Education Charter International


The International Council welcomes the creation of Indian Federation of IPSP Association
03/24/2010, 9:02 am
Filed under: World

The International Council of CCLP Worldwide welcomes the establishment of Indian Federation of International Parliament for safety and Peace Association. The Federation is the affiliated and accredited national association of Inter-governmental Organization International Parliament for Safety and Peace, the new society of Nations based in Italy and parallel to United Nations.

Dr Vikrant Singh has been nominated as President of Indian Federation.
CCLP Worldwide and Indian Federation will work in the area of Education and peace
Indian Federation site may be visited at http://ipspindia.org


10 Comments so far
Leave a comment

Is really Good but how can participate from ghana

Comment by george adu mensah

Dear George

The membership to Indian Federation for IPSP Association is open for Indian National and hence you may not be eligible for membership. It would be good to join cclp worldwide to support the cause of both the organisation

Comment by cclpnews

Mis Felicitaciones.
Jenaro

Comment by Jenaro Romero Pastor

My most repeated congratulations to your organization.
Pastor Jenaro Romero, representative in the Kingdom of Spain.(Mission-spain@bunyoro-kitara.org)
Included in the Association of the representatives of the Bunyoro-Kitara Kingdom worldwide

Comment by Jenaro Romero Pastor

Dear Jenaro Romero Pastor,

Thank you for your kind support and comments for Education Charter International. We look forward for continued support and patronage from you

Dr Vinod Singh
Vice Chair-International Council
CCLP Worldwide

Comment by cclpnews

* EDUCATION AMBASADOR *

Dear Dr. Vinod Singh, my heartfelt thanks for his proposal to Ambassador of Education in the Kingdom of Spain.
Sincerely, with my respect and consideration.
Pastor Romero Jenaro
(Mission-Spain), Bunyoro-Kitara Kingdom

Comment by Jenaro Romero Pastor. Prof. MS.c. DS.c. Ph.D

A WISH FOR A BETTER EDUCATION FOR CHILDREN IN SPAIN AND WORLDWIDE.
This beautiful quote reflects the challenge facing our community to provide the best education for our children. We who live in areas adjacent to the Community of Madrid, now we are a community that has its own dynamic meeting itself, experiencing integration with new generations of families who come to the area, driven by love and faith in our institutions our nature, and enriching our human potential. In this process, shaping our community with a global realization that perhaps she herself suspicion and, above all, a living community, sensitive, whose people share values and interests: their love and respect for air, space, for animals and the beautiful landscape that surrounds us. In this context emerges as a central concern the education of our children. What are our needs and aspirations? What we really have? What school do we want?. We want educational excellence that will meet the central objective of the educational process, making people sensitive to their peers, open to the world and interested in the sciences, arts and letters, in harmony with the values that identify us as a community in the world. That is why we present our schools for the information and analysis of the parents / guardians. This is an invitation to join with conviction and commitment to this educational mission. For as we are interested in going to the gentle encounter with our identity, just as we drive our children to love the game itself. Our Mission In our schools will teach its students a quality education resources academic methodologies and modern, technologically advanced and to encourage participatory learning, making them familiar with the cultural heritage they left us the great civilizations and our historical roots, enriching their ability to think and create in a world of scientific and technological developments, artistic and cultural expression, social and historical events and boost their research culture in its entirety.
To fulfill this mission, in our schools, promote, pursue and develop: A style of education to encourage student self-motivation to acquire knowledge and enrich themselves as a person. A modern methodology and curriculum that will guide the faculty in the entire educational process, in order that the student: – – – – – – – – – – Develop your powers of observation and reflection. Develop your self-esteem. Develop your ability to be aware of what is happening in him and his environment. Learn to listen attentively and respectfully. Learn to communicate without negative emotional charge what he wants and feels. Learn to overcome your own fears and apprehensions. Respect the word. Be able to meet and interact with their social environment based on a thorough knowledge of himself, critically, dedication to service and constructive spirit. Be able to learn and reflect on their learning. Be able to cooperate in the learning of their peer group. – – – – – – – – – Schools contribute to the comprehensive training process stimulating: Equal opportunities for each student to develop their full potential. The habit and love of work, even the simplest tasks. An adult presence to dialogue in relation to which the students acquire competence to form the judgments made. The dialogue will always be based on pluralism and mutual respect. Adequate preparation for participation in the civic life of the nation. Opening its doors to cultural and recreational activities of the local community. Collaboration and cooperation with other schools, whether state or private, in a common effort, integrating the benefit of education. A human relationship style that promotes respect, friendship, true integration and healthy happiness among members of the educational community in the belief that daily activities are common source of personal development and spiritual enrichment. Respect and love for the environment in an active and integrated into the privileged educational program valuing environmental framework that is inserted each school. The academic demand fair and proper valuation of individual achievement. Our Vision We see education as an ongoing process that has as ultimate goal the formation of whole persons. Our educational effort aimed at training
conscious human beings, sensitive and supportive of the problems and challenges of society, seeking harmony with their environment, accepting themselves as the same way, accept and respect others and whose ultimate goal achieve self-fulfillment and happiness on the basis of their ability to give and receive love. Educating is therefore much more than the transmission and learning of knowledge and skills, is formed as people in the process of giving and receiving knowledge and effect, which will lead to the development of our happiness. Educating is also a joint effort. It influences the family, school and social environment and guaranteeing that surround the young. It is essential therefore that in the family and the school, as privileged spaces for the training, there is a communion of interests, values and ideals we seek to instill in our children so that young people are formed and developed in consistent environment between the two institutions. The school and the family should consider the learner, child or young person as a unique and singular. The responsibility of these two institutions for the formation of self-esteem and personal development and training involves the encouragement and guidance to promote the development of their potential to become citizen-subject, in addition to interest in academics and cultural , is able to love himself, to love their fellow humans and their environment. If we all apply ourselves in agreement, conviction and commitment, with a true spirit of partnership and through dialogue and the principle of good faith in this wonderful challenge as parents and school our part, we can successfully achieve the aims that we have raised. Educational value in schools will facilitate the training of people who excel in their maturity and moral and psychological balance. This mature person will be able to live and express themselves: self-control, so that can govern itself and be the lifestyle you want. Freedom of opinion and ability to think for himself, without disposition or prejudice of any kind. Responsibility for oneself and society: personal vocation and the maturity are meaningless without the awareness that leads to answer the tasks. The school is obliged, therefore, to trust their students progressively more responsibilities in the tasks to be educated and contribute to community life. Discipline, considered it as a principle governing the moral life in a dynamic of “always best.” The prevailing discipline in school should be built with conviction, assessment and requirements. Solidarity in community life and ability to sacrifice. Students should understand that he considers it wants and they are required capacity to give and communicate. Own identity and strong self-esteem will ensure that our
students develop their affection with nature and fullness and thus achieve an open and interact creatively with their peers and their community. Loyalty in the acts, frankness and truthfulness in word and thought. We hope that our students are genuine and sincere. Simplicity and humility in the acts and words. Respect for Persons: The Colleges are committed to respect the persons of their students, even in their rebellion legitimate, but demands of them, their parents and teachers, the same respect for people and for the ideals of the school in words and attitudes . Always emphasized the distinguishing characteristics that identify each individual and make them so appealing and enriching the human landscape. An intense spirituality based on moral and ethical awareness: The school is secular, open and welcoming of all faith or philosophy that respects their values education. For this purpose the construction plan and the curriculum will include a space for the full exercise of spirituality as a central element of encounter with oneself, with nature and with other members of the school community. OUR SCHOOLS The school for the Socialists is conceived as an educational institution, modern and dynamic, where its membership are an enabling environment and optimal conditions to develop their potential and to fully satisfy their individual and social interests. From there, our institution has as its primary purpose to strengthen the transcendent values of human beings. Our Concept of Student The Student: Our school promotes a type of training the individual whose parameters are fitted to the collective community and individual concerns. Human resources with which the institute is integrated cover, therefore, students, families, teachers, administrative staff and workers, professional, public and private cultural and educational institutions, business entities and business, political institutions, religious and military and, in general, all community resources that may constitute support for the achievement of a comprehensive training of students as human beings.
EDUCATIONAL PROJECT
Mission The spirit that guides the formation of our schools is clearly defined within the meaning of “priority target” to achieve a high level of education, according to the philosophical principles that promote the individual the opportunity to receive training for democratic a democratic society. It also defines and inspires a spirit of social justice and solidarity to be deprived in relations between individuals, within and outside the scope of the institution. Objectives
Join individuals characterized by a high level of academic training, in response to the needs of social and economic development of the country in general and the region in particular. Organize and develop institutional activities for the purpose of raising the academic performance and optimize utilization of available resources. Develop outreach programs, according to the needs of the region and country. Perform activities to link with other education institutions, especially those in the regions, in order to achieve a rational and efficient the objectives of the national education system. Securities full and autonomous development of our country needs human resources to fully understand the environment around them. In this sense, the school aims at structuring an educational whole harmonious, coherent and articulated, oriented towards achieving the goals and values that are needed to improve our quality of life, according to the best interests of the Spanish nation. Specific Projects Internet Internet Project is a program developed from this year and includes two key strategic areas: the use of Internet as a communication tool and research supported by the resources offered by the current Internet network is used in a project each of the teachers and students have their assigned E-Mail, through which the interaction takes place teacher – student. Tasks, assignments and research papers are sent via email and students, and their representatives, will have an opportunity to request and receive quick and timely information on the different subjects of their study program. In addition, the computer is used for didactic instruction, through various multimedia educational programs in different subjects, and computerized exams are scheduled. The library of the institution offering the program also incorporates computerized consultation service. MISSION STATEMENT The educational in our schools is based on the following mission statement: “To be an educational community that welcomes children and young people, making them partners in their learning by developing their potential in them, welcoming them into a family atmosphere, respect , tolerance and solidarity inspired lay spirituality, religious or not, take into account affinity of creeds and races, in order to make them free persons and capable of facing the challenges of Culture
The educational project educational poryectar attaches particular importance to training and socio-cultural cooperation of the students to develop social activities in cooperation and participation in global solidarity with the world related. It emphasizes the progressive achievement of autonomy in the intellectual, moral and social, preparing them for responsible freedom. We postulate that the learning and interest in learning, learning when the individual is motivated and the atmosphere makes it easy. Thus, the teacher is a facilitator of learning, giving the student adequate methods and techniques and awaken your interest. Learning should be individual and group, ie learning to work together. It is essential that the person to take care of itself and it is working with students in a “self-care plan” where they are taught to know and choose to any actions that will lead to optimal care in the physical , spiritual, moral and psychological. For all this process is essential to support the family, which is engaged in many activities. The project strengthens the role of teacher as integral educator, through ongoing training and collaborative and integrated work with the family. Different educational alternative to traditional Cognitive Curriculum and Cognitive Modifiability, make sense of joint projects between the levels of Education Early Childhood Education – General Education Students, and integration of children with learning difficulties. It is considered that: – All children have special needs, not just those who manifest explicitly. – It is essential to provide children with a strong conceptual basis in terms of knowledge begin to receive at school. – In child before they enter first grade, needs to reflect and understand what you are doing, as expressing the attitude from the start, you can accompany him on future school situations. The child must realize its meaning and purpose learning of their actions. Mediation provides an alternative to development of cognitive processes of the child. For this reason is that hosts Reuven Feuerstein’s theory because it offers a set of principles and beliefs in human beings, which become sources of continuous innovation. Important foundations for Schools
The importance of the harmonious development of the child from the earliest years in an environment favoring active learning. Belief in human modifiability, which allows reverse a difficult optimal through mediation. The relevance of a two-way relationship between cognition and affection. The belief in man as a positive person and full of potential that needs updating. One of the most important aspects of this form curriculum is that all professionals working with children, emphasize the potential rather than deficits. One of the basic premises of this curriculum is that “deficits are within the educational process, not in disadvantaged children.” This aspect manifests itself properly with the conceptual foundations of Cognitive Modifiability they have taken in the Colleges, in the belief that every child is capable of change through an effective educational intervention. Cognitive Modifiability: It raises the “learning to learn”, and is considered a structural change in patterns of cognitive development. In this context, it is considered the body as a system open to change through active modification, contrary to a passive acceptance of the difficulties that often lead to the resignation to the failure of the student, denying access to any kind of modifiability. The important feature of MC is to achieve internal change in the individual, from the assumption that intelligence is a dynamic process of self-regulation. The cognitive modifiability occurs through Mediated Learning Experience, and its main characteristic is the high degree of permanence, pervasiveness and significance of the change. From this perspective it is possible to visualize a way out of situations where the school reality becomes dramatic as the results obtained since the beginning of schooling and not cease until the upper grades. Teachers and educators: – consider the free speech of students in the class – all the content discussed in school – Dan opportunities for active exploration of their environment – Perform ongoing research. – They believe in the modifiability, etc … Pupils and students: – Share experiences and actively participate in the class – spoke freely choose activities and make decisions
– Gradually increasing self-esteem and achievement motivation show – Develop creativity and inferential-hypothetical thinking – activities tailored to their individual differences and learning pace – They ask questions constantly question and analyze – They share joint comments and Games – Analyze and reflect on the whole – Receive individual explanation by the teacher and immediate feedback. – They express affection, etc … The educator, believes that: – The school must provide a learning process that is consistent with the characteristics of students and offering more relevant to their daily life. – It is relevant to the mediator’s role as guarantor of genuine understanding of the contents of learning by students and that, thus banishing the role of teaching established stereotypes that hinders the construction of meaning. – The fact that the teacher will take over as mediator of learning, involves a reflection on their pedagogical. – The educational process must be geared to the student’s strengths to their weaknesses. It is a desire, sometimes wishes if requested by power, become reality, For a world more just and better for all children in the world.
Jenaro Romero Pastor
(Mission-Spain)

Comment by Jenaro Romero Pastor. Prof. MS.c. DS.c. Ph.D

Dear Dr. Vinod.
Master in Early Childhood Education

E

Work Out:
Schools and educational institutions.

Objectives:
Providing specialized training in the chosen area within the field of early childhood education.

In the complex process that constitutes the integral formation of the individual, the references provided by the family, the school and all social, will be effective and
Optimization and become elements of the educational activities taking into account the characteristics and actual needs of children and their own potential.

The Master provides the necessary theoretical framework for intervention early childhood educator in various areas of primary care. Throughout the various thematic units of study addresses the teaching-learning process and its constituent elements: objectives, content, activities, teaching resources, methodological strategies, organization of space and time, and evaluation.

Methodology:
Material: It consists of literature (four teaching units with 1034 pages), self-assessment questionnaires and personal tutorial.

Program:
FIRST CYCLE: CHILDHOOD EDUCATION I

Teaching MEI101 childhood education.
MEI102 Children.
MEI103 Kindergartens and childcare in Spain
MEI104 Current models of early childhood education
MEI105 aprendizaje.Implicaciones Teaching-Didactic
Planning MEI106 care center for children.
MEI107 Programming.
Material MEI108 as an educational resource.
MEI109 Organization of space as an educational resource.
MEI110 time arrangements.
MEI111 Evaluation.
Diversity MEI112 educational and special educational needs.
MEI113 Resources for self-education and lifelong learning.
MEI114 cognitive and motor development.
MEI115 theories of human development.
Sensory MEI116.
Development MEI117 motor.
MEI118 Cognitive development.
Psychomotor MEI119.
Self MEI120
Bibliography

SECOND CYCLE: CHILDHOOD EDUCATION II

Expression and communication MEI201
MEI202 expression and communication.
MEI203 oral language.
MEI204 Juvenile literature.
MEI205 expression and body gestures.
Expression MEI206 plastic.
MEI207 rhythmic and musical language.
MEI208 logical-mathematical language.
MEI209 Other systems of expression and communication.
Project MEI210 globalization of expression and communication module.
Methodology MEI211 Game
Game MEI212 and development.
MEI213 Games.
Toy MEI214.
MEI215 Educator and fun model.
MEI216 programs and institutions offer lucid
MEI217 social media.
MEI218 Organization and programming of recreational activities.
MEI219 comment on the game.
MEI220 Attention to diversity.
Personal autonomy and health MEI221
Educator MEI222 child health agent.
MEI223 Health Education.
MEI224 Growth and physical development.
MEI225 Food and child nutrition.
MEI226 hygiene and rest.
MEI227 Childhood Diseases.
MEI228 Accident prevention in childhood.
MEI229 Habits of personal autonomy.
Self MEI230
Bibliography

CYCLE THREE: SPECIAL EDUCATION III

MEI301 social and emotional development
MEI302 Affective development.
MEI303 social development.
MEI304 moral development.
MEI305 sexual development.
MEI306 Educational intervention in social and emotional development
MEI307 problems and conduct disorders in childhood.
MEI308 Animation and Group Dynamics
MEI309 Animation as non-formal education.
MEI310 Foundations of Psychology and Applied Sociology
MEI311 processes and methods of intervention.
Kids entertainment MEI312: modalities and experiences.
MEI313 Leader: models and work situations.
Dynamic and energizing MEI314 groups.
Examples of dynamic MEI315.
MEI316 Training in workplaces
MEI317 Training in workplaces
Self MEI318
Bibliography

STAGE FOUR: NEW TECHNOLOGIES IN EDUCATION FOR CHILDREN

MEI105 Thoughts on new technologies in education
MEI106 A learning tool: the computer
Using the computer MEI107 psychomotor development
Development of cognitive skills MEI108
MEI109 develop skills related to identity
MEI110 skills with language and communication
Guidelines MEI111 basic living and social relationship
MEI112 Using the computer to discover the immediate environment
MEI113 Use of computers in the classroom
MEI114 aspects necessary to achieve curricular integration
MEI115 organizational elements
Methodological elements MEI117
Elements training MEI118
MEI119 Resources
MEI120 Corners in early childhood education
MEI121 Computer Corner
Variables MEI122 necessary for computer use
Space MEI123 computer in child education
MEI124 Activities for the computer’s corner
Activity MEI125 to start the computer knowledge
Education Software MEI126 network
MEI127 Final Project
References (8ueedodepa)

Request information and detailed schedule of the Master.
General Academic Coordinator CUE Pastor Genaro Romero, Ph.D. e-mail. JENAROME@cue.org.es

Entry requirements:
Graduates
The MS program is designed for working adults who already obtained a bachelor’s degree and who have sufficient professional experience. Can be completed in 24 months or sooner depending on credits earned and student motivation. The program also assesses the professional and academic experience of the student to obtain credit.

Comment:
MASTER CERTIFICATION
This certification is coordinated by the coordinator of CUE and CUE enrolled in college for promoting their own certificates and diplomas, so that once sent the Answer Sheet Assessment Test, a job summary of each module of study of 25 35 pages and passed the course and written and delivered and / or defense of the work to Master (Thesis), and approved this will extend the relevant certificate and diploma studies at the Professional Master student who credits his performance and outperformance.

mi Regards
Dr. Vinod.
Jenaro Romero Pastor

Comment by Jenaro Romero Pastor. Prof. MS.c. DS.c. Ph.D

we come from a land,where nature was humanities best friend.Neither could understand nor speak with each other,yet both learned to survive together in a destructive world.The silent fight,that arrogant march forward continues,only time can tell whether we refined history;or History defined us.

Comment by fipoibp

Dear Friends and Colleagues Worldwide CCLP
International Parliament for Safety and Peace, with its magnificent mission in the world, for humanity, you know that we have all over the world, and our commitment signed with the Secretary General of the United Nations, our zeal to put in achieving the objectives for the XXI century, in goals and needs that our humanity, and in all levels, persecution, state crime, injustice without end, dear friends we have much work to do, let us, in our efforts, with joy and hope by joining forces and people of pure heart in a better world for all citizens of this world we call our mother earth.
God bless.
Jenaro Rosemary

Comment by Jenaro Rosemary




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