Health & Bioscience Entry Requirements For
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Public Examinations Examined
Public Examinations Examined Public Examinations igh-stakes public examinations exert a dominant influence in most education systems. They affect both teacher and student behavior, especially at the middle and upper levels Hof secondary education. The content of past examinations tends to dictate what is taught and how it is taught and, more important, what is learned and how it is learned. By changing aspects of these examinations, especially their content and format, education systems can have a strong positive impact on teacher behavior and student learning, help raise student achieve- ment levels, and better prepare students for tertiary-level education and for employment. Ex- amination agencies, many of which have followed the same procedures over decades, can learn from the successes and failures of other systems. This book addresses current issues related to the development, administration, scoring, and usage of these high-stakes public examinations, identifying key issues and problems related to examinations in many emerging market economies as well as in advanced economies. The book’s primary audience consists of public examination officials on national, regional, and state examination boards, but the book should also be of interest to senior education policy makers concerned with certification and learning achievement standards, to academics and researchers interested in educational assessment, to governmental and education agencies responsible for student selection, and to professionals at development organizations. “ This extremely well-written and comprehensive book offers a timely review of the diversity of public examination practices worldwide; of the tensions between examinations and learning; and of the technical expertise involved in the creation of valid, reliable, and fair assessments. -
Russian Federation
International Qualifications Assessment Service (IQAS) Government of Alberta COUNTRY EDUCATION PROFILE The Former USSR and the Russian Federation 2 Prepared by: International Qualifications Assessment Service (IQAS) Contact Information: International Qualifications Assessment Service (IQAS) 9th Floor, 108 Street Building, 9942 108 Street, Edmonton, Alberta, Canada T5K 2J5 Phone: 1 (780) 4272655 Fax: 1 (780) 4229734 © 2007 the Crown in right of the Province of Alberta, International Qualifications Assessment Service (IQAS) 3 TABLE OF CONTENTS TABLE OF CONTENTS........................................................................................................................ 4 LIST OF TABLES.................................................................................................................................. 7 LIST OF FIGURES.............................................................................................................................. 10 COUNTRY OVERVIEW..................................................................................................................... 11 HISTORICAL EDUCATION OVERVIEW........................................................................................ 17 EDUCATION IN THE FORMER USSR................................................................................................... 17 EDUCATION IN THE RUSSIAN FEDERATION AFTER 1991 .................................................................... 20 SCHOOL EDUCATION ..................................................................................................................... -
Politics of Quality in Education
Politics of Quality in Education The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisations and national policymakers for decades. Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations’ BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach. The book builds a comparative, sociohistorical, and transnational understanding of political relations in education, with a particular focus on the policies and practices of quality assurance and evaluation (QAE). Tracking QAE processes from international organisations to individual schools, contributors analyse how QAE changes the dynamics in the roles of state, expertise, and governance. The book demonstrates how national and sub-national actors play a central role in the adaptation, modification, or rejection of transnational policies. Politics of Quality in Education will be of great interest to academics, researchers, and postgraduate students engaged in the study of comparative and international education, as well as educational policy and politics. It should also be essential reading for practitioners and policymakers. Jaakko Kauko is Associate Professor of Education at the Faculty of Education, University of Tampere. His research focuses on the fields of education policy and comparative education. Risto Rinne is Professor of Education, Vice-Dean and Head of the Department of Education and the Centre for Research on Lifelong Learning and Education (CELE) at the University of Turku, Finland. He is a member of the Finnish Academy of Science and Letters and has published more than 500 scientific works. -
State of the Art Volume 11 Issue 4 2018
PSYCHOLOGY IN RUSSIA: STATE OF THE ART Volume 11 Issue 4 2018 Education and human development Effortful Control in Primary Schoolchildren: Links with Personality, Problem Behaviour, Academic Achievement, and Subjective Well-Being 2 O. S. Kornienko, E. N. Petrenko, I. V. Leto, N. A. Fedorova, H. R. Slobodskaya Academic Motivation of Elementary School Children in Two Educational Approaches — Innovative and Traditional 19 T. O. Gordeeva, O. A. Sychev, D. V. Pshenichnuk, A. N. Sidneva Comparing Spatial Ability of Male and Female Students Completing Humanities vs. Technical Degrees 37 E. A. Esipenko, E. P. Maslennikova, A. V. Budakova, K. R. Sharafieva, V. I. Ismatullina, I. V. Feklicheva, N. A. Chipeeva, E. L. Soldatova, Z. E. Borodaeva, K. Rimfeld, N. G. Shakeshaft, M. Malanchini, S. B. Malykh Spouses’ Psychological States and Family Relations in Families with Natural and Induced Pregnancies 50 T. G. Bokhan, O. V. Terekhina, M. V. Shabalovskaya, S. B. Leshchinskaia, A. V. Silaeva, E. A. Naku, F. Selita, L. A. Agarkova To Tell or Not to Tell: The Ethics and Law of Disclosing Health-Related Genetic Information to Family Members 68 R. Chapman, J. Devereux, V. Nanau, V. Smereczynska, D. Matsepuro, F. Selita The Role of Mathematical and Trait Anxiety in Mental Fatigue: an EEG Investigation 79 E. S. Zhban, M. V. Likhanov, I. M. Zakharov, E. M. Bezrukova, S. B. Malykh The Factorial Structure of Spatial Abilities in Russian and Chinese Students 96 M. V. Likhanov, V. I. Ismatullina, A. Y. Fenin, W. Wei, K. Rimfeld, E. P. Maslennikova, E.A. Esipenko, K. R. Sharafieva, I. V. Feklicheva, N. -
Relationship Between the Unified State Exam and Higher Education Performance
Relationship between the Unified State Exam and Higher Education Performance Tatyana Khavenson, Anna Solovyeva Tatyana Khavenson education. The research involved about Received in junior researcher at the International 19,000 students enrolled at five Russian August 2013 Laboratory for Education Policy Analy- universities between 2009 and 2011. As sis, Institute of Education, National Re- long as the sample included institutions search University—Higher School of of different profiles, individual regres- Economics. Email: [email protected] sions were calculated for each facul- Anna Solovyeva ty. A metaanalysis of regression coeffi- intern researcher at the International cients was performed later to bring the Laboratory for Education Policy Analy data together. Firstyear average grades sis, Institute of Education, National Re- were used as the key academic perfor- search University—Higher School of mance indicator. It was found that USE Economics. Email: soloveva.anna@ scores were only related to performance gmail.com in the second and the subsequent years through performance in the first year, i. e. Address: 13, Milyutinsky lane, Moscow, indirectly. The research results allow 101000, Russian Federation. to conclude that predictive capacity of Abstract. This paper analyzes the composite USE scores is high enough possibility of predicting performance to accept this examination as a valid ap- in higher education based on results of plicant selection tool. The paper also the Unified State Exam (USE). In par- analyzes the relationship between USE ticular, we test the hypothesis that USE scores and results of subjectspecif- scores in different subjects are equally ic academic competitions, another stu- efficient predictors of further academic dent selection tool. -
Exam Examinations: Unified State Examination 10 Years
Exam examinations: unified state examination 10 years 5 life hacks to prepare for the exam in English In Russia the law on the exam marks 10 years, but the concept of the exam much longer. First experiences with the implementation of a unified examination date back to 1997. Then, some schools have started testing according to the methodology of the exam. The tests were rather crude, but conceptualized. Ideologist of the introduction of the exam was the current rector of PFUR Vladimir Filippov and former Minister of education of the Russian Federation (Filippov also actively advocated the accession of Russia to the Bologna system of higher education). In an interview with TASS Filippov said: The idea (use) belongs to all our educational community. In the obvious form it was first put forward at the Congress of education workers in the Kremlin in early January 2000. Vladimir Filippov A year after the Congress in the Kremlin, in 2001, the experiment with the exam was conducted in the republics of Chuvashia, Mari El, Yakutia, Samara and Rostov regions. The students passed examinations in Russian language, mathematics, biology, physics, history, chemistry, and social studies. In those days, the results of a single test is not mandatory for admission to the University. But this changed in 2009, when the exam became compulsory. Today the exam is conducted for 18 subjects and is compulsory for all applicants to higher educational institutions. (source: greenmama.ru) Tested courses to prepare for the exam and the OGE In subsequent years, the list of regions, conducting exam, grew along with the number of participating pilot graduates. -
TESE Modelos Mistos E Cotas No Acesso Ao Ensino
NORMA SOUZA DE OLIVEIRA MODELOS MISTOS E COTAS NO ACESSO AO ENSINO SUPERIOR : O CASO DO IFBA LAVRAS - MG 2013 NORMA SOUZA DE OLIVEIRA MODELOS MISTOS E COTAS NO ACESSO AO ENSINO SUPERIOR: O CASO DO IFBA Tese apresentada à Universidade Federal de Lavras, como parte das exigências do Programa de Pós- Graduação em Estatística e Experimentação Agropecuária, área de concentração em Estatística e Experimentação Agropecuária, para a obtenção do título de Doutora. Orientador Dr. Júlio Sílvio de Sousa Bueno Filho LAVRAS - MG 2013 Ficha Catalográfica Elaborada pela Coordenadoria de Produtos e Serviços da Biblioteca Universitária da UFLA Oliveira, Norma Souza de. Modelos mistos e cotas no acesso ao ensino superior : o caso do IFBA / Norma Souza de Oliveira. – Lavras : UFLA, 2013. 114 p. : il. Tese (doutorado) – Universidade Federal de Lavras, 2013. Orientador: Júlio Sílvio Souza Bueno Filho. Bibliografia. 1. Ações afirmativas. 2. Cotas. 3. Etnia. 4. Modelos lineares mistos. 5. Vestibular. I. Universidade Federal de Lavras. II. Título. CDD – 519.53 NORMA SOUZA DE OLIVEIRA MODELOS MISTOS E COTAS NO ACESSO AO ENSINO SUPERIOR: O CASO DO IFBA Tese apresentada à Universidade Federal de Lavras, como parte das exigências do Programa de Pós- Graduação em Estatística e Experimentação Agropecuária, área de concentração em Estatística e Experimentação Agropecuária, para a obtenção do título de Doutora. APROVADA em 14 de junho de 2013. Dra. Denise Nunes Viola UFBA Dr. Cláudio Orlando C. do Nascimento UFRB Dr. Renato Ribeiro de Lima UFLA Dr. João Domingos Scalon UFLA Dr. Júlio Sílvio de Sousa Bueno Filho Orientador LAVRAS - MG 2013 Às duas mulheres mais importantes da minha vida, que, infelizmente, não estão mais ao meu lado: minha mãe e minha tia Lindaura, o pouco que consegui nessa vida agradeço às duas. -
Approved International Qualifications List Note
Approved International Qualifications List Note: Some qualifications can only be submitted as final results. Applicants using those qualifications must submit their final results when they apply. See the charts below for qualifications that will accept predictions and final results, as well for qualifications that require final results only. Predictions or Final Results Permitted A levels (all UK exam boards)- does not include Cameroon, Mauritius (apart from Edexcel) or Rwanda IB (International Baccalaureate) Pre U Examinations European Baccalaureate French Baccalauréat WASSCE (WAEC only)- The Gambia, Ghana, Liberia, Nigeria, Sierra Leone Albania Matura Shtetërore Algeria Enseignement Secondaire Armenia Araratian Baccalaureate Armenia Unified State Exams Australia ATAR/OP Austria Zentralmatura Bahrain Tawjihia (Secondary School Leaving Certificate) Bangladesh Higher Secondary Certificate (HSC) Exams Belarus Belarussian Central Testing Diploma van Hoger Secundair Onderwijs / Certificat d'Enseignement Secondaire Supérieur / Belgium Abschlusszeugnis der Oberstufe des Sekundarunterrichts (certificate) Bhutan BHSEC Brunei Brunei Cambridge Advanced Level Certificate of Education Bulgaria матура (Matura) Caribbean Caribbean Advanced Proficiency Examination II China Joint Entrance Examination (JEE) 港澳台联招考试 China GaoKao Cote D’Ivoire Baccalauréat Croatia Državna matura (Matura) Cyprus Παγκύπριες Εξετάσεις (Pancyprian Examinations) Czech Republic Maturitní zkouška Denmark Studentereksamen Denmark Hojere Foreberedelseseksamen Egypt Certificate of -
The Unified State Examination
HERBHigher Education in Russia and Beyond The Mechanisms of Admission to Universities and the Accessibility of Higher Education ISSUE 1(26) SPRING 2021 Dear colleagues, This issue studies national admission systems to higher education and how the existing institutional framework is related to indicators of accessibility. There are various models of the transition from secondary to higher education, and institutional structure of the educational system largely determines educational policy, and also shapes the applicant’s expectations for higher education. The student selection is associated with the general accessibility of higher education. We start with the cases of post-Soviet countries, which had a common institutional legacy, experienced common problems, and transformed their admission systems to standardized exams as a response to the new challenges. Next, we focus on the admission system in Russia in more detail by describing the advantages of the Unified State Examination (USE), discussing Olympiads as the alternative way of admission to higher education, and considering the mechanisms of inequality under the standardized admission system. Two interesting international cases complete this issue. We study the experience of China, which is making the transition to a knowledge economy and is an active player in the international academic sector. The second case is Poland, which experienced the same political and economic processes as the majority of the post-Soviet countries, and where reforms in higher education were affected by these transformations. The articles have been prepared by experts in the field of higher education: academic researchers and practitioners who administer national university admission systems. This combination allows us to consider the issues of admission to universities from various angles. -
Examinations and Conditions for Foreign Student Admission from 2015-2016 Academic Year Onwards
EXAMINATIONS AND CONDITIONS FOR FOREIGN STUDENT ADMISSION FROM 2015-2016 ACADEMIC YEAR ONWARDS Abitur (German Bachelor’s Degree) Maximum 4 (1-4) ACT (American College Test) Minimum 22 points in Scientific Reasoning, Mathematics and Composite points Afghanistan National University Entrance Examination (Concours-KONKURS General Score 290/350 State Examination) Bangladesh Higher Secondary School Certificate (HSSC) / Diploma grade acquired after the Minimum 80% in the related field of study completion of 12-year-high school education Belgian Certificat d'Enseignment Secondair Superieur/Diploma Van Hoger Secundair Minimum 80% overall success with nol less than 80% Onderwijs in Mathematics Belarussian Attestat o Srednem (Polinom) Obshchem Obrazovanii/Belarussian Central Minimum 3/5 * Minimum 350 / 600 Testing University Entrance Examination held in Minimum 480 out of 750 in the related field People’s Republic of China (Gaokao) Indonesia UAN Test (Ujian Akhir Nasional) Minimum 6 French Bachelor’s Degree Diploma grade minimum 10 Level A in minimum 3 subjects one of which must be GCE (A Level) Test related to the field applied. Georgian Attestat o Srednem (Polinom) Minimum 3/5 Obshchem Obrazovanii Pishdaneshgahi graduation grade minimum 18/20 for the faculties of Medicine and Veterinary Medicine Iran (Diploma Debirestan ve Pişdaneşgahi) Pishdaneshgahi graduation grade minimum 15/20 for other faculties and vocational schools Minimum 90 points for the faculties of Medicine and Veterinary Medicine Minimum 85 points for the faculties of Engineering- -
Lokman Hekim University Directives for Acceptance of Students from Abroad
T. R. LOKMAN HEKIM UNIVERSITY DIRECTIVES FOR ACCEPTANCE OF STUDENTS FROM ABROAD TO UNDERGRADUATE AND ASSOCIATE DEGREE PROGRAMS (The directive was accepted at the meeting of the Senate of Lokman Hekim University on January 11, 2019; it was revised at the meetings held on March 04, April 24, July 19 and November 21, 2019 and it was reviewed and approved by YOK (Council of Higher Education) on March 11, 2020.) SECTION ONE Aim, Scope, Basis (Amaç, Kapsam, Dayanak) Aim- Amaç ARTICLE 1- (1) The aim of this Directive is to determine the principles regarding the admission of students from abroad to associate degree and undergraduate level diploma programs carried out at Lokman Hekim University. Scope- Kapsam ARTICLE 2- (1) This Directive covers the conditions for quota determination, application, acceptance and evaluation regarding admission of students from abroad. Basis-Dayanak ARTICLE 3- (1) This Directive has been prepared on the basis of the Admissions Principles determined at the meeting of the General Assembly of Higher Education dated 13/12/2015. Definitions- Tanımlar ARTICLE 4- (1) In this Directive; a) University (LHU) means Lokman Hekim University, b) President means President of Lokman Hekim University, c) Senate means senate of Lokman Hekim University, d) Faculty means Lokman Hekim University Faculties, e) Vocational School means Vocational Schools of Lokman Hekim University, f) LHUYOS means Lokman Hekim University Foreign (International) Student Exam, g) English Preparatory Program means Lokman Hekim University English Preparatory -
UVA BACHELOR DIPLOMA REQUIREMENTS 2020 Last Updated: 10 October 2019
UVA BACHELOR DIPLOMA REQUIREMENTS 2020 Last updated: 10 October 2019 The information presented here may not be exhaustive and is subject to change. Please check our website regularly for updates. Please notify us if the information seems to be incorrect or incomplete. Country Basic requirements Extra/alternative requirements per programme Albania Diplomë e Maturës Shtetërore / Diploma e Maturës B Politics, Psychology, Law and Economics: Shteteröre Profesionale GPA: 8.5 | Math: 6 | English: 9.5 Aruba VWO diploma B Actuarial Science: Wiskunde B B Business Administration: Wiskunde A or B B Econometrics: Wiskunde B B Economics and Business Economics: Wiskunde A or B B Psychology: Wiskunde A or B B Politics, Psychology, Law and Economics: GPA: 7 | Math: 6 (wis A/B) | English: 8 Australia Secondary school certificate in combination with an B Politics, Psychology, Law and Economics: ATAR score that exceeds 85 or an Overall Position GPA: 5.4/67 | Math: 4.3/56 | English: native (Queensland) of 7 or lower Austria Reifezeugnis/Reifeprüfungszeugnis (AHS); Reife- und B Politics, Psychology, Law and Economics: Diplomprüfungszeugnis (BHS) GPA: 3.2 | Math:4/Genugend | English: 1.5/sehr gut Belgium Diploma van Secundair Onderwijs, richting Algemeen B Politics, Psychology, Law and Economics: Secundair Onderwijs (ASO); Certificat d'Enseignement GPA: 71/15 | Math: 60/12 | English: 81/19 Secondaire Supérieur (enseignement general & artistique/technique) Bosnia and Diploma o Položenom Maturskom Ispitu / Diploma o B Politics, Psychology, Law and Economics: Herzegovina