .............................................................................. 152
5.2. Salary criteria and scales ............................................................................................... 153
5.2.1. International standards ...................................................................................... 153
5.2.2. Salary scales: Job content evaluation and performance indicators ................... 153
5.2.3. Salary scales established as a function of the full range of
teacher responsibilities ..................................................................................... 156
5.2.4. Provisions for responsibility allowances and other financial incentives .......... 157
5.2.5. Salary scales established in line with demographic profiles and
recruitment/retention needs at different stages of teachers‘ careers ................. 159
5.2.6. Range between minimum and maximum scales and between levels of
education to reflect equity and efficiency ......................................................... 160
5.2.7. Negotiated salary levels .................................................................................... 161
5.3. Salary adjustments ........................................................................................................ 162
5.3.1. Review factors and mechanisms taking account of education system needs
and individual motivation ................................................................................. 162
5.3.2. Necessary salary adjustments ........................................................................... 163
5.3.3. Provision and criteria for annual adjustments .................................................. 164
 5.3.4. Periodic adjustments based on negotiations with teachers organizations ........ 164
5.4. Merit or performance assessment and pay .................................................................... 165

5.4.1. Performance pay definition, criteria and schemes – Pros and cons .................. 165
5.4.2. Criteria for performance related pay schemes .................................................. 168
5.4.3. Whole school assessments and award systems ................................................. 169
5.4.4. Non-salary performance awards – Professional development, leaves, etc. ...... 170
5.4.5. Impact of merit/performance pay schemes on recruitment, professional
responsibilities, staff job satisfaction and learning outcomes .......................... 170
5.5. Teachers in rural, remote and disadvantaged urban areas ............................................ 171
5.5.1. Material incentives/bonuses for rural and disadvantaged areas ....................... 172
5.5.2. Non-material incentives for rural and disadvantaged areas .............................. 173
5.6. Salary management ....................................................................................................... 174

References ......................................................................................................................................... 175

Module 6: Social security ................................................................................................................ 181

6. Introduction ................................................................................................................... 181
6.1. International social security instruments ...................................................................... 182
6.1.1. ILO Convention No. 102 .................................................................................. 182
6.1.2. The ILO/UNESCO Recommendation .............................................................. 184
6.2. Branches of social security ........................................................................................... 185
6.2.1. Medical care and sickness benefit .................................................................... 185
6.2.2. Employment injury and invalidity benefits ...................................................... 187
6.2.3. Retirement and survivors‘ benefits ................................................................... 188
6.3. Current issues in scheme design and operation ............................................................ 190
6.3.1. Teacher inclusion in general schemes versus special ones ............................... 190
6.3.2. Supplemental pension coverage ....................................................................... 191
Recruitment and mobility ................................................................................. 192
Security. ........................................................................................................... 193
Efficiency ......................................................................................................... 194
6.3.3. Governance of social security schemes ............................................................ 195

References ......................................................................................................................................... 199

Module 7: Social dialogue in education ......................................................................................... 201

7. Introduction ................................................................................................................... 201
7.1. What is ―social dialogue‖? ............................................................................................ 201
7.1.1. ILO definition/description ................................................................................ 202
7.2. Social dialogue in ILO standards .................................................................................. 204
7.3. Necessary conditions for social dialogue ...................................................................... 205
7.4. Special features of the education sector ........................................................................ 206
7.5. The ILO/UNESCO Recommendation and social dialogue ........................................... 209
7.6. Social dialogue at international level ............................................................................ 212
7.7. Social dialogue in national systems .............................................................................. 214
 7.8. Social dialogue at local and school level ...................................................................... 216
7.9. Conclusion and future trends in social dialogue ........................................................... 217

References ......................................................................................................................................... 219

Module 8: Initial and further teacher education and training .................................................... 223
8. Introduction – Basic principles ..................................................................................... 223
8.1. Developing coherent policies for teacher education ..................................................... 224
8.1.1. The teacher gap ................................................................................................. 224
8.1.2. Elements of a coherent policy framework for teacher education ..................... 225
8.1.2.1. Developing effective cross-sectoral coordination .............................. 226
8.1.2.2. Financing issues in planning .............................................................. 226
8.1.2.3. Balancing supply and demand ........................................................... 227
8.1.2.4. Devising policy coherence across initial training and CPD ............... 230
8.2. Professional standards for entry into teaching and retention of credentials .................. 231
8.2.1. Minimum teacher qualification standards for entry .......................................... 231
8.2.2. Alternative entry routes .................................................................................... 233
8.2.3. Roles of professional bodies ............................................................................. 235
8.2.4. Appraisal of individuals during initial training ................................................ 236
8.3. Teacher preparation institutions and programmes ........................................................ 237
8.3.1. Institutional/programmatic objectives and curricula ........................................ 238
8.3.2. Key curricula elements of initial teacher education programmes ..................... 240
8.3.2.1. Promoting active student learning ...................................................... 240
8.3.2.2. Classroom and school management ................................................... 240
8.3.2.3. Disciplinary studies ............................................................................ 240
8.3.2.4. Innovation and creativity: Being a reflective practitioner .................. 241
8.3.2.5. Working collaboratively ..................................................................... 241
8.3.2.6. The practicum..................................................................................... 241
8.3.3. Teacher educator staffing and development ..................................................... 242
8.3.4. Teacher educator appraisal ............................................................................... 243
8.3.5. Management: Duration and location of teacher education programmes .......... 243
8.4. Induction and NQTs ...................................................................................................... 245
8.5. Further education and continuing professional development (CPD) ............................ 247
8.5.1. CPD supporting un- or under-qualified teachers .............................................. 249
8.5.2. Nature and frequency of CPD .......................................................................... 250
8.5.3. Conditions for participation in CPD ................................................................. 252
8.5.4. Incentives for participation in CPD .................................................................. 252
8.6. Initial and further education for other levels of education ............................................ 253
8.6.1. Technical and vocational education teachers ................................................... 253
8.6.2. Adult educators ................................................................................................. 255
8.6.3. School management training ............................................................................ 255
8.6.4. Tertiary teachers ............................................................................................... 257
References ........................................................................................................................................... 259

Index ................................................................................................................................................................267

Appendices

I. ILO/UNESCO Recommendation concerning the Status of Teachers (1966) ................................289

UNESCO Recommendation concerning the Status of Higher Education

Teaching Personnel (1997) ............................................................................................................................303

(Back bone of every organization is their policy, so

by knowing the importance of this we design briefly KSS
policy book at the day of starting)
KSS learning management system
Learning Management System (LMS): Characteristics,
Functions and Benefits

A Learning Management System (LMS) is a software

application that is used to plan, deliver, publish and
place self-paced online courses in online catalogs.
Employees login to the LMS by using a browser. They can
select courses from the online catalog and begin their
online study. Alternatively, a manager can assign
courses to employees based on their learning needs.

An LMS allows managers and administrates to track

course completions, current status or performance of
employees. In fact, all employee activities in the LMS
can be tracked that could be useful for performance
evaluation, competency management and other related
functions.

Features of an LMS
An LMS today is a one-stop shop of hosting, assigning,
managing, reporting and evaluating eLearning courses.
It can be used for a variety of educational, deployment
and administrative purposes. So, if we were to list
down what you can do with an LMS, they would be as
follows.

• Managing users, courses, roles, instructors, and

generating reports:
This includes uploading courses, assigning roles,
recommending courses and generating various reports.
• Making a course calendar:
This is a feature that enables LMS users to view the
available training programs or courses at one
glance. As a result, they can send requests for
registrations to those that they are interested in
easily.
• Messaging and notifications by learners:
You can send reminders and notifications to
employees on upcoming training events or deadlines.
You can also use the forum to promote existing
eLearning courses to encourage more registrations to
your courses.
• Assessments that can handle the student's pre/post
testing:
You have assessments uploaded which can serve as a
follow up to classroom training programs. You can
also have diagnostic assessments to assess the level
of knowledge of employees and assign suitable level
to them.
• Certification and display employee scores and
transcripts:
In one location, you will be
able to access employee
scores and transcripts and
maintain an ongoing record
of the performance of the
individual. You can also
certify employees who have
successfully completed
courses.

Functions of LMS
LMS allows administrators and managers to perform
several important functions in an organization. Broadly
speaking, the following are some of the functions that
prove to be invaluable to LMS administrators and L & D
managers.

•Competency Management:
With this, one can track and manage the skills and
abilities of an organization's staff and compare
them against their business goals. This includes
performing skills gap analyses and recommending
prescriptive learning solutions to correct gaps in
the skill base of the organization. It is
 advantageous to organizations, since it is timely
and cost-effective.
•Making a Course Calendar:
This is a feature that enables LMS users to view the
available training programs or courses at one
glance. As a result, they can send requests for
registrations to those that they are interested in
easily.
•Instructor-led Course Management:
• This functionality is time-saving and efficient,
since it has a single, centralized tracking system.
For this reason, it is preferred. Check this blog to
learn more about how an LMS can support your
traditional training activities.
• Tracking and Reporting:
It provides a wide range of standard and custom
summaries and detailed reports, so that the learner
may view his average test scores, final test scores,
single user report, company log-In record, summary
of overall tests taken, etc. Here is a blog that
gives more details about the type of information
that an LMS can track.
• Administration:
This helps facilitating the ways and means of
getting enrollment approval, individual and batch
registration, verifying prerequisites, etc.

Benefits of LMS
LMS has proved to provide invaluable services to LMS
administrators. To list down briefly, it provides the
following benefits and hence is very popular with L & D
managers. It is fairly easy to use and can be easily
customized to suit the training workflow of the
organization. Some of the open source LMSs are easy to
expand with increase in your learner base. They also
can be upgraded, based on the changing training
requirements of your organization. Now-a-days, it is
possible to set up a multi-lingual LMS that can be
accessed by your employees across different
geographical regions. Here are some ways an LMS can
prove beneficial to your organization.

• It provides immediate training access. Employees

can log in and access training content instantly and
that too as per their convenience. Knowledge or
skills can be updated as and when required, reducing
skills gap.
• It does away with any training lag time from new
employees. You don’t have to wait for a group to
form to train new employees. Every single employee
can get integrated into the organization as and when
they join. This ensures their time is well utilized
and they align themselves with organizational needs
quickly.
• It provides on-time delivery for new product
training. Sales people can be updated about new
products almost simultaneously across the world.
This ensures quicker introduction of products in
the markets, resulting in a competitive edge.
• It reduces delivery costs for each course and can
train more employees. Courses are developed once,
but can be used over and over again. Over a time
period, the cost of delivery for each course is
dramatically reduced. This is particularly true in
organizations where there is high turnover.
• It gives organizations more value for their
training investment. With the help of eLearning
curricula, employees can be trained in greater
depth over a period of time. This ensures better
learning, which will translate into better
performance, resulting in better business outcomes.
If you are still not convinced about the benefits of an
LMS, check out this presentation that might bring other
interesting aspects into the forefront.

(Mostly LMS used in university but we introduced it

in school level)
KSS mobile app
• Improved brand image and higher brand
visibility.
• Important school information is accessible
anytime, anywhere
• Increase efficiency and free up staff time
• Connect with stakeholders in the click of a
button
• Availability 24/7 all lectures…
• Systematic Learning Activated…
• More Than Just Children…
• Instant Updates…
• Track Your Children’s Progress…
• Staying connected…communication reach is
limited…
• Update about important messages and news…

For School
• Helps in eliminating the paperwork or
printing of newsletters, thereby enhances the
financial benefits.
• Class notes & reminders are communicated
securely by school
staff to the parent
via mobile phone
apps for schools
thereby eliminates
frustrations of
notes being
returned late.
• Class notes &
reminders are communicated securely by school
staff to the parent via mobile phone apps for
 schools thereby eliminates frustrations of
notes being returned late.
• Reduces the time of school by constant
answering of the phone calls and often
unnecessary questions.
• Helps support and sustain a harmonious
relationship with parents.

For Parents
• Helps parents to be in touch with school
activities through Mobile App for Schools,
thereby helping them to know what is going on!
• Ensures parents always receive notes.
• Help them to know the upcoming school events,
especially good for both working parents
• Inform parents when events are rained out, or
change in weather condition thereby avoids
frustration.
KSS school examination cell
• Test paper design according to
required class standard…
• Multiple test papers design…
• Examination papers design
according to required standard…
• Paper designer explain every
question “what is importance of
this question?” and which answer explain what…
• Introduce and encourage the research…
• Student assessment in class rooms…
• Student assessment in playing area…
KSS Annual calendrer
KSS summer camp
 School dress code with design
In today’s world, clothing plays an important role irrespective
of the cultures. Clothing is the most intimate environment as
it can be carried everywhere with an individual, creating its
own room within a room and its own climate within the larger
climate of our surroundings. In comparison to adults, children
need different clothing as they are involved in extraordinary
activities with many body movements. Children need clothing
which is capable of providing comfort within a garment,
protection from associated risks in outdoor activities and
functionality to do activities faster besides being attractive
in all fashion terms. If clothing is uncomfortable for
children, it may become a constant irritation and may interfere
with an individual’s ability to concentrate in classroom. It
may either be physical and physiological problem. From present
study it was found that children preferred cotton patterned
fabric with shades of green and blue for their school uniforms
because of its light weight, absorbing capacity and comfort
ability. Girls preferred features like peter-pan collar, set in
sleeves, Back yoke, patch pockets on the front left panel and
pleats for skirt, flaps for belt and pockets on side seam, few
of them preferred pinafore style of uniform. Boys even
preferred shirt with pocket at left panel, raglan sleeve and
back yoke. Short with flaps and set in pockets were their
preferences. This survey has revealed many facts about school
uniform which were causing dissatisfaction among children.
Modern research finds the following points:
Perception and preferences of respondents with regard
to school uniform
1. Type of uniform preferred
2. Features present in the regular uniform
3. Child satisfaction with the type of uniform
4. Features preferred by children in uniforms
5. Fasteners used and preferred by children in their
uniforms.
6. Materials used for uniform
7. Parts of the uniform causing discomfort to children.
8. Parts of the uniform wears out easily
9. Durability of uniform
10. Color combination preferred

Dress Code Benefits

• A dress code encourages students to express their

individuality through personality and academic
achievements, not outward appearances…
• A dress code puts the focus on academics, not
fashion, because they project a neat, serious,
student/learner like image…
• Schools with dress codes have fewer discipline
problems because students aren't distracted…
• Dress codes can be less expensive…
• Dress codes eliminate the visible differences between
needy and wealthy children…
• Dress codes eliminate pressure to wear brand name
clothing, "gang colors," etc.
• Dress codes create a sense of school pride and
belonging…
Dress Code Information

For Elementary and Middle Schools

Bottoms: Navy, Black or Khaki/Tan, Green
Slacks, Skirted jumpers Must be plain, solid-color
Twill, Corduroy or Denim fabric
Tops: White or navy with collar

• Must have long or short sleeves

• Every school may add another collared shirt color.
Call schools for school colors.

The Dress Code does not allow for clothing with colored
trim, stripes, embroidery, decoration, etc. It also
does not provide for overalls (overalls with pants or
shorts), sweat pants, knit pants/ skirts, leggings,
etc. A small logo is acceptable.
Other dress code rules:

• A belt is required if the garment has belt loops.

• Shirts must be tucked in.
• Shoes must be safe and appropriate.
• Clothes must be appropriate size, with waist of
garment worn at student's waist.
• Clothing that is too tight or too loose is not
appropriate for school.

School administrators will determine if clothing is

appropriate for school and complies with district
rules. For more specific information on the student
dress code, please refer to the Code of Student
Conduct.
Winter Dress Code Information

For Elementary and Middle Schools

Jackets, sweaters, coats, etc.
Any kind of jacket/coat/cardigan is OK if it meets
regular dress code rules

• May not be disruptive, distracting, display offensive

language/symbols, etc.
• School staff may ask students to remove jackets

Any pullover garment that is worn all day (sweater,

sweater vest, sweatshirt) should:

• Have a collar OR be worn with a collared uniform

shirt underneath
• Must be solid white, solid navy or the school’s
additional solid shirt color

On very cold days, students who walk, bike, etc. may

need to wear sweatpants, etc. over their school clothes
on their way to/from school. However, any clothing that
doesn’t meet dress code requirements must be removed
before school begins.
Bottoms: Navy, Black or Khaki/Tan, Green
Walking Shorts, Slacks, Skirted jumpers Must be plain,
solid-color Twill, Corduroy or Denim fabric
Tops: White or navy with collar

• Must have long or short sleeves

• Knit polo-type, Oxford or woven dress shirts,
blouses, turtlenecks
• Every school may add another collared shirt color.
Call schools for school colors.
The Dress Code does not allow for clothing with colored
trim, stripes, embroidery, decoration, etc. It also
does not provide for overalls (overalls with pants or
shorts), sweat pants, knit pants/ skirts, leggings,
etc. A small logo is acceptable.
Other dress code rules:

• A belt is required if the garment has belt loops.

• Shirts (including t-shirts) must be tucked in.
• Shoes must be safe and appropriate.
• Clothes must be appropriate size, with waist of
garment worn at student's waist.
• Clothing that is too tight or too loose is not
appropriate for school.
 Unique Report Card

What are standards?

KES has adopted its own list of the skills that students should
learn at each grade level from pre-kindergarten through high
school. These standards set clear, high expectations for student
achievement. Standards tell what students need to do in order to
progress through school on grade level. Here are some examples:

• Fifth graders are expected to formulate, represent, and use

algorithms to add and subtract fractions with flexibility,
accuracy, and efficiency.
• Third graders should be able to implement the writing process
successfully to plan, revise, and edit written work.
• Kindergarteners are expected to observe, explain, and predict
natural phenomena governed by Newton's laws of motion,
acknowledging the limitations of their application to very small
or very fast objects.
Are Franchise required to adopt the state standards?

According to KES policy booked Statute S 22-7-1013(b) “in

revising its preschool through elementary and secondary
education standards, each local education provider shall ensure
that it adopts standards, at a minimum, in those subject matter
areas that are included in the state preschool through
elementary and secondary education standards, including but not
limited to English language competency and visual arts and
performing arts education but also science and mathematics.”

Thus each franchise is required to adopt standards that meet or

exceed the state standards and develop a plan for revising
curriculum and programs of instruction to ensure that each
student will have the educational experiences needed to achieve
the adopted academic standards.

How are standards-based report cards different from traditional

report cards?

On many traditional report cards, students receive one grade for

reading, one for math, one for science and so on. While this
still happens on our standards-based report card, each of these
subject areas is divided into a list of skills and knowledge
that students are responsible for mastering. Students receive a
separate mark for each learner expectation.
How can I help my student with the standards-based report card?

Standards-based report cards give you more detailed information

about how your student is doing in each subject. You can use
this information to help your child by taking advantage of the
extra information. Choose a skill you're concerned about and ask
the teacher how you can help your student with it at home. You
can also ask the teacher what she/he can do to help your child
at school.

What is the difference between this standards-based report card

and earlier versions?

The basic format and the goal of the elementary report card have
not changed. There are two basic changes with his report card.
First, because of the adoption of the new KES Academic Standards
content contained in the reported is different. Second,
reporting is every trimester. A common complaint with older
versions was that the new grades were based on year-end
expectations and 3s and 4s were generally not achieved until the
final marking period. Now, students will be graded using the
full range of 1-4 EACH TRIMESTER based on performance indicators
taught each trimester.

What is the purpose of the comment sections of the report card?

The grades given should not be the only form of communication

between school and home. Other communication methods include
conferences, newsletters, and portfolios. The comment section
provides an avenue to expand the communication between teacher
and parent.

What kinds of evidence should a teacher collect to support the

grade they give to my child?

Teachers should use a combination of your student’s assignments,

assessments, and communication with your child and observations
to determine their performance reporting and grades. The
evidence should provide a rationale for the rating given.

Grading for Students with an IEP

1. Letter Grades: If a student is not going to be graded in

the same manner, with the same expectations as general
education students, then it must be noted in the IEP what
the differentiation and grading would be. Based upon that
documentation, that is how the student will be graded. If
it is not noted in the IEP, then the student is graded in
 the same manner as the general education students.
2. Standards: Grading according to the IEP is separate from
Standards attainment. The Standards attainment should
always reflect what the student actually attained. In other
words, a student could be meeting just one of the math
Learner Expectations (with a score of 1 or 2) and still
have an A for a grade. The IEP for that student must
reflect the grading parameters and reflect the standards
that the student will be working toward and graded on.
3. All of this is agreed upon in the IEP staffing. The
regular and special education teacher should collaborate on
the entire process.
4. Differentiation or exceptions to the grading scale may
be identified as long as the notation of
differentiations or exceptions does not identify the
student as having a disability or being in special
education. These differentiations or exceptions must be
available to any student, not just those students with
disabilities (including students performing above grade
level). Example: An asterisk after the grade may denote
that the student received differentiation grades or
completed work at a lower grade level. However, the
explanation of the asterisk on the report card may not
indicate the student’s participation in special education.
In Infinite Campus, in the overall comment section.

Who should I contact if I have questions regarding my child’s

report card?

The first contact should be your child’s teacher. If questions

still persist, please contact your building principal. Questions
regarding the purpose and design of the report card should be
directed to Head of examination cell.

Components of a Standards-Based System

The SVVSD Teaching and Learning Cycle was created to identify
and describe those practices that have been found to be
essential in providing a comprehensive standards-based
education.
We need to identify specifically and clearly the standards,
grade level expectations, and evidence outcomes that all
students should learn. The academic standards, (as outlined by
the KES Department of Education) describe what a student should
know and be able to do at a given grade-level. The standards-
based curriculum as depicted in the unit plans identifies what a
teacher uses to ensure that curriculum targets the KES Academic
Standards.

In order to ensure students, learn the grade level expectations,

evidence outcomes, 21st century concepts, and skills identified
in district curricula, we must regularly monitor student
learning through a variety of assessment strategies.

Effective instruction is what causes students to learn. In

standards-based district and schools, research-based
instructional methods and strategies are used to deliver
standards-aligned curricula and ensure students have adequate
and equitable opportunities to learn.
In standards-based districts and schools, students are provided
multiple opportunities to learn, both in the classroom and
beyond the classroom, through interventions, supplemental
programs, or other support systems. Such supplemental learning
opportunities are provided both to students who are not reaching
mastery and/or who are performing above mastery.

Our report card is the reporting tool that allows a teacher to

communicate accurately a student’s progress towards meeting
standards at critical junctures throughout the school year.

Definitions of Proficiency Levels

Each trimester a rating is given for student performance in

relationship to the grade level expectations.

Advanced/Exceeds Expectations

Demonstrates Advanced Achievement of Grade Level Benchmark

Exceeds End of Trimester Grade Level Expectation

The student is exceeding the grade level expectation; skills and

concepts are accomplished independently and consistently;
creates products that are exceptional and demonstrate in-depth
thinking.

Mastery/Meets Grade Level Expectations

Demonstrates Mastery of Grade Level Expectation

Meets End of Trimester Grade Level Expectation

The student is achieving grade level expectations; skills and
concepts are consistently accomplished with minimal or no
assistance; creates products that are of high quality.

Partial Proficiency/Working Towards Expectations

Demonstrates Partial Proficiency of Grade Level Expectations

Partially Meets End of Trimester Expectation

The student is performing near grade level expectation; skills

and concepts are emerging with practice and teacher assistance;
creates products that need refinement. Progress is being made
towards the attainment of expectations.

Needs growth/Below Grade Level

Demonstrates Beginning Stages of Grade Level Expectations

Does Not Meet End of Trimester Expectation

The student is demonstrating minimal progress toward grade level

expectations; skills and concepts need repeated practice and
frequent guidance from the teacher; inconsistent quality of
related products.

Analysis Process
Before deciding regarding student proficiency and marking it on
the report card, you should analyze a student’s progress over
the course of the trimester. It is important to note that you
have been reviewing the results of assessments and student work
throughout the reporting period to determine the next steps for
instruction.

This analysis for student proficiency is based on key pieces of

evidence. This process requires that you:

• Collect key samples of student work in a body of evidence.

• Analyze this entire body of evidence in comparison to end of

trimester grade level expectations.

A Body of Evidence
The following list indicates the types of evidence a teacher
could collect in preparation for using the standards-based
report card. While it is not required that a teacher collect
every piece of evidence listed below for every student, these
pieces of evidence will create a well-rounded picture of student
 progress towards meeting end of the trimester learner
expectations.

• Galileo assessments
• End of unit assessments
• Theme tests
• Running Records
• Reading assessments (PALS, Dibbles)
• Anecdotal records
• Teacher Observation
• Independent reading/writing conferring notes
• Small group instruction
• Writing samples
• Math Expressions – Assessment Guide, Unit Assessments (Exams
View, Test [Forms A & B], and/or Unit Performance Assessment)
• FOSS Kit End-Of-Module Assessment
Process for Analyzing a Body of Evidence
In order to determine report card marks, you should analyze a
student’s body of evidence using the following process.

Step 1: Analyze the body of evidence for completeness

• Assure that there is sufficient evidence for each of the learner

expectations.
• Gather additional evidence as needed.
Key questions to consider:

• What’s in the body of evidence?

• Is the body of evidence complete?
• How does the body of evidence align with end of the trimester
grade level expectations?
• If not, how will you collect what you need?
Step 2: Analyze the Body of Evidence for Quality

• Analyze the quality of student work across the trimester.

• At the end of the trimester, organize and synthesize these
assessments to determine the proficiency level for each of the
learner expectations.

Key questions to consider:

• What is the quality of this body of evidence?

• What parts of the body of evidence are Beginning? Partially
Proficient? Mastery? Advanced?
• How do you know?
 Interior and Exterior decoration
PLANNING TO LEARN: THE ROLE OF INTERIOR DESIGN IN
EDUCATIONAL SETTINGS
Migette L. Kaup, PhD, Hyung-Chan Kim, & Michael Dudek,
Kansas State University
American (most of) children spend a significant amount of time
in a classroom setting. Many of these environments are in older
buildings with outdated environmental systems such as heating
and cooling, lighting, sound, or other acoustical controls
(Mendell & Heath, 2005; Evans & Maxwell, 1997; Hygge, & Knez,
2001; Melkin et al., 2005). Student performance in school has
been shown to have a relationship to the quality of the building
(Chan & Richardson, 2005). Sensory stimulation can both enhance
and detract from the learning process of a young child (Day &
Midbjer, 2007). Visual, tactile, and auditory senses are crucial
in learning and need to be considered in the design of the built
environment. Many teachers and students, however, are coping
with inadequate classroom spaces, outdated buildings, and
deteriorating interiors. Poor quality environments can create
learning barriers such as impaired concentration for many
students who will be distracted by negative attributes in these
enclosed interior spaces (Mendell & Heath, 2005). These impacts
are especially significant for younger children in elementary
school settings who are more susceptible to negative
environmental stimulation.

Interior decoration
IS NOT: …” making things look pretty”
IS NOT: … “expensive”
IS NOT: … “decoration”

Interior design strategies for elementary school settings,

therefore, have the potential to substantially influence the
learning and developmental needs of children (Rinaldi, 2006,
Curtis & Carter, 2003; Lynch & Simpson, 2004). Young children
benefit intellectually from experiencing their environments.
Since much of their education is based in interior settings, the
influence of these environments cannot be underestimated. In
today’s educational systems, there are also a wider range of
developmental needs, learning styles, and physical abilities
(Martin, 2010), and successful educational design nurtures and
encourages this range of user needs.
The improvement of environment through NOT ONLY aesthetics but also
functionality and productivity.
• Accommodate a variety of teaching and learning styles
• Interior spaces are designed to fit your needs
• Provide for flexibility

Too often, educational programs are located in spaces that do

not provide the supportive environment necessary for teachers to
deliver, and for students to experience, a rich learning
climate. Architects and designers who plan educational settings
may also lack a deep understanding of the ways that children
develop and how the physical environment of classroom space
contributes to this process.
Research and analysis merged with creativity
•Learning Styles
•Child Development
•Educational Theory
•Latest product development
•Ergonomics
•Spatial Comfort: lighting, acoustics, air quality

This design case describes a design process-within-a-process

concerning two related goals:
1) what occurred when teaching interior design (ID) students how
to understand the role of the built environment in supporting
the educational process and overall learning experience of
children; and
2) the process of having those ID students develop and provide
built environment recommendations to real clients that would
improve children’s learning outcomes.
A Qualitative Impact:
Good interior design can make a qualitative impact on education
Integrated & Affordable:
•You’re going to spend the money anyway – why not make the right
choices?
•More Bang for your Buck - Huge Impact
How Classroom Design Affects Student Learning

Truth be told, the title of this post is a bit deceiving.

Student learning, and more specifically, setting the right tone
for learning, begins the moment a student enters the school
building, not just when he or she crosses the classroom
threshold. Case in point, think of how entering a dental office
versus a favorite fast food restaurant affects your entire
psyche. Do you want to flee or feast?

Now transfer that thinking to an academic setting. The question

isn’t if classroom design affects student learning, but how so.
Secondly, how can builders, designers, educators – and, yes,
students – effectively collaborate to create exceptional
learning environments. Ones that stimulate, engage and inspire
students (and staff) to work more productively and creatively.

Before you dive into design, open your mind to possibilities.

Take off your blinders and think big, says Michael Risdall with
Smith System. “Consider thinking about the whole school acting
as the classroom. The door shouldn’t be a barrier to learning
zones.” He offers these tips for designing 21st century k-12
education spaces.

Where to Begin:
Curriculum
Whether new or existing, classroom design should begin by asking
high-level questions about your curriculum. What are you trying
to teach? What are your objectives? What techniques is your
district trying to implement? What role does and will technology
play?

Ideally, drive design with these answers, tempered with the

practical aspects – budgets, enrollment numbers, time
constraints – and, obviously, whether you have a new or existing
space. Also consider how your overall learning model affects
your space. If you’re going with collaborative learning, think
about the collaborative pod footprint and how you’ll use the
learning/library commons as a breakout space for collaborative
activities.

The Proof
Funding design often requires some amount of evidence-based
justification. A good place to start is with an often-cited,
powerful study on design and learning.
Between the fall of 2012 and summer of 2013, the University of
Salford (England) along with architects Nightingale Associates,
conducted a year-long pilot study. Together, they wanted to
determine if classroom design affects student learning. Data was
collected from 7 primary schools in 34 classrooms with different
learning environments and age groups, and 751 total pupils.1

The findings: “Classroom design could be attributed to a 25

percent impact, positive or negative, on a student’s progress
over the course of an academic year. The difference between the
best- and worst-designed classrooms covered? A full year’s worth
of academic progress.”2

So, what classroom design aspects mattered most? Six of ten

design parameters had the most significant impact on student
learning:

Color – providing an ample amount of visual stimulation through

colour on walls, floors and furniture: warmer for younger
students and cooler for older students

Choice – quality of the furniture in the classroom, as well as

providing “interesting” and ergonomic tables and chairs for
pupils; support a “This is our classroom!” sense of ownership

Connection – clear and clean corridors; quick access to

classrooms and connections with other spaces; wide and clear
pathways

Complexity – greater site and building area, and novelty of

surroundings; interior decor that catches attention, in balance
with orderliness

Flexibility – how well a given classroom could accommodate

pupils without crowding them, in addition to how easily its
furniture could be rearranged for a variety of activities and
teaching approaches

Light – quality and quantity of natural light, and degree of

control with the level of lighting

According to Peter Barrett, Ph.D., the lead author of the study,

“I think this is the first and only study of schools that takes
a holistic perspective, guided by a comprehensive neuroscience
and sensory framework, and employing multi-level modeling to
isolate the impact of the built aspect.” 1 The gist? It’s a
valid study. And compelling. So much so that study leaders are
expanding the study beyond its original scope.

Getting It Right
“Suppliers are being held to a higher standard. To survive,
manufacturers of school furnishings must have the breadth of
products to support any curriculum or style of teaching,”

For architect and designers, emerging research and tightening

budgets are putting more pressure on design teams to “get it
right.” Design standards once considered innovative – like the
findings in the Salford study – are now expected parts of any
new or renovation project. For example, suppliers such as those
in school furnishings are expected to stay nimble to the
morphing needs of 21st century schools.

“Suppliers are being held to a higher standard. To survive,

manufacturers of school furnishings must have the breadth of
products to support any curriculum or style of teaching,”
Risdall added. “This really is where Smith System shines over
other manufacturers.” The company offers several lines of highly
versatile tables, seating, storage and shelving, as well
connectivity tools, for K-12 schools.

Case Study: Middle School Library Renovation

Deer Path Middle School in Lake Forest, IL, offers a good
example of how to successfully incorporate aspects of the
Salford study results into school renovation. Learning By Design
magazine awarded the school an “Outstanding Project 2014” award
in the Middle School/Intermediate School category.3

As part of its 2020 Vision, the school’s administration wanted

to renovate its existing vacant and under-utilized library into
a dynamic media center. The goal was to create a space that
would serve as an ideal environment for the three Cs – creating,
collaborating and communicating.

The project began with collaboration. Project goals were

formulated through a collaborative process between school
administrators, teachers and students. Each group was involved
in creating and executing the vision for the project. (Salford
study concept achieved? Choice.)

Builders removed all walls that obstructed an open layout

concept and provided areas for computer labs, a green screen
room, moveable library stacks, numerous plug-in stations and a
performance space that could also be used as a large-scale
instruction area. (Salford study concepts achieved? Connection,
complexity, flexibility, light.)

The resulting media center is now a light-filled and versatile

space where middle school students can work with tutors and
experience peer-to-peer learning. The new space dramatically
redefines the notion of “library” in the 21st century. (See
photos of the Deer Path Middle School Learning Center by
accessing the Spring 2014 edition of Learning By Design online.)
 Child friendly school with respect to
UNICEF

(a) Provide an introduction to the child-friendly concept, its

underlying ideology and the key principles from which the main
characteristics of a child-friendly school can be derived in
different contexts and circumstances.
(b) Outline, with supporting arguments, the multiple ways in
which CFS models consistently contribute to quality education in
a wide range of national contexts.
(c) Highlight the intrinsic value of CFS models for developing
quality in any education system as:
i. Flexible models that offer ‘pathways’ to quality rather than
prescribe blueprints that should be rigorously copied in all
situations.
ii. Heuristic models that offer opportunities to move towards
the quality standards through a series of cumulative
improvements rather than impose an overwhelming ‘one off’ or
‘all-at-once’ approach.
iii. Reforming models that require serious reflection on basic
principles and issues relating to the whole child as a learner
and the conditions that make for successful learning rather than
unreflectively apply a number of technical inputs that are
assumed to influence the quality of education.
(d) Provide practical guidance on the design, construction and
maintenance of child-friendly schools as safe, welcoming
environments in which children can learn, emphasizing links with
the community, the influence of pedagogic considerations, cost
effectiveness and sustainability.
(e) Provide practical guidance on the operation and management
of child-friendly schools, elaborating on the role of school
heads, teachers, non-teaching staff, pupils, parents,
communities and local and national education authorities.
(f) Provide practical guidance on classroom processes in
child-friendly schools, emphasizing such key features as: i.
The role of teaching/learning aids and materials in creating a
stimulating environment that is managed by the teacher and
enriches the overall classroom experience for the learner. ii.
The interaction between teacher and learners, with the teacher
as authority figure and facilitator of learning and the learner
as active participant in a democratic process that involves
mutual respect. iii. The pedagogic process, which is both
structured enough to facilitate measurable learning progress and
flexible enough to facilitate the use of a variety of techniques
for promoting achievement of learning outcomes. (g) Highlight
the importance of cultivating a sense of community in child-
friendly schools by use of such features as:
i. Daily rituals, including morning assembly that may involve
prayers, a school song and/or pledges to school, community or
nation.
ii. Periodic rituals marking rites of passage, such as special
events for new students on opening day, a graduation ceremony
for students completing school, an annual prize ceremony, thanks
giving day, founders’ day or Memorial Day.
iii. Identity symbols, including school uniforms, sport teams
and colours, a school crest or emblem.
iv. Rules and regulations that are fair, in the best interest
of children, applied in a transparent, democratic manner, do not
result in the humiliation or suppression of learners, do not
undermine the authority of teachers and school managers and do
not alienate schools from the communities they serve.
(h) Provide a ‘minimum package’ that offers guidance and tools
for addressing environmental risks and vulnerabilities to
climate change within schools and their surrounding communities.
These inquiry-based activities for empowerment include
participatory risk-mapping and facilities-based environmental
solutions to support children and their communities in adapting
to changing conditions and reducing risk through preparedness
and response. (i) Provide a rich menu of examples, from various
country contexts, of actual child-friendly schools that
illustrate the principles, strategies and actions of good
practice.

EFFECTS OF PICTURES IN TEXTBOOKS ON STUDENTS'

CREATIVITY

One essential key element of the curriculum is the

textbook which provides a clear structure for teachers
and students. This paper is study based on the
literature and previous research papers to explain the
importance of textbooks as well as effect of pictures
in the textbooks on student's creativity. Images in the
textbooks influence the learning process. Students
often see pictures before reading the text and these
pictures can enhance the power of imagination of the
students. The findings of this study show that the
pictures in textbooks can increase students'
creativity. The use of images for educational intention
and learning is a vital, but designer of textbook
should be aware of the utility of an image. This study
aimed to help the curriculum planners and designers to
reveal the points of strength of textbooks to be
reinforced and the points of weakness to be avoided and
treated in the future.
(PDF) EFFECTS OF PICTURES IN TEXTBOOKS ON STUDENTS'
CREATIVITY. Available from:
https://www.researchgate.net/publication/280311851_EFFE
CTS_OF_PICTURES_IN_TEXTBOOKS_ON_STUDENTS'_CREATIVITY
[accessed Jul 17 2018].

EFFECTS OF PICTURES IN TEXTBOOKS ON STUDENTS’

CREATIVITY
Sara Kasmaienezhadfard
PhD Student in Curriculum and Instruction (Educational
Science)
University Putra Malaysia (UPM)
Email: sara_kasmaie@yahoo.com
Mo.: +60172519730
Masoumeh Pourrajab
Post-Doctoral Research Fellow
Faculty of Education, University of Malaya (UM),
Malaysia
Email: mpourajab@gmail.com & mpourajab@um.edu.my
Mohtaram Rabbani
PhD Candidate in Psychology of Child Development
University Putra Malaysia (UPM)
Email: Mina.rabbani@yahoo.com
ABSTRACT
One essential key element of the curriculum is the
textbook which provides a clear structure for teachers
and students. This paper is study based on the
literature and previous research papers to explain the
importance of textbooks as well as effect of pictures
in the textbooks on student’s creativity. Images in the
textbooks influence the learning process. Students
often see pictures before reading the text and these
pictures can enhance the power of imagination of the
students.
The findings of this study show that the pictures in
textbooks can increase students’ creativity.
The use of images for educational intention and
learning is a vital, but designer of textbook
should be aware of the utility of an image. This study
aimed to help the curriculum planners and
designers to reveal the points of strength of textbooks
to be reinforced and the points of
weakness to be avoided and treated in the future.
Key words: Textbook, Pictures, Creativity, Students
EFFECTS OF PICTURES IN TEXTBOOKS ON STUDENTS’
CREATIVITY
Sara Kasmaienezhadfard
PhD Student in Curriculum and Instruction (Educational
Science)
University Putra Malaysia (UPM)
Email: sara_kasmaie@yahoo.com
Mo.: +60172519730
Masoumeh Pourrajab
Post-Doctoral Research Fellow
Faculty of Education, University of Malaya (UM),
Malaysia
Email: mpourajab@gmail.com & mpourajab@um.edu.my
Mohtaram Rabbani
PhD Candidate in Psychology of Child Development
University Putra Malaysia (UPM)
Email: Mina.rabbani@yahoo.com

1. Introduction
There were teachers in the traditional learning
environment, which transferred knowledge to the
students and even up to this day, nothing can replace
this function of them (Roselan, 2003). Based on some
researches in most of countries textbooks are
considered as a main source of education (Aslan, 2010).
Textbook, can be one of the best sources if prepared
appropriately in terms of both internal and external
structures and visual design, it could be thought as a
proficient tool in processes of teaching and learning
(Aslan & Polat, 2008). Many experts in educational
systems or in educational psychology accept that
pictures can have effective role to instructional
textbooks (Peeck, 1993). Textbooks are deemed as the
heart of pedagogical activities. They are able to
provide students a wide choice of new and fascinating
facts and to create incredible experience (Mahmood,
2011; Thang et al., 2013b). Moreover, textbooks are
easily accessible for students and teachers and they
can use them according to their expectations. So the
considerable issue is to choose the suitable textbook
which needs a careful attention (Mahmood, 2011).
Furthermore, there are many researches which show the
importance of textbooks and images on student’s
motivation and creativity. According to Litz (2005),
generally textbooks have responsibility as facilitators
in the teaching and learning processes. Richard’s
opinion (1993) was that textbooks can present exciting,
motivating and energetic materials which teachers are
not able to prepare them for students (Sowat & Saluna,
2013). Without doubt, textbooks have essential
functions. Most of the time they are considered as main
appliances for providing content knowledge, textbooks
can determine data and information which students need
to them in a class and evaluate what students should do
and should not learn (Freeman & Porter, 1989; Lebrun et
al., 2002; Mahmood, 2011). The visual design and
arrangement of a textbook can give prominence to some
elements in the textbook. The students visualize and
next understand words during illustrations in the
textbooks (Hibbing & Rankin-Erickson, 2003).
Images and pictures represent part of our reality.
Regularly these images do not represent the whole, but
to help students focus on experiences an important part
of their live (Dimopoulos, Koulaidis, & Sklaveniti,
2003). Pictures are able to motivate students to study
the attached text; they can increase attention or
encourage more detailed processing of textual data
which included in illustrations, also they can explain
and make clear content that is not easy to understand,
or they can aid to create nonverbal codes in addition
verbal ones and thus increase recovery potential for
the picture text content (Peeck, 1993). Through the use
of pictures students can make active previous knowledge
probably something like imagine what will happen in the
future or occur in a remote location, recall past
events (Cho & Kim, 1999).
Furthermore, some researchers have found that the level
of Asian students’ creativity is lower than United
States and Canada communities (Alias, Hadi, & Balkis,
2010). Student from United States has higher creativity
level than Malaysian student (Chua, 2004). It is
believed to main goal of education is that helping
students to think productively and coordinating
creative thinking (to create ideas) and critical
thinking (to estimate ideas) (Paul, 1995). In
traditional system of education, textbooks are
considered as a more important resource in the
classrooms, but evaluator do not pay attention to
impact of pictures in the textbooks they just focus on
content. According to Litz (2005) textbooks should
correspond to learners’ needs, more over the
textbook should be designed base on proper methodology,
the psychological, and linguistic
principles have to consider accepted techniques of
teaching (Williams, 1983). Sometimes
pictures in textbooks have decorative role (Peeck,
1993) and in most cases illustrator of
textbooks do not consider educational philosophy and
student’s psychological needs in process
of learning and in the pictures and illustrations. This
is especially correct because making the
creative society needs true basic education system
(Morris, 2006). So humans have many
creative potential to achieve, and primary reason is
that children’s creativity is not nurtured in
proper way. Subsequently the vital role of thinking,
innovation and creativity is not fully developed and
many people in some countries still do not care or
appreciate the worth of creativity (Ishaq & Director,
2003) so these issues need more consideration in
educational
systems.
2. The role of textbook
According to Swanepoel (2010), a textbook is an
instructional manual in every discipline of study. The
accessible descriptions of the textbooks conception
differ from some books which are solely written and
published for educational purpose. Although many
investigators refer to textbooks which are specially
written for utilizing in didactic situations, however
textbooks are made according to the demands of
educational organizations. As a result, textbooks are
part of the wider group of educational media and more
specifically the print media. The Printed media
comprise all textbooks which used in the classes,
educator and learner guides, most of the student
workbooks and many of atlases, glossaries, magazines,
newspapers, graphs and posters (Mahlaba, 2006;
Stoffels, 2005). Pedagogically textbook function as
content provider and facilitator that includes many
idea, information and activities which are essential to
achieve the expected result (Khutorskoi, 2006). Using
of textbook is an economical way for preparing
learning material for students’ other material such as
kits or computer software are more expensive and
inaccessible (Lukianenko, 2007).
Consequently, a majority of teachers consider textbooks
as the most significant teaching resource (Thang et
al., 2013a). On top of that textbooks do not only
impact what and how students learn, but also what and
how teachers can teach (Mahmood, 2011). Without using
the textbook, skills, concepts, and content required by
the curriculum cannot be delivered. On the other hand
Beck and MeKeown (1991) mentioned that in many ways
textbooks cannot have encouraging role to teaching and
learning, sometimes learning from textbook is too
complicated for students or content of textbooks is
very complex. In some situation textbooks become the
most significant and often the only resource of content
and educational information for the teacher (Meurant,
2010).
Textbooks can assist pupils to make perception about
their experiences. Textbooks with providing suitable
questions and assignments can indicate students’
reflection, give explanation and motivate students
(Iqbal, 2009; Mahmood, 2011; Saeed, 2009). However,
textbooks have their own conditions and standards;
obviously vocabulary and format of textbook are
significant,so content organization, power words which
utilized in the textbook, page design, consequence
of the image and pictures, technique of print and size,
content legibility, etc. should be deemed (Swanepoel,
2010). Igbal (2009), Mahmmod (2011), and Saeed (2009)
exposed that, quality of textbook.

include eight main elements as follow:

1. conformance of the textbooks with curriculum
guidelines,
2. textbook reliability and validity,
3. proper vocabulary, figures and format,
4. arrangement of the text inside the book and across
the series of the topic,
5. text persuades critical and creative learning,
6. estimation and evaluation,
7. trainer guide and other learning material,
8. Free prejudice text.
As shown in Figure 1, Iqbal (2009), Mahmood (2011), and
Saeed (2009) proposed three additional indicators which
have been identified and those included; a) persuade
use of technology, b) suitability; and, c) environment.
These points show that the curriculum planner and
designer of textbooks as an important material should
be sensitive about their accuracy and suitability.
Figure 1: Quality of Text book based on Iqbal, 2009;
Mahmood, 2011; Saeed, 2009 Model.

3. Importance of pictures
Pictures are considered as a valuable device to
motivate and develop pupil's creativity. When students
read picture books without many word they learn to
employ their imagination to explain and recreate and
represent the part of story that they look in the books
(Fang, 1996).
Moreover, for meaningful learning students need to make
connection between visual and verbal representations
(Mayer, Steinhoff, Bower, & Mars, 1995). In this regard
teachers can enhance students’ creativity by
encouragement and reward, or by choosing interesting
materials (Sternberg, 2003).
Pictures also provide a time frame and give chance to
the students to make decision and utilize their
imagination to guess and elaborate what will happen.
This promotes the reader to create his own fables based
on his imagination and creativity. This is possible
because illustrations provide mental scaffolds to
facilitate their process understanding of the written
text (Fang, 1996).
This is mainly, because illustrations help reader to
make elaboration of the text, thus learning will be
easier by motivating the students to shape and images
of the information (Schallert, 1980). As Diamond (2008)
considers, students prefer images and pictures in
textbooks because by using them they can understand and
learn better and easier than words students need
illustrative information for leading their reaction to
verbal information. Thus, students often connect
pictures with their own life experiences. Then they can
create meaning according to their existing schemas.
In addition, illustrations in the books can create
awareness in children's aesthetic sense to appreciate
of art and beauty. Being sensitive about art and beauty
is vital because this sense is a base source of
cognitive and practical experience (Broudy, 1977). It
may provide the unsuitable materials of concepts and
views, leading to the creation world possibility.
Good pictures in textbooks can unleash student’s brains
from common and usual scientific activities to
diversified thinking, by making the chance to share
idea of authors or illustrator with others (Cho & Kim,
1999). In brief, pictures and illustrations in the
textbooks are designed for many tasks such as
enjoyment, to take attention, to reinforce or saying a
story, teach a concept, and to promote enjoyment and
consciousness among children.

4. Creativity
Creativity is a talent to generate work that is
exclusive and unique, but still proper and
useful (Woolfolk, 2008), in addition, creativity
consist personal factors, cognition and behavior
functioning aspects (Marrapodi, 2003). Creativity has
two main parts: personal characteristic and
creative thinking process. Traits or character
attribute towards one’s creativity. The traits or
personality includes imagination, openness,
flexibility, confidence about own ideas, curiosity,
objectivity, fluency, sensitiveness to sensory
stimulus, sense of humor, intellectual playfulness,
willing to accept new ideas, indifference towards
conformity, synthesizing skills and able to
work for intensively longer period of time (Davis,
2004).
On top of that, personal creativity should be fulfilled
with three other significant characteristics; domain-
relevant skills, creative-relevant processes and
intrinsic task motivation (Woolfolk, 2008). Firstly,
domain-relevant skills are related to skills and talent
that are precious for an individual to do the task.
Secondly, creative-relevant processes are depended to
the relevant working habit and personality
characteristics that are necessary for an individual to
perform in creative way. Thirdly, intrinsic task
motivation is directed to fascination, curiosity in
deep way as well as passion a person has towards a
particular task.
Creativity is also regarded as a process. In this
regard, researchers also work on the thinking processes
that occur when individuals work on creative idea. One
of the most common views about creative thinking
process is Wallach’s creative thinking stages
(Torrance, 1968; Wallach & Kogan, 1966).

There are four stages in creative thinking process

according to Woolfolk (2008); these stages are
preparation, incubation, illumination and verification.

Torrance proposed the criteria to assess creativity

thinking; processes, these including originality,
elaboration, fluency and flexibility (Marrapodi, 2003).

Effect of pictures on creativity

Definitely there are many ways to discover student’s
creative potential, including
through, the expressive arts, play art, movement,
music, dance, language and drama (Cho &
Kim, 1999). Previously, creativity was supposed playing
a main role only in arts and literature
field; but researchers have changed their assumption
and realized that creativity is also important
in other areas. Lonely knowledge is not sufficient to
face the challenges in the competitive
world; indeed, knowledge must come up with creativity
(Daud, Omar, Turiman, & Osman,
2012).
According to Li (1996) there is a strong relationship
between intelligence and symbolic systems, he believed
that intelligence is the using symbol systems
accidentally which help person
to think and learn. Acknowledging individuals use wide
range of symbolic systems as an aid in
language, music, gesture, mathematics and pictures
fields (Sternberg, 1997) for better expression
and effected communication so based on Li assumption
images effect on creativity.
The researchers found that the characteristics of
textbooks have an impact on the motivation of
the students. Students enjoyed the books that were fun
or fear (Edmunds & Bauserman, 2006).
They also prefer books with large pictures. Using
pictures textbooks give a chance to new
readers to be conscious about variety of art styles,
media which artists use and improving, their quality of
judgment.
Some researchers have found that Picture’s textbook can
motivate creativity (Kaufman,Lee, Baer, & Lee, 2007).
Nonetheless, visuals in textbooks are extremely
efficient in particular situation (Mayer, 2002). There
are many discussions about role and efficiency of using
visuals as a facilitator of learning in educational
systems. Moreover, some studies proved that images in
learning material are considered as attractive and
cheerful factors of reading (Peeck, 1993).
Furthermore, illustrations and images in textbooks can
improve student's language and literacy (Fang, 1996).
In addition, the mixture of text with images and art
give students opportunity to develop their imagination
and curiosity (Tomlinson & Lynch-Brown, 1996).
Creative activities are not simple tasks. For doing
these acts, individuals need perseverance, persistence,
and the ability to handle challenges that prevail when
the student are involved in the tasks and enjoy them.
In relation to the textbooks, it is proven that
characteristics of the textbook affected students’
motivation and the opportunity for creativity (Edmunds
& Bauserman, 2006). It should be noted that the
improvement of creativity among students depends
on the fact that the creativity differs between
students greatly (Ruscio & Amabile, 1999). It is
inspirational for teachers and pupils to have teaching
and learning materials which are motivational and open
to encouraging possibilities.

CONCLUSION
This study attempted to define importance of textbooks
and the impact of their pictures on student creativity.
Textbooks are not the sole instrument for education and
learning; they had important presences in achieving the
learning goals. Textbooks are the foundation of school
instruction and the main source of information for
students and lecturers. Textbooks must be authentic and
exciting to be able to identify interested students. If
textbooks do not contain these issues, neither teachers
nor students have enough strength and energy to work
with these textbooks. Evidently, images can influence
the quality of the book. Frequently the unique and
creative interpretation of characters and setting in
pictures can come up students very well. Therefore,
illustrations and words together are effective factor
to foster impression on to the children and students.
Nevertheless, students need to have the motivation to
undergo the learning process. Motivation is deemed as a
base of creative performance so in the classroom the
source of extrinsic motivation comes typically from the
teachers and instructional materials. This indicates
students need to have experienced teachers and
specially materials in this course textbook.
Accordingly, it is recommended that in process of
producing textbooks, designer and illustrators should
be more careful about the effect of images on student’s
motivation and creativity.
 Uniqueness of our books

To align the curricula with the Aims of Education in the 21st

Century, the Curriculum Development Team has conducted a
holistic review of the curricula and developed an open and
flexible curriculum framework that caters for students’ diverse
needs. The current curriculum aims to help students learn how to
learn, cultivate positive values and attitudes, and a commitment
to life-long learning. Being broad and balanced, the curriculum
promotes life-wide learning, whole-person development and the
development of generic skills for equipping students with
knowledge and skills to cope with challenges in the future.
The following sections describe the main features which
characterize quality textbooks.

Content (C)

A textbook of a particular subject area manifests or translates

the four components of the curriculum (aims, content,
learning/teaching strategies, assessment) for the purpose of
student learning.

C - The aims, targets and objectives align with those laid

1 down in the relevant curriculum or subject guide.
C - The content is self-contained and sufficient to address
2 effectively the learning targets of the curriculum without
requiring the use of additional supplementary materials
associated with the textbooks. The core elements of the
subject curriculum are included. No superfluous
information is covered, in order to leave room for
students to learn how to learn. If the materials included
are non-core, non-foundation topics or serve for
enrichment only, they should be properly indicated.
C - The content is current. Information and data are relevant
3 and accurate. The sources of information are appropriately
indicated.
Explanation with respect to pictures because language of
brain is pictography…
C - Concepts are correct and precise. Ideas are coherent.
4 There are adequate examples and illustrations. Such
examples and illustrations are interesting and relevant to
students’ experience. In the development of concepts, new
ones are built on old ones and are introduced when and
where appropriate.
C - There is an appropriate balance between depth and breadth
5 in the treatment of the subject content.
C - The level of difficulty of the content is consistent with
6 the curriculum requirements and the cognitive level of
students.
C - Appropriate consideration is given to students’ prior
7 knowledge and learning experience. There is continuity in
the development of concepts and skills to facilitate a
smooth transition between different key stages of learning
/ year levels. Connections between related topics or
concepts are highlighted. There is no unnecessary
repetition in content.
Use natural colures, because un-natural colors mostly
attract the child but its contradiction in natures
disturb them too badly…
 C - There are multiple perspectives and balanced viewpoints on
8 issues.
C - There is no bias in content, such as over-generalization
9 and stereotyping. The content and illustrations do not
carry any form of discrimination on the grounds of gender,
age, race, religion, culture, disability etc., nor do they
suggest exclusion.
C - To encourage and facilitate students to read larger
10 amounts of materials on their own, selected further
reading lists or related websites are included to let
students read extensively. An index is included to make
easy reference.

Learning and Teaching (L/T)

The development of generic skills is fostered by engaging

students in various learning activities to help students learn
how to learn. There is a balanced coverage of cognitive skills
of all levels, e.g. skills in information gathering,
remembering, focusing, organizing, integrating, analyzing,
generating, etc.

L/T – Generic skills are developed through learning and

1 teaching in the contexts of different subjects or KLAs.
(Exemplars are available in the relevant curriculum or
subject guides.)
L/T – There is a balanced coverage of cognitive skills of all
2 levels.
• Higher-order thinking skills which require analysis,
evaluation and judgement, and not just recalling and
comprehension of facts, are progressively incorporated
taking into consideration students’ ability and
developmental needs.
• Deep processing, critical and creative thinking are
encouraged through involving students in less
structured problems and more open-ended questions, and
further reading.
• Students are required to experience the process of
learning such as by searching for information from
various sources.
• Meta-cognitive skills, which include the ability to
analyze, evaluate and control one’s own thinking
processes and to plan one’s action strategically, are
also developed.
• Learning strategies are included, for example, in the
student’s guide, or suggested in learning activities.
 L/T – Positive values and attitudes are cultivated through the
3 learning and teaching in the contexts of different
subjects and KLAs. (Exemplars are available in the
relevant curriculum or subject guides.)
Head of all these books of syllabus is one person
therefore there are symmetry in all subject…
Example: Which type of grammar teach in class, same
use in science and mathematics…which type of
mathematics teach in class this mathematics use all
other subjects in numerical…all books have same level
of information and knowledge…

L/T – The content is arranged in suitable learning chunks,

4 which can be used independently or flexibly linked
together to form alternative learning paths to cater for
student diversity. The strategies and activities on
learning, teaching and assessment allow flexible use to
cater for students’ ability and learning styles, etc.
Appropriate support and challenging tasks are provided
to cater for students’ different abilities.

Learning activities which are essential to achieving the

learning targets are included. Students’ performance in these
activities provides feedback on how well they learn and
directions for further learning and teaching.

L/T –• Learning activities are designed to facilitate

5 students to actively integrate, practice and apply new
knowledge. To achieve such purposes, the CORE or other
similar models are used in designing learning tasks.
(CORE refers to: Connect to students’ prior
knowledge, Organize new content, Reflect on what has
been learned, and Extend by transferring knowledge to
new contexts).
• They foster life-long and life-wide learning, with
real life exposure and use of authentic materials and
community resources where appropriate.
L/T – The learning activities are interesting. They involve
6 and motivate students to learn.
L/T – The learning activities have clear instructions.
7
L/T – A range of varied and meaningful activities is provided.
8 Tasks and exercises are appropriate, balanced in number,
and congruent with the instructional strategies and
learning targets.
L/T - Suggestions for reflection, self-, peer- and group-
9 assessment can be incorporated as appropriate to the
 learning objectives and learning activities in order to
help improve learning. Activities requiring extended and
open-ended responses and a variety of response styles
with considerable elaboration are included. The
activities help students recognize the objectives of the
chapters/units as well as their own learning goals,
assess their own learning, and reflect on what and how
they have learned so as to enable them to take further
steps to improve their learning.

Structure and Organization (S/O)

An appropriate structure of the content is provided to

facilitate learning.

S/O - The content sequence is appropriate and logical. Key

1 words and concepts are identified and highlighted.
S/O - The structure of the content is made apparent by means
2 of functional devices including table of contents,
chapter titles, headings and outlines.
S/O - An overview of the learning targets can be put at the
3 beginning and a summary at the end of each unit of study
/ chapter / module. A simple student’s guide can be put
in an introductory section to teach students how to use
the textbook.

Language (L)

Textbooks are important sources of reading for students. The

amount and quality of texts to be included therefore deserves
attention.

L - The texts are of high quality and facilitate students to

1 learn directly and independently from them, and construct
meaning on their own (i.e. read to learn). The level of
difficulty of the language is commensurate with the
language ability of the target students, with new
vocabulary progressively introduced in context at
appropriate times.
Key formula for these books: philosophy + theory
+ practical

L - Coherent passages are included to help students process

2 text content.
L - Students are provided with opportunities to make good use
3 of language to study the subject, i.e. to use reading,
writing, listening and speaking as tools to discover,
 clarify and extend meaning for constructing knowledge in
a given subject.
L - Familiar and interesting language is used to motivate
4 learning and understanding. The text connects with
students’ prior knowledge, for example, by including
analogies and examples that are familiar to students’
experience..
L - The language is accurate and precise.
5
L - Students are provided with help in understanding and
6 using the vocabulary and specific patterns of discourse
of the subject.

Textbook Layout (TL) – for printed textbooks only

TL - The layout is logical and consistent. The materials are

1 well-organized, with appropriate use of space and margin
for ease of reading, but avoiding unnecessary use of
blank space.
All books have etymological details…
TL - Illustrations such as photographs, pictures and graphs
2 are accurate, appropriate, effective and suitably
annotated to stimulate and facilitate learning. They
serve to direct students to the instructional focus
rather than distract them from it. A number of factors
come into play to make the graphics useful for learning.
Specifically,
• the graphics are relevant to the text. Photographs and
illustrations are not just added to lighten up the
presentation. Their reference to the text is obvious,
either through direct cueing or proximity to the
relevant text segment;
• the sequencing of the graphics is appropriate to show
a developmental process; and
• an appropriate balance is struck between text and
graphics.
TL - To help reduce the weight of textbooks, lightweight
3 paper is used. Textbooks can be separated into a few
thin volumes, printed in separate modules or bound in
loose-leaves. This can help develop in students the
ability to manage information as part of their learning.
They are thin and compact in size. The relative ease of
completion can help create a sense of satisfaction in
students.
TL - The design facilitates the reuse of textbooks. For
4 example, materials for one-off use (e.g. stickers that
can be used only once) and tearing off pages from the
 textbook should be avoided as far as possible. The
sources of figures and statistics, etc. are
appropriately indicated so that students can search for
the most up-to-date information if necessary.
TL - The font type is one that is commonly used. To avoid
5 confusion, the font type and font size are consistent
throughout the textbooks. Based on the “Eyecare”
Circular issued by the former Education Department (now
the Education Bureau), the minimum font size is
equivalent to font size 12 in “Microsoft Word” for
legibility. However, in order to avoid eye strain and
for more comfort of reading, larger size fonts are
recommended, especially for lower levels.
Knowledge transmission alone is no longer adequate, as the realm
of knowledge is infinite. Providing students with knowledge
alone is inadequate. Rather, we have to equip them with a
repertoire of skills for acquiring and building up knowledge and
instill in them a positive attitude for life-long learning.