The document provides information about the School of Electronic, Electrical and Systems Engineering at the University of Birmingham. It discusses the school's degree programs in Computer Systems Engineering and Electronic and Electrical Engineering. The programs are available as 3-year Bachelors or 4-year Masters degrees and include coursework, examinations, and individual and group projects. Students gain skills in areas like software design, electronics, and communications through modules and have opportunities for work experience.
The document discusses the ERAMIS Tempus Project, which aimed to establish a network of Master's degree programs in "Informatics as a Second Competence" across universities in Kazakhstan, Kyrgyzstan, and Russia with support from European universities. Key points discussed include:
- The project set up a network of 9 beneficiary universities and 5 European universities to offer interdisciplinary Master's programs in computer science.
- Over 100 students enrolled in the first year of the programs across the universities, and common syllabi were developed covering topics like algorithms, programming, and databases.
- Training sessions and seminars were conducted in Europe and beneficiary countries to support the programs.
- Tests were created
This document summarizes a presentation on baccalaureate pathways in technician education. It includes presentations from James Jacobs on applied baccalaureate degrees, Julia Panke Makela on identifying baccalaureate pathways affiliated with NSF projects, Barbara Anderegg on implications for practice, and Julia Panke Makela on next steps. The presentations covered topics like applied associate and baccalaureate degrees, a survey of NSF grantees about affiliated pathways, findings on program types and fields of study, and opportunities for further research.
The PROMIS project aimed to improve the quality and vocational focus of master's degrees in computer science in Central Asia. It sought to extend the existing ERAMIS academic network to additional countries, adapt teaching to students who work in parallel to their studies through flipped and work-integrated learning, improve relationships between universities and companies, and enhance the network through shared courses and materials. The project involved universities and companies from Central Asia, Europe, and Finland working together to strengthen informatics education in the region.
The aim of the section is to characterize the admission systems in the participating countries and based on the findings; determine a method of “Best Practice” for addressing both exclusion and admission. For partners in countries where there is need for system improvement, the findings will support suggestions for alterations to the appropriate national authority.
This document summarizes Judith Barna's presentation on teacher education in computer-assisted language learning and computer-mediated communication. It discusses the current teacher training curriculum in France, which includes some instruction on information and communication technologies but lacks practical experience using ICT in schools. A survey of local schools found basic computer resources but insufficient infrastructure. Analysis of trainee teachers' research projects found that while they acquired basic ICT skills, the link between technology-based language teaching and computer-mediated communication requires further examination, as does cooperation among teachers. However, trainee teachers reported that using ICT enhanced communication, group work, and student autonomy in heterogeneous classes.
Tempus PROMIS Work Plan (September 2014)PROMISproject
This document outlines the work packages (WPs) for a project called PROMIS. There are 8 WPs covering areas like creating new master's degrees, improving quality, professionalization, internationalization, sustainability, dissemination, quality assurance, and project management. Each WP is broken down into outcomes and activities with timelines. For example, WP1 focuses on creating new degrees and has activities like needs assessments, developing curricula, obtaining accreditation, and student enrollment between 2013-2015. WP2 aims to improve quality through activities such as training sessions, developing shared courses, and student evaluations between 2014-2016.
The document discusses the experiences of implementing a Master of Science in Agricultural Information and Communication Management (MSc AICM) program in Eastern and Central Africa. Key points:
1) A 2005 training needs assessment found few professionals in the region had skills in agricultural information and communication management.
2) The MSc AICM program was launched in 2008 at Egerton University in Kenya and has since expanded to the University of Nairobi and Haramaya University in Ethiopia.
3) To date, 85 students have graduated or are enrolled across the three universities, though the original goal was larger. Challenges include limited funding and capacity.
4) Opportunities for collaboration include internships
The document provides information about the School of Electronic, Electrical and Systems Engineering at the University of Birmingham. It discusses the school's degree programs in Computer Systems Engineering and Electronic and Electrical Engineering. The programs are available as 3-year Bachelors or 4-year Masters degrees and include coursework, examinations, and individual and group projects. Students gain skills in areas like software design, electronics, and communications through modules and have opportunities for work experience.
The document discusses the ERAMIS Tempus Project, which aimed to establish a network of Master's degree programs in "Informatics as a Second Competence" across universities in Kazakhstan, Kyrgyzstan, and Russia with support from European universities. Key points discussed include:
- The project set up a network of 9 beneficiary universities and 5 European universities to offer interdisciplinary Master's programs in computer science.
- Over 100 students enrolled in the first year of the programs across the universities, and common syllabi were developed covering topics like algorithms, programming, and databases.
- Training sessions and seminars were conducted in Europe and beneficiary countries to support the programs.
- Tests were created
This document summarizes a presentation on baccalaureate pathways in technician education. It includes presentations from James Jacobs on applied baccalaureate degrees, Julia Panke Makela on identifying baccalaureate pathways affiliated with NSF projects, Barbara Anderegg on implications for practice, and Julia Panke Makela on next steps. The presentations covered topics like applied associate and baccalaureate degrees, a survey of NSF grantees about affiliated pathways, findings on program types and fields of study, and opportunities for further research.
The PROMIS project aimed to improve the quality and vocational focus of master's degrees in computer science in Central Asia. It sought to extend the existing ERAMIS academic network to additional countries, adapt teaching to students who work in parallel to their studies through flipped and work-integrated learning, improve relationships between universities and companies, and enhance the network through shared courses and materials. The project involved universities and companies from Central Asia, Europe, and Finland working together to strengthen informatics education in the region.
The aim of the section is to characterize the admission systems in the participating countries and based on the findings; determine a method of “Best Practice” for addressing both exclusion and admission. For partners in countries where there is need for system improvement, the findings will support suggestions for alterations to the appropriate national authority.
This document summarizes Judith Barna's presentation on teacher education in computer-assisted language learning and computer-mediated communication. It discusses the current teacher training curriculum in France, which includes some instruction on information and communication technologies but lacks practical experience using ICT in schools. A survey of local schools found basic computer resources but insufficient infrastructure. Analysis of trainee teachers' research projects found that while they acquired basic ICT skills, the link between technology-based language teaching and computer-mediated communication requires further examination, as does cooperation among teachers. However, trainee teachers reported that using ICT enhanced communication, group work, and student autonomy in heterogeneous classes.
Tempus PROMIS Work Plan (September 2014)PROMISproject
This document outlines the work packages (WPs) for a project called PROMIS. There are 8 WPs covering areas like creating new master's degrees, improving quality, professionalization, internationalization, sustainability, dissemination, quality assurance, and project management. Each WP is broken down into outcomes and activities with timelines. For example, WP1 focuses on creating new degrees and has activities like needs assessments, developing curricula, obtaining accreditation, and student enrollment between 2013-2015. WP2 aims to improve quality through activities such as training sessions, developing shared courses, and student evaluations between 2014-2016.
The document discusses the experiences of implementing a Master of Science in Agricultural Information and Communication Management (MSc AICM) program in Eastern and Central Africa. Key points:
1) A 2005 training needs assessment found few professionals in the region had skills in agricultural information and communication management.
2) The MSc AICM program was launched in 2008 at Egerton University in Kenya and has since expanded to the University of Nairobi and Haramaya University in Ethiopia.
3) To date, 85 students have graduated or are enrolled across the three universities, though the original goal was larger. Challenges include limited funding and capacity.
4) Opportunities for collaboration include internships
NIELIT was previously known as DOEACC Society and is an autonomous scientific society under the Department of Electronics and Information Technology. It is involved in research and development, education, projects, e-governance, and e-learning. NIELIT offers O, A, B, C level courses equivalent to diploma, advanced diploma, MCA and M-Tech level courses. The DOEACC O level course is a one year diploma course that aims to provide fundamentals of IT tools, programming, web design and multimedia. It has theory and practical exams with minimum 50% required to pass. NIELIT has been a benchmark in IT education over the years.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
This document provides information about the revised fourth version of the DOEACC 'O' Level syllabus, effective January 2010. It outlines the structure and requirements of the DOEACC 'O' Level course. The course consists of four theory modules, one practical, and one project. It aims to produce junior programmers and EDP assistants equipped with the latest IT skills. Exam details like duration, passing marks, and grading system are also provided. Requirements for registration, eligibility, and validity periods are defined.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
NACME has worked since 1974 to increase underrepresented minority students in engineering by providing over $114 million in scholarships and support services to more than 22,000 students. It partners with 160 colleges and universities as well as leading corporations. NACME aims to sustain and grow the pool of underrepresented minority students in engineering through various pre-engineering, university, and research programs. One such program is a partnership with the Academy of Engineering to establish small learning communities in high schools to recruit more students, especially women and underrepresented minorities, into engineering careers and prepare them for postsecondary engineering programs.
Achieve Success with MUST University’s Computer Science Program!MUST University
The field of computer science is proving to be one of the fastest growing professions in the market. Career prospects for those who wish to enter the field are extremely high. If you wish to benefit from this rapid growth, then opt for MUST University’s School of Computer Science. We offer well-structured degree, diploma and certificate programs that cater to every avenue of Computer Science. Read through MUST University's Computer Science brochure to get all details related to programs’ application process, the courses offered, the benefits provided and the field’s career prospects.
This document outlines the roles and responsibilities for integrating technology across different levels of a school district. It describes how the superintendent creates a technology vision and plan implemented by principals. It also details the roles of technology specialists, teachers, principals, and others in supporting technology integration and professional development. The document evaluates technology use through student assessments, projects, teacher reports, and surveys to monitor progress and needs for improvement.
BC ministry of_education_e-learning_update_2010par5
Winkelmans, T. (2010). British Columbia Ministry of Education E-Learning Update 2010. Retrieved from http://cuebc.ca/cue/cuebc-conference/conference-2010/
The university has invested in attaining ISO 9001-2008 certification for quality management. It has completed 60% of the certification process, including implementers training, general staff awareness training, and gap analysis. The focus is now on finalizing documentation, launching the quality management system, and conducting internal and trial audits. Upon completing these steps and an external audit, the university expects to achieve full ISO 9001-2008 certification by the end of the year. This will help position the university competitively in the local, regional, and international markets.
Lorna Campbell received a Bachelor of Science (Hons) in Biotechnology from Dublin City University in November 2012. She obtained a 2nd class honors, division 2 classification. The 4-year program consisted of modules in areas such as biochemistry, microbiology, bioprocess engineering, and biotechnology. Lorna's studies were full-time and she was assessed through exams, coursework, and laboratory work. The diploma supplement provides information on the Irish higher education system, including the National Framework of Qualifications which recognizes degrees at levels 6 through 10.
Study program using cisco networking academy curriculum in transport and tele...ronan messi
The document discusses a study program at the Transport and Telecommunication Institute in Latvia that incorporates the Cisco Networking Academy curriculum. It analyzes the results of implementing the program since 2007. Student motivation and enrollment numbers declined during an economic crisis but have increased since, with many students from other programs taking Cisco courses. The program aims to provide professional skills in computer networks and certification. Analysis found students taking just the Cisco courses were often more motivated than those in the full study program.
James Cooper-Abel is applying for a game design course and has a passion for video games. He studied graphic design and art in secondary school which developed his creative skills. His current media course has helped him gain skills in Adobe programs and creating a music video, audio story, magazine cover and game animation. He wants to study game design at university to gain experience developing games and achieve his goal of becoming a game designer. In his spare time he enjoys playing video games which have inspired his career choice.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
Based on a SADC study on the capacity of open and distance learning (ODL) within four education sub-sectors - secondary education, teacher education, technical vocational education and training (TVET) and tertiary education –in Lesotho. Presented at the First International ODL Conference held at UNISA, Pretoria, 5 - 7 September 2012, the study highlights the potential for ODL to improve access to post-secondary education for marginalised community members while also raising challenges faced by ODL students in relation to poor infrastructural and pedagogic support, particularly in dual-mode institutions.
Este informe resume los resultados de las redes sociales de la empresa Texturas y Matices S.A. durante varios meses. En Facebook, la comunidad creció y hubo buena interacción gracias a contenido de diseño de interiores innovador y personas influyentes. En Twitter, se necesitan más publicaciones diarias debido a su alta frecuencia. Las publicaciones promocionales e informativas tuvieron mejor rendimiento. En Instagram, la mayoría de publicaciones recibieron pocos likes, mostrando diseños y ubicaciones. Se concluye que los resultados fueron favorables
NIELIT was previously known as DOEACC Society and is an autonomous scientific society under the Department of Electronics and Information Technology. It is involved in research and development, education, projects, e-governance, and e-learning. NIELIT offers O, A, B, C level courses equivalent to diploma, advanced diploma, MCA and M-Tech level courses. The DOEACC O level course is a one year diploma course that aims to provide fundamentals of IT tools, programming, web design and multimedia. It has theory and practical exams with minimum 50% required to pass. NIELIT has been a benchmark in IT education over the years.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
This document provides information about the revised fourth version of the DOEACC 'O' Level syllabus, effective January 2010. It outlines the structure and requirements of the DOEACC 'O' Level course. The course consists of four theory modules, one practical, and one project. It aims to produce junior programmers and EDP assistants equipped with the latest IT skills. Exam details like duration, passing marks, and grading system are also provided. Requirements for registration, eligibility, and validity periods are defined.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
NACME has worked since 1974 to increase underrepresented minority students in engineering by providing over $114 million in scholarships and support services to more than 22,000 students. It partners with 160 colleges and universities as well as leading corporations. NACME aims to sustain and grow the pool of underrepresented minority students in engineering through various pre-engineering, university, and research programs. One such program is a partnership with the Academy of Engineering to establish small learning communities in high schools to recruit more students, especially women and underrepresented minorities, into engineering careers and prepare them for postsecondary engineering programs.
Achieve Success with MUST University’s Computer Science Program!MUST University
The field of computer science is proving to be one of the fastest growing professions in the market. Career prospects for those who wish to enter the field are extremely high. If you wish to benefit from this rapid growth, then opt for MUST University’s School of Computer Science. We offer well-structured degree, diploma and certificate programs that cater to every avenue of Computer Science. Read through MUST University's Computer Science brochure to get all details related to programs’ application process, the courses offered, the benefits provided and the field’s career prospects.
This document outlines the roles and responsibilities for integrating technology across different levels of a school district. It describes how the superintendent creates a technology vision and plan implemented by principals. It also details the roles of technology specialists, teachers, principals, and others in supporting technology integration and professional development. The document evaluates technology use through student assessments, projects, teacher reports, and surveys to monitor progress and needs for improvement.
BC ministry of_education_e-learning_update_2010par5
Winkelmans, T. (2010). British Columbia Ministry of Education E-Learning Update 2010. Retrieved from http://cuebc.ca/cue/cuebc-conference/conference-2010/
The university has invested in attaining ISO 9001-2008 certification for quality management. It has completed 60% of the certification process, including implementers training, general staff awareness training, and gap analysis. The focus is now on finalizing documentation, launching the quality management system, and conducting internal and trial audits. Upon completing these steps and an external audit, the university expects to achieve full ISO 9001-2008 certification by the end of the year. This will help position the university competitively in the local, regional, and international markets.
Lorna Campbell received a Bachelor of Science (Hons) in Biotechnology from Dublin City University in November 2012. She obtained a 2nd class honors, division 2 classification. The 4-year program consisted of modules in areas such as biochemistry, microbiology, bioprocess engineering, and biotechnology. Lorna's studies were full-time and she was assessed through exams, coursework, and laboratory work. The diploma supplement provides information on the Irish higher education system, including the National Framework of Qualifications which recognizes degrees at levels 6 through 10.
Study program using cisco networking academy curriculum in transport and tele...ronan messi
The document discusses a study program at the Transport and Telecommunication Institute in Latvia that incorporates the Cisco Networking Academy curriculum. It analyzes the results of implementing the program since 2007. Student motivation and enrollment numbers declined during an economic crisis but have increased since, with many students from other programs taking Cisco courses. The program aims to provide professional skills in computer networks and certification. Analysis found students taking just the Cisco courses were often more motivated than those in the full study program.
James Cooper-Abel is applying for a game design course and has a passion for video games. He studied graphic design and art in secondary school which developed his creative skills. His current media course has helped him gain skills in Adobe programs and creating a music video, audio story, magazine cover and game animation. He wants to study game design at university to gain experience developing games and achieve his goal of becoming a game designer. In his spare time he enjoys playing video games which have inspired his career choice.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
Based on a SADC study on the capacity of open and distance learning (ODL) within four education sub-sectors - secondary education, teacher education, technical vocational education and training (TVET) and tertiary education –in Lesotho. Presented at the First International ODL Conference held at UNISA, Pretoria, 5 - 7 September 2012, the study highlights the potential for ODL to improve access to post-secondary education for marginalised community members while also raising challenges faced by ODL students in relation to poor infrastructural and pedagogic support, particularly in dual-mode institutions.
Este informe resume los resultados de las redes sociales de la empresa Texturas y Matices S.A. durante varios meses. En Facebook, la comunidad creció y hubo buena interacción gracias a contenido de diseño de interiores innovador y personas influyentes. En Twitter, se necesitan más publicaciones diarias debido a su alta frecuencia. Las publicaciones promocionales e informativas tuvieron mejor rendimiento. En Instagram, la mayoría de publicaciones recibieron pocos likes, mostrando diseños y ubicaciones. Se concluye que los resultados fueron favorables
Attract Project - Attractiveness of Being an Engineer Brooks Patrick
This document discusses strategies for attracting more students to engineering education. It defines engineers and examines perceptions of engineering in society. The document explores how engineers are defined, competencies required, and differences between academic and vocational engineering. It analyzes perceptions of engineering from surveys in multiple countries and discusses the positive and negative views. The labor market for engineers is also assessed using unemployment rates and statistics from different countries. Media coverage of engineering is evaluated from samples in Ireland and Portugal. The document concludes that changing perceptions of engineering and encouraging interest in both technical and soft skills can help recruit more students.
This document discusses the value propositions of enterprise architecture (EA) from an information technology perspective. It outlines perspectives within and outside an enterprise that can benefit from EA, including executive management who value business control, users who value productivity and mobility, and customers who value new products and services. The document also discusses IT alignment with a business, measures of EA value, and constraints on realizing EA value. Planning for value, relevant external research, and EA lifecycles are part of the EA value proposition. The nature of a business drives its information priorities, like capability solutions in certain domains.
There are 3 stereo types that business functions tend to gravitate towards. IT can only be effective if it occupies all 3, but usually it falls into a support the business role with a blinkered mindset. Enterprise Architecture helps
Enhancing the attractiveness of studies in science and technologyBrooks Patrick
This document summarizes the ATTRACT project which aims to enhance the attractiveness of studies in science and technology. The project involves 9 universities from 7 EU countries and has a budget of around 950,000 Euros. The project will examine barriers to attracting students to engineering studies and ways to retain students. It will develop best practices and recommendations through working groups and stakeholder workshops. Main events include meetings in Lisbon and Torino in 2011 and a final event in Stockholm in 2012.
Presentacion sobre fraude y matoneo en la i.efransuli
El documento habla sobre fraude y matoneo. Explica que el fraude es un engaño para obtener un beneficio a costa de otro y que el fraude electrónico se lleva a cabo a través de internet y computadoras. Describe algunas herramientas de fraude informático como spyware, spoofing, técnicas salami y phishing. También define diferentes tipos de personas que cometen fraude como phreakers, hackers, crackers y sniffers. Finalmente, define el matoneo escolar y matoneo cibernético como acoso psicológico o
No one implements PMOs in the same way. Typically a lot get stuck in a bureaucratic overhead mode. This slide pack discusses 4 general styles of PMO and the value that they add. It also sets the PMO in the context of a general IT capability and governance model.
Roderick Furmston-Evans i.furmston-evans@ntlworld.com
Este documento describe los principales riesgos que puede enfrentar una institución educativa debido al uso de Internet, como malware, spam, estafas, ciberacoso, grooming, sexting y robo de información. Explica cada uno de estos riesgos y cómo los usuarios pueden caer en ellos por engaños o errores. También presenta medidas básicas que los estudiantes deben tomar para navegar de forma segura en Internet y evitar ser víctimas de estas amenazas.
SPACEMATE® Presentation | KTH 27 October 2011Brooks Patrick
The document discusses the concepts of density, urban form, and their relationship to sustainability over time. It provides examples from Amsterdam between 1650-2000, showing how density and the urban footprint have changed historically. Key metrics for measuring density are introduced, including dwellings per hectare, floor space index, plot ratio, and other space index. Diagrams illustrate the relationships between these metrics and how varying one factor impacts the others. Optimal density levels are debated between historical figures like Raymond Unwin and Jane Jacobs. Higher density development is linked to lower energy consumption. Networks and connectivity are also covered in relation to density.
EL ENTORNO EXTERNO E INTERNO DE LA INSTITUCIÓN EDUCATIVA DEL DAGUA fransuli
Este documento presenta un análisis externo e interno de la Institución Educativa del Dagua con el fin de identificar las fortalezas, debilidades, oportunidades y amenazas en relación con el uso de las tecnologías de la información y la comunicación (TIC). Incluye un plan para aprovechar las TIC en los procesos de enseñanza-aprendizaje que consiste en una misión, visión, objetivos, metas, acciones concretas y indicadores de seguimiento. También presenta un cuadro de gestión educ
March 16, 2012 Technology Alliance Group (TAG) for Northwest Washington panel presentation by Jeff Wright (WWU), Dean of the College of Sciences & Technology; Janice Walker (WCC), Workforce Education Coordinator; and Sharon Carpenter (BTC), Dean of Professional Technical Education.
Bio link evaluation for sff - national program survey 6-1-12bio-link
The document summarizes the preliminary results of the 2011-2012 National Biotechnology/Life Sciences Program Survey. Some key findings include:
- There were 82 community colleges with biotechnology programs and over 3,300 total students enrolled across 252 programs. Program sizes have grown since previous surveys.
- The majority of students are female, non-white, and have some prior work or educational experience in bioscience fields.
- Programs collaborate extensively with local industry through advisory boards, internships, and guest instructors. Over 80% of programs believe industry certification would benefit students.
- Graduates most commonly find employment in bioscience or transfer to 4-year programs. Bio-Link has helped many programs
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
The 21st Century Campus: Are We There Yet? Challenges and Opportunities for ...Joshua Kim
The document examines the current and future role of technology in higher education based on a survey of over 1,000 students, faculty, and IT staff. It finds that while students believe technology is critical to their education, only 33% of faculty say it is fully integrated. There are also gaps between the collaborative technologies used on campus and those needed in the workplace. The document establishes a 21st Century Campus Index to rate schools' technology integration and identifies opportunities for institutions to better prepare students and faculty.
Design and Technology Association (DATA) summer school keynote 2015Ofsted
Keynote speech to the Design and Technology Association (DATA) summer school by Diana Choulerton, Ofsted's National Lead Design and Technology. In it Diana examines the current state of design and technology teaching, looking at the threats, challenges and opportunities ahead.
This Slideshare presentation is now complemented by a video of the speech: https://www.data.org.uk/campaigns/key-note-from-2015-dt-summer-school/
2011 Meet the Parents Session - 2NT (Year End)damaisec
1) The document outlines the agenda for a meet-the-parents session at a secondary school, including a review of exam results, progression opportunities, and ITE course requirements.
2) It provides details on the various NITEC courses offered at ITE, entry requirements, cut-off points, career prospects, and employment rates of ITE graduates.
3) The school shares plans for elective modules, adventure camps, and other programmes in 2012 to develop students holistically through the academic and co-curriculum curriculum.
The document outlines Taiwan's higher technological and vocational education system and focuses on YunTech university. It provides an overview of YunTech, including its mission to cultivate professionals, key facts about student enrollment and programs offered, achievements like the 1+4 student program, and goals for the future like becoming a globally recognized technological university.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
2011 Meet the Parents Session - 3NT (Year End)damaisec
This document summarizes a meet-the-parents session for parents of Secondary 3 Normal Technical students. It outlines the school's programs, including adventure camps to build camaraderie, extended classes to help students prepare for exams, and elective modules to expose students to possible career paths. It also discusses progression opportunities after Secondary 3 like Institute of Technical Education courses and career prospects. The school uses information and communication technologies like virtual learning environments and mobile learning trails to enhance teaching and learning.
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
This document discusses a project to develop a classification system for European higher education institutions. The goals are to increase transparency, provide a tool for research and policymaking, and help institutions with profiling and benchmarking. The project involves stakeholders and will create multidimensional schemes based on objective data like degrees offered, research output, student profiles and community engagement. An initial set of schemes was tested and a second set with revised indicators is being developed. The resulting classification aims to help various groups understand institutional characteristics while respecting diversity across European higher education.
This document provides background information about education in the United States presented by Dr. Rocco Tomazic, Superintendent of the Linden Public Schools. It discusses the authority and structure of education from the U.S. Constitution to state departments of education. It also describes New Jersey's core curriculum standards, graduation requirements, and the development of the Common Core State Standards. The presentation concludes with an overview of the Linden Public School district, including facilities, students, staff, budgets, and the daily operations of schools.
Students bring their own technology to campus, favoring mobile devices like laptops, smartphones, and tablets. They expect constant access to course materials, grades, and administrative functions through these devices. Most students feel that technology helps their academic success by providing resources, tracking progress, and facilitating communication. While social media is important personally, most students prefer to keep academic and social lives separate. Students learn most in blended environments that make strategic use of technology to actively engage them. Institutions should respond by supporting faculty development and access to resources that enable engaging, technology-enhanced teaching and learning.
The document summarizes information about the Project Lead The Way (PLTW) program, including its focus on engaging schools to implement PLTW programs, the regional directors overseeing implementation, and PLTW's recent expansion of its engagement network. It also discusses the need and demand for STEM education to keep the US competitive, outlines the PLTW curriculum programs, and summarizes benefits of the PLTW certification process for schools.
Presenters:
Lydotta Taylor, REL Appalachia
Eric Cramer, report co-author
The webinar will discuss study results about the use of online and distance learning in high schools in southwest Tennessee. We will focus on the extent to which schools offer courses, reasons why schools provide the courses, and barriers to implementing online and distance learning.
The University of Guelph engineering program offers 7 accredited programs and emphasizes hands-on, collaborative learning. It attracts over $146 million annually in research funding without a medical school. The program has high employment rates after graduation, a supportive learning environment, and opportunities for study abroad. Guelph engineering focuses on design and has a higher percentage of female STEM students than average.
The document summarizes the OECD's AHELO feasibility study which assessed student learning outcomes across nations. It had four strands including disciplines in economics and engineering, generic skills, and a research-based measurement strand. The study faced challenges with limited funding, translation, student motivation and perceptions around ranking. Eleven US universities participated. Results and experiences from US participation provide opportunities to improve international assessment but challenges remain around focus, instrument development, faculty buy-in and linking results to teaching improvements.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Enhance the Attractiveness of Studies in Science and Technology
WP 6: Formal Barriers
Kevin Kelly
Trinity College Dublin
WP 6 Co-ordinator
2. WP 6: Formal Barriers
Aim of the Work Package:
• To examine the formal barriers to engineering
education at third-level
• To document & recommend measures to
facilitate maximally open access to
engineering higher education without
compromising standards or unfairly exposing
unequipped students
3. WP6 Key Deliverables
Three phases of work:
• Survey of education systems in partner countries
• Comparison Framework
• Report on formal barriers to engineering higher
education
4. Status of Deliverables
1: Survey of Education Systems
Current Status: Completed
• Extensive questionnaire developed and distributed to
all partners
• Questions investigated national education systems
from primary level to university entry, regarding
provision of science, engineering & technology (SET)
subjects
• Survey data gathered was used to inform other WP 6
deliverables
5. Status of Deliverables
2: Comparison Framework
Current Status: Completed (pending final contributions)
• Aim is to provide ‘at a glance’ information to compare
partner countries under key headings, relevant to all
work packages
• Provides necessary context to enable conclusions to
be drawn between national structures with significant
variations
• Combination of graphs, tables and textual information
used
6. Status of Deliverables
3: Report on Formal Barriers
Current Status: Finalising report
The report documents:
• main factors restricting access to engineering higher
education
• research illustrating the impact of these barriers on
access to engineering
• data analysis of the relationship between entry
barriers and subsequent student progression
14.4.2011
6
7. Report on Formal Barriers
Main categories of barriers identified:
• Entry requirements for engineering courses
• Structures within the school system
– such as streams which force students to choose at an early age
between academic or vocational pathways
• Socio-economic factors
– engineering programmes in several countries appear to be less
diverse in socio-economic terms than other programmes
8. 1. Entry Requirements
Key points:
• No subject requirements set for entry in Italy and
Belgium
• Mathematics required in all other countries, plus
Physics and Chemistry in most
• Limited students eligible for entry as a result
– max 12% eligible in Sweden and Ireland
9. 1. Entry Requirements (cont’d)
Do entry requirements serve the intended purpose?
• Evidence found in some partner countries of a link
between achievement in the subjects required for entry,
and subsequent performance in engineering university
programmes
– e.g. in IST students who have grades lower than those now
required have significant difficulty in successfully completing the
programme
10. 1. Entry Requirements (cont’d)
Alternatives to standard entry requirements
• Alternative entry routes exist in most partner countries
• Function: To facilitate access to university for non-
traditional students & those not meeting standard entry
requirements
• Proportion of students entering via these means varies
from 0% (Italy) to 29% (Sweden)
11. 2. High School System
Structural Factors:
• Separation between academic and vocational
branches of high school in most countries
• This impacts on options for higher education
vocational students may not be eligible for academic
study at university
• Subject specialisation creates further restrictions
– students who don’t specialise in science/technology may be
ineligible for engineering programmes
12. 2. High School System (cont’d)
Gender and subject specialisation:
• Persistent gender differences in uptake of
engineering-relevant subjects, especially Physics
• In Ireland some technology-related subjects are not
taught in all-girls schools
• Research suggests causal relationship between lower
% of girls specialising in Physics, Chemistry and
Mathematics in high school and low numbers of
female students entering engineering programmes at
university
13. 3. Socio-economic Factors
• Engineering courses in many countries are less
accessible to students from lower socio-economic
backgrounds than other fields (Eurostudent IV)
• This is reflected in several ATTRACT countries
– in Ireland, Sweden and Italy engineering programmes tend to
be less socio-economically diverse than other programmes
• In Ireland, PISA mathematics scores were significantly
higher among students designated as ‘high socio-
economic status’ than among others
14. Aalto Trinity
KU Leuven PoliTo IST KTH Uppsala
University College
Country Belgium Finland Ireland Italy Portugal Sweden Sweden
Multi- Multi-
University Type General General Technical Technical Technical
disciplinary disciplinary
National Ranking #1 n/a #1 #2 #2 #4 #3
Government: Government: Government: Government: Government:
Government: Governmen
75% 71% 66% 45% 41%
80% t: 80%
Student fees:
10%
Core Funding
Private Student fees: Student fees: Private
Sources Private Public
sources/contrac 24% 9% sources:
donations: 29% funds: 8%
t research: 15% Research 13%
income: 43%
Private
Other (own
Other: 10% Other: 10% Other: 2% Other: 7% sources:
income): 50%
12%
# of students
studying to
36,820 17,020 11,290 18,792 9,445 14,000 20,000
degree/accredited
professional level
9% 25% 6% 75% 94% 100% 12%
· % studying
(4,124 (4,289 (14,053 (8,832 (14,000 (2,300
engineering (700 students)
students) students) students) students) students) students)
# of advanced or
4,454 2,496 3,335 1,135 1,500 2,000
doctoral students
21% 26% 14% n/a 69% 100% 5%
· % studying
(1,500 (100
engineering (964 students) (657 students) (460 students) (779 students)
students) students)
15. Comparison of high school systems
Belgium Ireland Portugal Sweden Finland Italy
Tracks
(e.g.
N N Y Y Y Y
literature,
science)
Higher
and lower N Y N N N N
levels
Core
Y N Y Y Y Y
subjects
Student
choice
Y N N Y Y N
over
quantity
20. Finland Ireland Italy Portugal Sweden
School certificate Yes Yes Yes Yes No
exams
and/or - - and/or -
Ongoing Yes No No Yes Yes
performance at
second-level
General
and/or - - and/or -
admission
requirements
Entrance exams Yes No No No No
(Managed by
institution)
- - - and/or and
Other n/a n/a n/a Yes† Yes‡
21. Portuga
Finland Ireland Italy Sweden
l
Yes* Yes – No Yesˠ Yes
Maths
55% +
Physics Yes* No Yesˠ Yes
Approx.
Additional admission
Yes* 10% of No Yesˠ Yes
requirements for Chemistry
courses
Engineering courses
No require one No No Required
Biology science in certain
subject courses
Advanced 12% n/a 38% 11%
mathematics:
% of students who meet STEM 42%
requirements Physics/
Chemistry:
17%
22. Purpose of Barriers
1. Identification of student ability
2. Pre-requisite knowledge (i.e. university
does not need to teach this!)
23. Appropriateness & Effectiveness
• Reasons (historical) for design and implementation of
barriers
• Evidence of whether (appropriate) and how well
(effective) these barriers work
• Pre-requisite knowledge – by definition it is effective. Appropriate is
more difficult to say!
• Students who pass barriers should do better than those who don’t.
– Those who don’t pass barriers aren’t let in!
– Use excess of performance over barriers to measure how well these
metrics capture ability to progress
24. Barrier Effectiveness – Italy
Number of students who took a low note at the entry
250
200
150
test
100
50
0
0 8 10 16 18 20 26 28 30 36 38 46
number of credits passed the first year
25. Barrier Effectiveness – Italy
Number of students who took a high note at the entry
200
180
160
140
120
100
test
80
60
40
20
0
0 8 10 16 18 20 26 28 30 36 38 46
number of credits passed the first year
26. Barrier Effectiveness – Portugal
• the variables of parental education level and stage of
admission were not significant;
• the variables regarding the academic background
proved all significant, in particular the impact of the
grade obtained in the secondary education in the
academic achievement (40% performance
improvement for every 10 points) and the frequency
of Physics in Secondary (72% increase in the
probability of success, compared to those who had
not);
27. Barrier Effectiveness – Portugal
• in the socio-economic status and family income dimension, the
variables gender and household income level were significant,
showing that women have a higher probability of success than
men (+10%) and the level of household income below the
national average increases by 8% school performance;
• regarding the motivations and expectations, it appears that if the
student doesn’t access his/her first choice of programme (-16%)
and if he/she student did not anticipate to engage in all subjects
expecting a good average (-9%) there is a negative impact on
academic achievement. The early choice of the course (prior to
the year of admission) has a positive impact on the success rate
(+22%);
28. Barrier Effectiveness – Portugal
• academic achievement. The early choice of the
course (prior to the year of admission) has a positive
impact on the success rate (+22%);
• contextually it is observed that the fact that a student
is away from his/her usual residence exerts a
negative effect on their academic performance (there
is a 17% decrease in academic performance
demonstrated by students who are away from
residence) and that the travel time is also reflected
negatively (a student who takes more than 1h in each
travel to IST decreases 10% in academic
performance).
29. Factors Analysed - Ireland
• Inputs
– Whether a student took a particular subject (binary)
– Mark achieved in each subject (0-100)
– Degree (one of two available) programme chosen (binary)
– Gender (binary)
– Year (have things changed over 10 year period) (1-10)
– CAO mark (cumulative grade in best 6 subjects) (0-600)
– Living at home (binary)
• Outputs
– Had to take second exam sessions (Binary)
– Progressed to 2nd year (Binary)
30. Key questions
• Can we identify those entrants less likely to progress
• How accurately can we do this – i.e. what is the
balance between correctly identifying those with
difficulties and incorrectly identifying those who won’t
32. 15 Students on average will fail their exams (~12%) – 113 passed
33. We can select these using various strategies – e.g. random, or
targeting certain individuals
34. Here for example we are selecting 24 students (we’ll assume we
have some strategy!)
In terms of effective detection/identification, we could measure it
as:
4/15 failing students were correctly identified. This is a True
Positive Rate of 27%
20/113 passing students were incorrectly identified. This is a False
Positive Rate of 17%
35. A system with perfect discrimination could identify all those failing
students correctly, AND have no students incorrectly identified
Most practical systems will involve some compromise between
incorrectly identifying some students, versus correctly identifying
those who will fail
Graphically this tradeoff can be plotted on something called a
receiver operating characteristic
47. PISA – maths, science & GDP
Finland
Ireland
USA
Sweden Belgium
Italy
Portugal
48. PISA – top students in maths & science
“the number of students reaching level 5 or 6 in
mathematics and science will be particularly
important for countries wishing to create a pool of
workers able to advance the frontiers of scientific
and technological knowledge in the future and
compete in the global economy”
– OECD Report – PISA 2009 Results Vol. 1
49. Percentages of Students at Level 5(6) in
Maths and Science
Country Maths Science
Shanghai 24(26) 20(4)
Finland 16(6) 15(4)
Belgium 14(5) 8(2)
OECD average 9(3) 7(2)
Sweden 8(3) 7(1)
Portugal 7(3) 3(1)
Italy 7(2) 5(1)
Ireland 5(1) 8(1)
50. Recommendations
Three categories:
a. Changes to admission requirements
b. Structural Changes to Education System
c. Socio-economic and cultural issues
Relative difficulty of implementation
• Easy, moderate or difficult
52. Recommendations (b)
Structural changes to education system
Higher level of preparation in STEM
Later ‘tracking’ of students
Higher core STEM content for all students
53. Recommendations (c)
Socio-economic and cultural issues
Need to show relevance of STEM to real life
Encourage more girls
Increase participation from marginal socio-economic
groups