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Index of Educational Terms 2Nd Edition Now with Farsi
INTERNATIONAL EDUCATION RESEARCH FOUNDATION ® Index of Educational Terms 2nd Edition now with Farsi 1969-2019 Celebrating 50 years of service Index of Educational Terms We are pleased to present this 2nd edition of the Index of Educational Terms, as part of IERF’s 50th anniversary celebration. This handy resource can trace its beginnings to the 1979 publication of The Glossary of Foreign Educational Terms. Developed by Theodore Sharp, IERF’s co-founder, The Glossary focused on a selection of languages from Europe and Latin America. The Index of Educational Terms, compiled by IERF evaluators, provides glossaries from 11 major languages around the world, including Arabic, Chinese and Russian. This new edition, which now also includes Farsi, is intended as a handy tool for admissions officers, credentials analysts and registrars, the Index of Educational Terms focuses on the most commonly used terms found on international academic records. We are grateful for the enthusiastic feedback we have received over the years, since its first release in 2012. I would like to give special thanks to the following individuals for their hard work and for making this possible: Editors: Emily Tse Alice Tang Contributors: Liana Amelova Andrej Molchan Andrea Ben Zion Maryam Rawson Daniel Borhanian Irene Romo Joshua Everett Amy Santiago Matthew Fisher Traci Wells Victoria Haydenko Alvin Yin I-Hsing Lin Nina Zhao Finally, I would also like to express my appreciation to our colleagues, Ujjaini Sahasrabudhe and Herman de Leeuw, for their kind support and feedback. -
The Emergence of Selective Admission Policies in Dutch Higher Education - a Case Study on Amsterdam University College
Research & Occasional Paper Series: CSHE.15.10 UNIVERSITY OF CALIFORNIA, BERKELEY http://cshe.berkeley.edu/ EXCELLENCE AND DIVERSITY: The Emergence of Selective Admission Policies in Dutch Higher Education - A Case Study on Amsterdam University College October 2010 Christoffel Reumer & Marijk van der Wende1 Amsterdam University College and VU University Amsterdam Copyright 2010 Christoffel Reumer and Marijk van der Wende, all rights reserved. ABSTRACT This paper explores the emergence of selective admission policies in Dutch university education. Such policies are being developed to promote excellence in a higher education system that is generally known to be “egalitarian” and increasingly criticized for a lack of differentiation. The changing policy context of admission in Dutch university education and its driving forces and rationales are discussed in the context of European-wide developments such as the Bologna Process. Especially the emergence of selective liberal arts colleges will be presented as a recent excellence initiative. A review of international trends, methods and criteria in selective admission (notably from systems with extensive experience in this field such as the USA), including historical pitfalls, provides an analytical framework for the discussion of the fostering of excellence in combination with the aim for diversity in the student population. The predictive value of selection methods and criteria used at Amsterdam University College (AUC) are evaluated against the study progress and performance of AUC students. This includes academic criteria such as GPA in secondary school, and AUC’s use of interviews. Examining data from AUC’s first entering class in 2009, the college has achieved enrolling students from different national and socioeconomic backgrounds. -
The Emergence of Selective Admission Policies in Dutch Higher Education - a Case Study on Amsterdam University College
Research & Occasional Paper Series: CSHE.15.10 UNIVERSITY OF CALIFORNIA, BERKELEY http://cshe.berkeley.edu/ EXCELLENCE AND DIVERSITY: The Emergence of Selective Admission Policies in Dutch Higher Education - A Case Study on Amsterdam University College October 2010 Christoffel Reumer & Marijk van der Wende1 Amsterdam University College and VU University Amsterdam Copyright 2010 Christoffel Reumer and Marijk van der Wende, all rights reserved. ABSTRACT This paper explores the emergence of selective admission policies in Dutch university education. Such policies are being developed to promote excellence in a higher education system that is generally known to be “egalitarian” and increasingly criticized for a lack of differentiation. The changing policy context of admission in Dutch university education and its driving forces and rationales are discussed in the context of European-wide developments such as the Bologna Process. Especially the emergence of selective liberal arts colleges will be presented as a recent excellence initiative. A review of international trends, methods and criteria in selective admission (notably from systems with extensive experience in this field such as the USA), including historical pitfalls, provides an analytical framework for the discussion of the fostering of excellence in combination with the aim for diversity in the student population. The predictive value of selection methods and criteria used at Amsterdam University College (AUC) are evaluated against the study progress and performance of AUC students. This includes academic criteria such as GPA in secondary school, and AUC’s use of interviews. Examining data from AUC’s first entering class in 2009, the college has achieved enrolling students from different national and socioeconomic backgrounds. -
International Guide International 800.697.1871 Toll Free 630.617.5501 Fax [email protected] E-Mail Undergraduate Admission
To be completed by applicant; please type or print in ink. for Undergraduate & Graduate Admission Office of Admission 190 Prospect Avenue Elmhurst, Illinois 60126-3296 630.617.3400 telephone International Guide International 800.697.1871 toll free 630.617.5501 fax [email protected] e-mail This guide provides a list of additional TOEFL Print Resources information that the College requires (or Post Office Box 6154 Annual Register of Grant Support: A may require) from applicants who are not Princeton, New Jersey 08541 Directory of Funding Sources. Published citizens or permanent residents of the Phone: 609-771-7100 annually in September; $130 plus ship- United States. It also provides such stu- 800-GOTOEFL ping. National Register Publishing, dents with information regarding financial Fax: 609-731-7500 Macmillan Directory Division, 3004 assistance to help cover the cost of their E-mail: toefl@ets.org Glenview Road, Wilmette, Illinois 60091 college education. www.toefl.org USA. (708) 256-6067; fax (708) 441-2152 Documents Required of All Michigan English Language Assessment Chronicle Financial Aid Guide. Published International Applicants Battery annually in September; $19.97 plus ship- Declaration and Certification of Finances www.lsa.umich.edu/eli/register.htm# ping. Chronicle Guidance Publications, for International Students unitedstates Aurora Street, PO Box 1190, Moravia, New This form is required of all students seek- York 13118 USA. (315) 497- 0330 ing an F-1 Student Visa. You must com- English Language Proficiency Test plete this form and return it to Elmhurst’s (ELPT-SAT II) Scholarships and Grants for Study or Office of Admission before a Form I-20 is College Board Research in the U.S.A.: A Scholarship released to you. -
DOCUMENT RESUME ED 424 165 Secondary Education In
DOCUMENT RESUME ED 424 165 SO 029 265 TITLE Secondary Education in the European Union: Structures, Organisation and Administration. INSTITUTION EURYDICE European Unit, Brussels (Belgium). ISBN ISBN-2-87116-263-8 PUB DATE 1997-00-00 NOTE 194p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Comparative Education; *Educational Philosophy; *Educational Policy; Educational Principles; *Educational Trends; Foreign Countries; International Cooperation; International Relations; *Secondary Education IDENTIFIERS Europe; European Union ABSTRACT This study examines the existing secondary education structures of the European Union member nations, the organization of education, teacher training, and the way in which secondary education is managed in Europe today. The three European Free Trade Association/European Economic Area (EFTA/EEC) countries (Iceland, Liechtenstein, and Norway) also are included in the study. The four chapters aim to facilitate an approach to the various issues confronting secondary education in the countries. Chapter 1 addresses the structure of secondary education, situates it within the education systems as a whole, and looks at the various branches and pupil mobility within the systems. Chapter 2 deals with the .nternal organization of secondary schools and aims to describe and compare the situation in kvarious countries in terms of the way school time is organized, the subjects taught, and the types of assessment and certification used. This chapter also deals with p3dagogical approaches to combating school failure. Chapter 3 /focuses specifically on initial teacher training for secondary education. Chapter 4, on administration, addresses decision-making and gauges the extent to which this has devolved to regional and local levels, as well as to individual schools themselves, in areas such as the planning, structure and educational organization of secondary education and the management of teaching staff. -
Background Paper and Brief for the Review of Leaving Certificate Classical Languages
Background Paper and Brief for the Review of Leaving Certificate Classical Languages November 2020 May 2020 2 Contents 1. Introduction 5 2. Background 6 2.1 Numbers of students taking Latin and Ancient Greek 8 2.2 Conclusion 11 Summary 12 3. Classics and classical languages in the curriculum 13 3.1 Junior Cycle Classics 13 3.2 The Junior Cycle Classics specification 13 3.3 Languages in the Junior Cycle Classics specification 14 3.4 Assessment of classical languages in JC Classics curriculum 15 3.5 Leaving Certificate Classical Studies 16 3.6 Current arrangements for Leaving Certificate Latin and Ancient Greek 17 Latin 18 3.7 Conclusion 19 Summary 19 4. International curriculum for classical languages 21 4.1 Introduction 21 4.2 Background 21 4.3 A-level Latin and Classical Greek (UK) 22 4.4 Ontario, Canada 23 4.5 Australia 24 4.6 Netherlands 24 4.7 Conclusion 25 Summary 26 5. A framework approach to curriculum design in languages 27 3 6. Observations and conclusions 28 7. Subject specifications in senior cycle 30 8. Brief for the review of Leaving Certificate Ancient Greek and Latin 31 References 33 4 1. Introduction This paper sets out the background and context for the proposed development of new arrangements for the study of Leaving Certificate Ancient Greek and Latin. This development follows the publication of a new Junior Cycle Classics specification, incorporating provision for the study of Ancient Greek and Latin, which was introduced to schools at the beginning of the school year 2019/20. It is also in the context of a new Leaving Certificate Classical Studies specification which is due to commence in schools in the 2021/22 school year. -
Maintaining Qualification and Assessment Standards: Summary of International Practice
This document is a confidential draft This report has been commissioned by the Office of Qualifications and Examinations Regulation. Report Maintaining qualification and assessment standards: summary of international practice National Foundation for Educational Research (NFER) This document is a confidential draft Maintaining qualification and assessment standards: summary of international practice Newman Burdett Emily Houghton Claire Sargent Jo Tisi First published by the Office of Qualifications and Examinations Regulation in 2013. © Crown Copyright 2013 Office of Qualifications and Examinations Regulation Spring Place Herald Avenue Coventry Business Park Coventry CV5 6UB How to cite this publication: Burdett, N., Houghton, E., Sargent C. and Tisi J. (2013). Maintaining Qualification and Assessment Standards: Summary of International Practice. Slough: NFER. This document is a confidential draft Contents 1 Executive Summary 1 1.1 Background and purpose of the report 1 1.2 Research aims 1 1.3 Findings 2 2 Introduction 4 3 Methodology 6 3.1 Research overview 6 3.2 Policy scoping 6 3.3 Literature review 7 3.4 Synthesis 7 4 Findings 8 4.1 The importance of context 8 4.2 Establishment of standards 8 4.3 Maintenance of standards 11 4.4 Reference testing 22 4.5 Post-examination reviews 22 5 Conclusion 24 References 25 Appendix A – Summaries of jurisdiction education systems 33 Alberta, Canada 36 Finland 43 France 48 Germany 52 Hong Kong 58 Massachusetts - USA 68 The Netherlands 74 New Zealand 80 Singapore 88 South Korea 93 Appendix B – Reference summaries 100 Appendix C – Search strategy 104 This document is a confidential draft This document is a confidential draft 1 Executive Summary 1.1 Background and purpose of the report Setting and maintaining standards is a technically challenging issue and one that attracts a lot of public interest. -
Assessment Disabled International Briefing
Assessment for disabled students: an international comparison QCA briefing document David Pepper International Unit Regulation & Standards Division 25 September 2007 Assessment for disabled students: an international comparison Contents Introduction ..................................................................................................................3 Control, terminology and mainstreaming .....................................................................4 Changes to assessment arrangements .......................................................................8 Sensory disabilities ...............................................................................................8 Physical and cognitive disabilities.........................................................................9 Dyslexia ..............................................................................................................10 Assessment exemptions .....................................................................................11 Assessment equity and validity...........................................................................11 Typology .............................................................................................................12 Limitations..................................................................................................................15 © 2007 Qualifications and Curriculum Authority 2 Assessment for disabled students: an international comparison Introduction This paper provides a briefing on assessment -
Retention and Attrition of Irish As a Second Language Murtagh, Lelia
University of Groningen Retention and attrition of Irish as a second language Murtagh, Lelia IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2003 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Murtagh, L. (2003). Retention and attrition of Irish as a second language: a longitudinal study of general and communicative proficiency in Irish among second level school leavers and the influence of instructional background, language use and attitude/motivation variables. s.n. Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). The publication may also be distributed here under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license. More information can be found on the University of Groningen website: https://www.rug.nl/library/open-access/self-archiving-pure/taverne- amendment. Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. -
Organisation of the Education System in the Netherlands 2008/09
Organisation of the education system in the Netherlands 2008/09 NL European Commission EURYBASE THE NETHERLANDS 1. Political, social and economic background and trends ......................................... 11 1.1. Historical overview........................................................................................................................................ 11 1.2. Main executive and legislative bodies................................................................................................... 14 1.3. Religions............................................................................................................................................................ 15 1.4. Languages........................................................................................................................................................ 15 1.5. Population........................................................................................................................................................ 16 1.6. Economy........................................................................................................................................................... 16 1.7. Statistics ............................................................................................................................................................ 17 1.7.1. Demographic statistics........................................................................................................................................17 1.7.2. Working -
Rätt Dokument Från Din Gymnasieutbildning Required
Rätt dokument från din gymnasieutbildning När du ansöker om en bedömning behöver du skicka in dokument som styrker att du har avslutat din gymnasieutbildning och som visar vilka kurser/ämnen som har ingått i utbildningen, alltså examensdokument och ämnesförteckning. Dessa dokument kan heta lite olika beroende på land och utbildningssystem. Här har vi samlat ihop vad de vanligaste dokumenten heter från respektive land. Vi bedömer andra avslutade gymnasieutbildningar också, men detta är namnet på de vanligaste. Dokumentens namn står på det språk som de är utfärdade på, vissa även på engelska. Required documents from your upper secondary education When applying for an evaluation of your upper secondary education, you need to submit certificate/s that show the qualification awarded and what subjects/courses that you have studied. The names of these documents vary between countries. To make it easier for you to submit the correct documents, we have put together the following list of the name of the most common documents that we require for evaluation. Please note that we evaluate other qualifications and documents that are not listed below – you can always contact us for more information. The names of the documents are written in the language in which they are issued, some also in English. 1 Required documents ﺷﮭﺎدت ﻧﺎﻣﮫ دوره ﺛﺎﻧﻮی Afghanistan دﺛﺎﻧﻮي ﺗﻌﻠﯿﻤﺎﺗﻮﺑﺮي ﻟﯿﮏ 12 Grade Graduation Certificate Before applying for a recognition of your education from UHR, you need to verify your educational documents as well as your identity with the Embassy of Afghanistan in Stockholm. You will find more information on the embassy website: www.embassyofafghanistan.se. -
European Glossary on Education, Volume 1 - Examinations, Qualifications and Titles Titles Examinations,And Qualifications- 1 Volume Education, on Glossaryeuropean
EURYDICE Directorate-General for Education and Culture European European Glossary on Education, volume 1 - Qualifications and Examinations, Titles European Glossary on Education Volume 1 – Second edition EURYDICE, the information network on education in Europe Examinations, Qualifications and Titles Eurydice is an institutional network for gathering, monitoring, processing and circulating reliable and readily comparable information on education systems and policies throughout Europe. The Network focuses primarily on the way education in Europe is structured and organised at all levels. Its publications output may be broadly divided into descriptions of national education systems, comparative studies devoted to specific topics, and indicators A and statistics. E Eurydice works mainly for those involved in educational policy-making nationally and in the European Union institutions, as well as at regional and local levels. However, its publications may be consulted by anyone and are available both in print and over the Internet. FK First launched by the European Community in 1980, the Eurydice Network consists of a European Unit set up by the European Commission in Brussels and National Units established by education ministries in all countries taking part in Socrates, the EU education action programme. Eurydice has been an integral part of Socrates since 1995. The Network boosts European cooperation in education by developing exchanges L of information about systems and policies and producing studies on issues common to G education systems. Eurydice is a dynamic interdependent Network to whose work all Units contribute. The T European Unit coordinates the activity of the Network, drafts and distributes most of its Ü publications, and designs and administers Eurydice databases and the central website.