We believe that education should be tailored to the needs of each child, and responsive to their different but developing abilities, irrespective of their age. One of the advantages of such a small school is that we get to know each child and their family to a depth that may not be possible in a larger school. This means we can give each child a personalized learning plan with all the advantages of, for example, one-to-one tuition as well as participation in group work and whole class teaching. We felt that we could develop a working partnership with parents who electively home school their children but still seek some support from the school system. We value the support of parents and members of the community who have the requisite skills, to help us enrich the curriculum. We therefore developed an approach, which provides:

 

 

 

 

  • mutual support – an opportunity for those who choose to educate at home to come together and receive additional support through sharing best practice
  • enhanced social development – opportunities for children who may be educated on their own at home to mix on a regular basis for learning and interacting with other children
  • dynamic teaching and learning – opportunities for mutual enrichment and exchange of ideas through a learning community of children, staff and parents in which there is ongoing dialogue about key aspects of teaching and learning that are evidence based.

 

 

A flexi-school approach, we believed, would bring financial benefits, shared ideas and shared resources. We wanted to offer a real alternative to parents through a more flexible approach to education that embraced and supported those parents and children who had made this choice but were uncertain about the legalities and practicalities of offering flexi-schooling.

 

We had some concerns about adding to the workload of our staff; for example, rigorous planning for, and assessing, continuity and progression of learning are crucial factors in achieving successful outcomes for each child. Organizational and timetabling difficulties had to be resolved; for example, many of our flexi-schooled children come from quite a distance and sometimes arrive late to school; some children may feel left out or marginalized if they miss events such as educational visits and birthdays. We were also concerned to ensure that children who attend full time did not feel ‘hard-done-by. 

 

 


 

 

The World map is changing rapidly, and many spots on the globe have become the land of conflict and turmoil. The results are millions of refugees and evacuees who survive poverty, ignorance, and illness. Moving towards the common cause and seeking a solution at our best capacity, Taleem M has formed a Union with the Islamic Cooperation Organization and highly recognized educational scholars in Malaysia, Education in Emergency International Company, EIE International Sdn Bhd.

 

The company aims at providing convenient and appropriate education for those who are surviving emergencies worldwide, as they inevitably need special education that matches the ordeals befallen to them. The educational scholars have developed the relevant curricula that qualify regular teachers to teach in emergencies, giving better effect to education, and nurturing students from the available resources considering the scarcity and irregularity of the educational situation on these lands.

 

TESC is launching an initiative to seek funds and support of international organizations in concern to influence and enhance the services and aids provided for education and training in such spots.

 

 

 

 


 

As we started venturing into the international schools market 15 years ago, there were no standardized Social Studies series for school students. Rather they had to study whatever relevant textbooks approved by the Educational System creators. However, this caused great alienation to students from their original culture and homes in the Middle East. TESC took the lead to author a textbook series for school students regarding Social Studies. TESC later entered into a joint venture with Pearson Education to publish the books and were first distributed for the Saudi market with a sales breakthrough from first year.

 

The books embrace six major strands, detailed in almost 5000 learning standards all through from Grade 1 to Grade 9. The Strands included:

  • History
  • Geography
  • Culture
  • Government
  • Science and Technology
  • Social Studies Skills

 

TESC is developing the initiative for Malaysia and the Far East countries with a similar series called "Regions" to bridge the gab between international students and Malaysia, and their homelands.

 

 

 


 

 

General Overview

This initiative is a Joint Venture between TESC and a technical robotics manufacturer to produce robotics educational framework in the form of regular curricular activities accompanying Math, Science, Engineering, and IT in which TESC takes over the educational side and technical partner carries out the robotic technology concerned.

 

Product Description

For every grade, every student will receive a robotics kit well developed to a certain level according to this grade’s knowledge range. Students will be required to practice and activity on robotics applying theories and concepts they study in Math, Science, and IT every week. Therefore, students will manage to develop their “Robotics Kits” on weekly basis according to their syllabi. By the end of the year, the product will be completely developed as a robot programmed to perform certain designated tasks. Final products will vary a bit from one grade to another, but the kits students receive at the beginning of the school year vary too much as they will be proportional with students’’ knowledge and mental age. Students receive such robotics kits and can bring them home or get them to the school according to the school’s weekly plan.

 

 

TESC Work on the Initiative

TPLA/TESC has a centralized educational framework that governs al schools owned or managed by our Center of Excellence in Teaching and Learning, which is the schools management center that does the educational research and has all educational resources for schools accordingly. In the Center of Excellence, TESC academic consultants have developed curricula guides for all subjects. Such curricula guides include alignment between learning standards and learning content students study at schools. It also includes specifications of the practices and activities that students do every week for every subject, bringing such studies to life and having fun as they experience the learning process. Relevant curricular activities are precisely explained and designed according to students’ knowledge range and mental capabilities.

TESC will endeavor to establish activities framework of such relevant subjects to be feasibly applied in robotics. TESC will designate the activities required in relevant subjects, relate them to learning standards and benchmarks, and describe the activities’ requirements and targets, and present educational advice on difficulty level according to students’ mental age and capabilities.

 

Initiative's Perspective and Potentials

The activities framework that TESC will produce will develop the project to be a curricular tool, in contradiction to the extracurricular concept in which all robotics projects are being introduced to schools. Accordingly, robotics will be accompanying tool of relevant subjects. Moreover, students will be interested to have a private kit at home to practice the concepts, and bring to school to submit assignments and review developments with teachers. Instead of equipping a school with a robotics lab, every student will take a kit to work on all year long, with an objective of ending up with a complete project. This will create “Project Based Learning” concepts and turns education into fun.

 

 



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