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Background

Establishment:

The College of Education and Behavioral Studies (CEBS) had its beginnings in 1952, initially offering major area courses in the then Arts Faculty. In 1963, it was promoted to the level of Faculty of Education and started training educators in different fields through its five Departments: Elementary Education, Secondary Education, Psychology, Library Science, and Technical Teacher Education.

Mission and Vision:

The overall mission of the CEBS is to undertake teaching, research, and community services geared to the development of the education sector and related fields. More specifically, the mission of the College is to:

  • Prepare high-caliber, committed, confident and socially responsible educators, educational policy analysts, educational planners, educational managers/leaders, human resources developers, trainers and teachers;
  • Support the implementation of the University-wide reform in educational management, pedagogy and curriculum through capacity building endeavors;
  • Undertake educational research to generate new and innovative approaches; and enhance the dissemination of outputs through nationally and internationally recognized journals and related publications;
  • Forge and promote partnerships locally and internationally so as to enhance the development of networks in the area of education and educational research;
  • Establish learning and teaching; educational policy and leadership study; and early childhood care and education (ECCE) centers;
  • Establish primary and secondary model schools that can also be used to test innovations and train would-be teachers; and
  • Provide consultancy services for educational institutions, the public and policymakers.

As a vision, the CEBS aspires to be the center of excellence in teacher education, educational management, educational research and training through the extensive use of modern information and educational communication technologies at all levels. The College maintains, as its core values, the cherished ethical, intellectual, personal and social values that influence the choice of teaching methods, research agenda, and dissemination of research results.