1. The document analyzes science performance and dropout rates in France based on PISA test results from 2006-2009 compared to other developed countries.
2. While France achieved average results in math, its science scores remained below average and did not improve from 2006-2009. Dropout rates in France are about 11%.
3. The study finds that elementary and secondary curricula in France allocate fewer weekly hours to science compared to other core subjects, which may contribute to lower performance and higher dropout rates in science. Remedies discussed include improving teaching quality and fostering students' self-perception in science.
This document provides course descriptions for high school courses offered by eDCSD for the 2008-2009 school year. It includes descriptions of math, science, English, social studies, world language, and elective courses. The descriptions provide an overview of course content, prerequisites, and key topics covered for each course.
This document presents the new curriculum for Teacher Training Colleges in Cameroon. It was developed using a competence-based approach to address pedagogical gaps identified in previous curricula. The new curriculum focuses on developing student-teachers' basic professional competencies. It allocates more time to teaching practice and didactics courses. Teaching practice is now organized across three stages: observation, guided practice, and autonomous practice. The curriculum structure outlines competencies, themes, and activities for each subject. Evaluation is intended to be diagnostic, formative, criterion-referenced and integrating. The goal is to train teachers who can effectively perform the core functions of teaching, communication, education, and self-analysis.
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely:
- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines;
- The one-year course duration for GCE A/Lstudent-teachers is inadequate;
- The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on
the part ofGCE O/L student-teachers at the end of the course;
- The lack of a synchronized programming of pedagogic activities (practicum and evaluation);
- An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education.
From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum(teaching practice…)
The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely:
- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines;
- The one-year course duration for GCE A/Lstudent-teachers is inadequate;
- The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on
the part ofGCE O/L student-teachers at the end of the course;
- The lack of a synchronized programming of pedagogic activities (practicum and evaluation);
- An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education.
From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum(teaching practice…)
The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.
This document discusses the use of history of mathematics in mathematics education. It provides background on how interest in this approach has grown since the 1960s, with numerous studies, conferences, and research groups focusing on integrating historical elements into math teaching. While early work emphasized examples and applications in classrooms, recent research examines theoretical foundations and develops conceptual frameworks. It aims to better understand the role of history and improve empirical investigations. The document also notes increasing efforts to humanize mathematics education through inclusion of its history in teacher training over the last 20 years, while more quantitative studies are also emerging. Overall, it argues the field would benefit from being repositioned within mathematics education and drawing from related disciplines to advance conceptually and methodologically.
The document discusses the definition and history of curriculum. It notes that curriculum stems from the Latin word for race course and refers to the course of deeds and experiences through which children become adults. It describes John Bobbitt's 1918 definition of curriculum as the ideal course of experiences students should have to become productive adult members of society. While contemporary views have moved away from Bobbitt's perspective, curriculum is still understood as the formative experiences that shape individuals and groups. The document also discusses core curricula, distribution requirements, and examples of subject areas typically included in curricula.
This document summarizes a Real-Time Monitoring and Controlling (RMC) approach for networks. The RMC system allows a network administrator to monitor client systems on a local area network by viewing their IP addresses and system information. It also allows the administrator to control clients by locking their machines or performing shutdown operations from the server. The approach uses a graphical user interface and client-server model to provide real-time monitoring and controlling capabilities for maintaining security and reliability across the network.
This document provides course descriptions for high school courses offered by eDCSD for the 2008-2009 school year. It includes descriptions of math, science, English, social studies, world language, and elective courses. The descriptions provide an overview of course content, prerequisites, and key topics covered for each course.
This document presents the new curriculum for Teacher Training Colleges in Cameroon. It was developed using a competence-based approach to address pedagogical gaps identified in previous curricula. The new curriculum focuses on developing student-teachers' basic professional competencies. It allocates more time to teaching practice and didactics courses. Teaching practice is now organized across three stages: observation, guided practice, and autonomous practice. The curriculum structure outlines competencies, themes, and activities for each subject. Evaluation is intended to be diagnostic, formative, criterion-referenced and integrating. The goal is to train teachers who can effectively perform the core functions of teaching, communication, education, and self-analysis.
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely:
- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines;
- The one-year course duration for GCE A/Lstudent-teachers is inadequate;
- The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on
the part ofGCE O/L student-teachers at the end of the course;
- The lack of a synchronized programming of pedagogic activities (practicum and evaluation);
- An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education.
From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum(teaching practice…)
The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely:
- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines;
- The one-year course duration for GCE A/Lstudent-teachers is inadequate;
- The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on
the part ofGCE O/L student-teachers at the end of the course;
- The lack of a synchronized programming of pedagogic activities (practicum and evaluation);
- An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education.
From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum(teaching practice…)
The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.
This document discusses the use of history of mathematics in mathematics education. It provides background on how interest in this approach has grown since the 1960s, with numerous studies, conferences, and research groups focusing on integrating historical elements into math teaching. While early work emphasized examples and applications in classrooms, recent research examines theoretical foundations and develops conceptual frameworks. It aims to better understand the role of history and improve empirical investigations. The document also notes increasing efforts to humanize mathematics education through inclusion of its history in teacher training over the last 20 years, while more quantitative studies are also emerging. Overall, it argues the field would benefit from being repositioned within mathematics education and drawing from related disciplines to advance conceptually and methodologically.
The document discusses the definition and history of curriculum. It notes that curriculum stems from the Latin word for race course and refers to the course of deeds and experiences through which children become adults. It describes John Bobbitt's 1918 definition of curriculum as the ideal course of experiences students should have to become productive adult members of society. While contemporary views have moved away from Bobbitt's perspective, curriculum is still understood as the formative experiences that shape individuals and groups. The document also discusses core curricula, distribution requirements, and examples of subject areas typically included in curricula.
This document summarizes a Real-Time Monitoring and Controlling (RMC) approach for networks. The RMC system allows a network administrator to monitor client systems on a local area network by viewing their IP addresses and system information. It also allows the administrator to control clients by locking their machines or performing shutdown operations from the server. The approach uses a graphical user interface and client-server model to provide real-time monitoring and controlling capabilities for maintaining security and reliability across the network.
This document summarizes key points for socio-economic development in Aceh, Indonesia following conflict. It recommends:
1) Developing through participatory planning that engages local communities and innovation.
2) Ensuring political stability and peace by addressing injustices and providing jobs for ex-fighters.
3) Prioritizing micro-economic policies like entrepreneurship programs and credit facilities to revive small businesses.
This document summarizes a research paper on developing an improved LEACH (Low-Energy Adaptive Clustering Hierarchy) communication protocol for energy efficient data mining in multi-feature sensor networks. It begins with background on wireless sensor networks and issues like energy efficiency. It then discusses the existing LEACH protocol and its drawbacks. The proposed improved LEACH protocol includes cluster heads, sub-cluster heads, and cluster nodes to address LEACH's limitations. This new version aims to minimize energy consumption during cluster formation and data aggregation in multi-feature sensor networks.
1) The document presents MyLearnMate, a computer-based education system that uses touch, drag-and-drop, and ink features to interactively teach math and science concepts to primary school students.
2) Key concepts are taught through activities where students can touch, drag, and drop objects to learn things like days of the week, human anatomy, and the concept of force. Microsoft ink is used for writing practice.
3) A study found that using MyLearnMate improved students' test performance on math and science questions compared to traditional classroom learning. Teachers and students also preferred the interactive learning methods over traditional teaching.
This document summarizes a research paper that proposes a new density-based clustering technique called Triangle-Density Based Clustering Technique (TDCT) to efficiently cluster large spatial datasets. TDCT uses a polygon approach where the number of data points inside each triangle of a polygon is calculated to determine triangle densities. Triangle densities are used to identify clusters based on a density confidence threshold. The technique aims to identify clusters of arbitrary shapes and densities while minimizing computational costs. Experimental results demonstrate the technique's superiority in terms of cluster quality and complexity compared to other density-based clustering algorithms.
This document discusses issues in sentiment analysis and emotion extraction from text. It provides an overview of natural language processing and its applications. The document then discusses the need for sentiment analysis in areas like artificial intelligence. It proceeds to compare different techniques for emotion extraction from text, including text mining, empirical studies, emotion extraction engines, vector space models, and emotion markup languages. For each technique, it outlines the general approach and provides examples or tables to illustrate how emotions can be identified from text. However, it notes that current applications have not achieved 100% accuracy in realistic sentiment analysis.
The document summarizes a mathematical algorithm for quickly identifying steganographic signatures in images. It defines key concepts used in the algorithm such as the definition of an image, pixel neighborhood, pixel aberration, etc. The algorithm analyzes any given image and generates a "concentrating suspicion value" (Γ) which is a numerical value indicating how likely the image contains hidden information embedded using concentrating steganographic algorithms. Images with higher Γ values are more likely to contain stego information. The algorithm provides a fast way to filter images for more thorough interrogation.
The document proposes a Modified Pure Radix Sort algorithm for large heterogeneous datasets. The algorithm divides the data into numeric and string processes that work simultaneously. The numeric process further divides data into sublists by element length and sorts them simultaneously using an even/odd logic across digits. The string process identifies common patterns to convert strings to numbers that are then sorted. This optimizes problems with traditional radix sort through a distributed computing approach.
This document summarizes a research paper about democratic deficit and political participation in Nigeria. It discusses how most Nigerians do not participate in the political process, instead leaving it to political elites and their supporters. This has led to erosion of the social contract and democratic deficit. Leadership has become self-serving, lacking policy direction, corrupt, and developmentally deficient. However, active citizenship can lead to good governance. The paper argues that both citizens and leaders need to be on equal footing in the Nigerian system. Civil society and other groups should encourage political transformation and development through greater citizen participation.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS in Years 10 and 11. It outlines the fundamental concepts of intercultural awareness, holistic education, and communication. Students take courses in eight subject groups including languages, individuals and societies, sciences, mathematics, and the arts. Students also complete a personal project and are externally moderated to receive an MYP certificate upon completion. The IBMYP prepares students for the IB Diploma Programme in Years 12 and 13.
Sir John Holman, University of York, UK: Science Education: critical for Europe's Future
Keynote speech of the Scientix European Conference, 6-8 May 2011, Brussels, Belgium
This document provides an analysis of the K-12 education program in the Philippines, specifically focusing on its impacts on science and mathematics education. It notes that Philippine education, and science/math education in particular, have historically been weak. The K-12 program aimed to address this by adding two years to basic education. However, the document argues that K-12 fails to address the root causes of weaknesses in science/math education, which include an inadequate curriculum that does not promote scientific thinking, shortcomings in teacher training, and shortages of educational facilities like science laboratories. It provides evidence that performance in science and math remains poor. Therefore, the document concludes that K-12 will not solve the systemic issues facing science and math education
France offers public and private schools at all levels. Educational standards are generally high. The rigorous curriculum is dictated by the Ministry of Education and is practically the same across the country and in the French territories. Teachers are considered public workers and the teachers' unions are very powerful officials. Teacher strikes are frequent and often they are cited as the main reason for French families opt for private schools, which are overwhelmingly Catholic. The education system in France emphasizes the teacher's authority, the individual competition, including an absolute rating system, with stress on analytical thinking and rote learning as opposed to creativity.
The Teaching Of Mathematics At Senior High School In FranceXu jiakon
The document summarizes the structure of secondary education in France and reforms to mathematics education at the senior high school level. It discusses the challenges facing senior high school mathematics education that motivated reforms in 2000, including the massification of education and adapting to changes in mathematics and social needs. The reforms aimed to increase the role of statistics, probability, technology, and links to other disciplines. They faced difficulties in implementation due to time constraints and gaps in teachers' training. Current projects consider more flexible curricula and connections between mathematics and computer science.
The document discusses curriculum reforms and enhancements in the Philippine education system, specifically the implementation of the K to 12 Basic Education Program. It provides an overview of the K to 12 program which includes kindergarten, 6 years of primary education, and 6 years of secondary education, making it compliant with international standards of 12 years of basic education. The K to 12 program aims to better prepare students for higher education, technical-vocational skills training, employment, or entrepreneurship by addressing issues such as insufficient mastery of basic competencies and lack of competitiveness in the global market due to a shorter 10-year basic education program compared to other countries in Asia. The core subjects under the K to 12 curriculum including Filipino, English
The K-12 educational system in the Philippines aims to address shortcomings in the country's basic education system based on recommendations from surveys since 1925. It adds two years of junior and senior high school, bringing the total to 12 years of basic education. This is intended to better prepare students for tertiary education and make them more competitive internationally. The senior high school portion includes core subjects as well as opportunities for specialization in academic, technical, or sports/arts tracks. The goal is for students graduating in 2018 to demonstrate college readiness in terms of proficiency in languages, mathematics, sciences and other areas. While there have been issues in implementation, supporters view K-12 as crucial for developing the skills of future generations and leaders in
This document summarizes the key findings of a task force on the physical sciences in Ireland. It finds that while Ireland needs graduates in science, technology, engineering and math fields to drive its knowledge-based economy, interest and enrollment in these fields is declining throughout the education system. The task force conducted research and consultations to understand the causes of this problem. It identifies factors such as perceptions of difficulty of the sciences, shortcomings in curriculum and teaching practices, and a lack of guidance and promotion efforts. To address these interlinked challenges, the task force proposes a holistic 6-point action strategy to reverse the decline, involving changes across all levels of education.
11th International Conference on Teaching, Education and Learning (ICTEL)Global R & D Services
CONFERENCE SCHEDULE
11th International Conference on Teaching, Education and Learning (ICTEL), Sept 19-20, 2016
Imperial College London, South Kensington Campus | London SW7 2AZ
Improve education based on technology in high schools through a european init...Up2Universe
This document discusses improving education in European high schools through the Up2U initiative. It begins by providing background on education systems and the gap between secondary schools and universities. It then describes work being done in Portugal as part of Up2U to test approaches using learning technologies to close this gap. The approaches involve introducing university-style learning scenarios and informal learning spaces into secondary schools. Schools in Portugal were contacted and agreed to test the new methodology. Needs analysis was conducted and plans made to develop both formal and informal digital learning content to be delivered through Moodle and support personalized, collaborative, and experimental learning.
This document provides background information and outlines the research methodology for a study investigating the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, the study aims to determine if there are significant relationships between pupils' mathematics achievement and their interest and study habits. The study will survey grade 4-6 pupils at a school to understand their interest levels, study habits, and mathematics achievement. The results could help administrators, teachers, and students identify factors influencing mathematics performance and guide future educational programs and strategies. The study is limited to one school during the second quarter of the 2017-2018 school year.
MetaMath and MathGeAr Projects: Students' Perceptions of Mathematics in Engin...Mohamed El-Demerdash
This research aims at studying engineering students’ perceptions of their mathematics courses. We present the methodology of data collection, the main themes that the questionnaire investigates and the results. The population on which we base this study are partners in two Tempus projects, MetaMath in Russia and MathGeAr in Georgia and Armenia.
Pedro Lealdino Filho, Christian Mercat, Mohamed El-Demerdash. MetaMath and MathGeAr Projects: Students’ perceptions of mathematics in engineering courses. In E. Nardi, C. Winsløw & T. Hausberger (Eds.), Proceedings of the First Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2016, 31 March-2 April 2016), (pp. 527-528). Montpellier, France: University of Montpellier.
This document summarizes key points for socio-economic development in Aceh, Indonesia following conflict. It recommends:
1) Developing through participatory planning that engages local communities and innovation.
2) Ensuring political stability and peace by addressing injustices and providing jobs for ex-fighters.
3) Prioritizing micro-economic policies like entrepreneurship programs and credit facilities to revive small businesses.
This document summarizes a research paper on developing an improved LEACH (Low-Energy Adaptive Clustering Hierarchy) communication protocol for energy efficient data mining in multi-feature sensor networks. It begins with background on wireless sensor networks and issues like energy efficiency. It then discusses the existing LEACH protocol and its drawbacks. The proposed improved LEACH protocol includes cluster heads, sub-cluster heads, and cluster nodes to address LEACH's limitations. This new version aims to minimize energy consumption during cluster formation and data aggregation in multi-feature sensor networks.
1) The document presents MyLearnMate, a computer-based education system that uses touch, drag-and-drop, and ink features to interactively teach math and science concepts to primary school students.
2) Key concepts are taught through activities where students can touch, drag, and drop objects to learn things like days of the week, human anatomy, and the concept of force. Microsoft ink is used for writing practice.
3) A study found that using MyLearnMate improved students' test performance on math and science questions compared to traditional classroom learning. Teachers and students also preferred the interactive learning methods over traditional teaching.
This document summarizes a research paper that proposes a new density-based clustering technique called Triangle-Density Based Clustering Technique (TDCT) to efficiently cluster large spatial datasets. TDCT uses a polygon approach where the number of data points inside each triangle of a polygon is calculated to determine triangle densities. Triangle densities are used to identify clusters based on a density confidence threshold. The technique aims to identify clusters of arbitrary shapes and densities while minimizing computational costs. Experimental results demonstrate the technique's superiority in terms of cluster quality and complexity compared to other density-based clustering algorithms.
This document discusses issues in sentiment analysis and emotion extraction from text. It provides an overview of natural language processing and its applications. The document then discusses the need for sentiment analysis in areas like artificial intelligence. It proceeds to compare different techniques for emotion extraction from text, including text mining, empirical studies, emotion extraction engines, vector space models, and emotion markup languages. For each technique, it outlines the general approach and provides examples or tables to illustrate how emotions can be identified from text. However, it notes that current applications have not achieved 100% accuracy in realistic sentiment analysis.
The document summarizes a mathematical algorithm for quickly identifying steganographic signatures in images. It defines key concepts used in the algorithm such as the definition of an image, pixel neighborhood, pixel aberration, etc. The algorithm analyzes any given image and generates a "concentrating suspicion value" (Γ) which is a numerical value indicating how likely the image contains hidden information embedded using concentrating steganographic algorithms. Images with higher Γ values are more likely to contain stego information. The algorithm provides a fast way to filter images for more thorough interrogation.
The document proposes a Modified Pure Radix Sort algorithm for large heterogeneous datasets. The algorithm divides the data into numeric and string processes that work simultaneously. The numeric process further divides data into sublists by element length and sorts them simultaneously using an even/odd logic across digits. The string process identifies common patterns to convert strings to numbers that are then sorted. This optimizes problems with traditional radix sort through a distributed computing approach.
This document summarizes a research paper about democratic deficit and political participation in Nigeria. It discusses how most Nigerians do not participate in the political process, instead leaving it to political elites and their supporters. This has led to erosion of the social contract and democratic deficit. Leadership has become self-serving, lacking policy direction, corrupt, and developmentally deficient. However, active citizenship can lead to good governance. The paper argues that both citizens and leaders need to be on equal footing in the Nigerian system. Civil society and other groups should encourage political transformation and development through greater citizen participation.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS in Years 10 and 11. It outlines the fundamental concepts of intercultural awareness, holistic education, and communication. Students take courses in eight subject groups including languages, individuals and societies, sciences, mathematics, and the arts. Students also complete a personal project and are externally moderated to receive an MYP certificate upon completion. The IBMYP prepares students for the IB Diploma Programme in Years 12 and 13.
Sir John Holman, University of York, UK: Science Education: critical for Europe's Future
Keynote speech of the Scientix European Conference, 6-8 May 2011, Brussels, Belgium
This document provides an analysis of the K-12 education program in the Philippines, specifically focusing on its impacts on science and mathematics education. It notes that Philippine education, and science/math education in particular, have historically been weak. The K-12 program aimed to address this by adding two years to basic education. However, the document argues that K-12 fails to address the root causes of weaknesses in science/math education, which include an inadequate curriculum that does not promote scientific thinking, shortcomings in teacher training, and shortages of educational facilities like science laboratories. It provides evidence that performance in science and math remains poor. Therefore, the document concludes that K-12 will not solve the systemic issues facing science and math education
France offers public and private schools at all levels. Educational standards are generally high. The rigorous curriculum is dictated by the Ministry of Education and is practically the same across the country and in the French territories. Teachers are considered public workers and the teachers' unions are very powerful officials. Teacher strikes are frequent and often they are cited as the main reason for French families opt for private schools, which are overwhelmingly Catholic. The education system in France emphasizes the teacher's authority, the individual competition, including an absolute rating system, with stress on analytical thinking and rote learning as opposed to creativity.
The Teaching Of Mathematics At Senior High School In FranceXu jiakon
The document summarizes the structure of secondary education in France and reforms to mathematics education at the senior high school level. It discusses the challenges facing senior high school mathematics education that motivated reforms in 2000, including the massification of education and adapting to changes in mathematics and social needs. The reforms aimed to increase the role of statistics, probability, technology, and links to other disciplines. They faced difficulties in implementation due to time constraints and gaps in teachers' training. Current projects consider more flexible curricula and connections between mathematics and computer science.
The document discusses curriculum reforms and enhancements in the Philippine education system, specifically the implementation of the K to 12 Basic Education Program. It provides an overview of the K to 12 program which includes kindergarten, 6 years of primary education, and 6 years of secondary education, making it compliant with international standards of 12 years of basic education. The K to 12 program aims to better prepare students for higher education, technical-vocational skills training, employment, or entrepreneurship by addressing issues such as insufficient mastery of basic competencies and lack of competitiveness in the global market due to a shorter 10-year basic education program compared to other countries in Asia. The core subjects under the K to 12 curriculum including Filipino, English
The K-12 educational system in the Philippines aims to address shortcomings in the country's basic education system based on recommendations from surveys since 1925. It adds two years of junior and senior high school, bringing the total to 12 years of basic education. This is intended to better prepare students for tertiary education and make them more competitive internationally. The senior high school portion includes core subjects as well as opportunities for specialization in academic, technical, or sports/arts tracks. The goal is for students graduating in 2018 to demonstrate college readiness in terms of proficiency in languages, mathematics, sciences and other areas. While there have been issues in implementation, supporters view K-12 as crucial for developing the skills of future generations and leaders in
This document summarizes the key findings of a task force on the physical sciences in Ireland. It finds that while Ireland needs graduates in science, technology, engineering and math fields to drive its knowledge-based economy, interest and enrollment in these fields is declining throughout the education system. The task force conducted research and consultations to understand the causes of this problem. It identifies factors such as perceptions of difficulty of the sciences, shortcomings in curriculum and teaching practices, and a lack of guidance and promotion efforts. To address these interlinked challenges, the task force proposes a holistic 6-point action strategy to reverse the decline, involving changes across all levels of education.
11th International Conference on Teaching, Education and Learning (ICTEL)Global R & D Services
CONFERENCE SCHEDULE
11th International Conference on Teaching, Education and Learning (ICTEL), Sept 19-20, 2016
Imperial College London, South Kensington Campus | London SW7 2AZ
Improve education based on technology in high schools through a european init...Up2Universe
This document discusses improving education in European high schools through the Up2U initiative. It begins by providing background on education systems and the gap between secondary schools and universities. It then describes work being done in Portugal as part of Up2U to test approaches using learning technologies to close this gap. The approaches involve introducing university-style learning scenarios and informal learning spaces into secondary schools. Schools in Portugal were contacted and agreed to test the new methodology. Needs analysis was conducted and plans made to develop both formal and informal digital learning content to be delivered through Moodle and support personalized, collaborative, and experimental learning.
This document provides background information and outlines the research methodology for a study investigating the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, the study aims to determine if there are significant relationships between pupils' mathematics achievement and their interest and study habits. The study will survey grade 4-6 pupils at a school to understand their interest levels, study habits, and mathematics achievement. The results could help administrators, teachers, and students identify factors influencing mathematics performance and guide future educational programs and strategies. The study is limited to one school during the second quarter of the 2017-2018 school year.
MetaMath and MathGeAr Projects: Students' Perceptions of Mathematics in Engin...Mohamed El-Demerdash
This research aims at studying engineering students’ perceptions of their mathematics courses. We present the methodology of data collection, the main themes that the questionnaire investigates and the results. The population on which we base this study are partners in two Tempus projects, MetaMath in Russia and MathGeAr in Georgia and Armenia.
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How to Create a More Engaging and Human Online Learning Experience
D0121720
1. IOSR Journal of Humanities and Social Science (IOSRJHSS)
ISSN: 2279-0845 Volume 1, Issue 2 (Sep.-Oct 2012), PP 17-20
www.iosrjournals.org
Science dropout and remedial measures.
1
Manas kumar maulik, 2 Nicole Biagioli
1
(Education /I.U.F.M, Uns, Nice, France) 2 Head of the laboratory, I3DLInterdidactics, Didactics of academic
sciences and didactics of languages, EA 6308, EDUCATION /I.U.F.M, UNS, NICE, FRANCE
Abstract: Evaluation of P.I.S.A-2009 shows an average result within the Collége (equivalent to lower
secondary levels of O.E.C.D) students of France, but in 2000 E.U seminar 16 quality indicators were identified
in which up gradation of science study was one of the major issue of intervention selected by pedagogic. In this
study we tried to discriminate the reasons, why the inconsistency in science learning is growing. In this
comparative study we tried to analyze firstly the scientific assessment graph of P.I.S.A-2009 in contrast to 2006
in France along with few developed countries. Afterwards we measured the study hours and facility provided by
the educational concern from C.E-2 to 2nd. From this study we concluded the concept that due to unavailability
and scope of proper guidance if a student become deviated from science stream then it might be call ‘science
drop out’ which certainly happens every academic year at least within few students who are entering in lycées
(higher secondary section) after completing their Collége –study. This practice not only creates a bad effect to
the individual but also to the economic growth and scientific infrastructural development of the country.
Keywords: P.I.S.A, French Collége, O.E.C.D, 16-quality indicator, C.E-2 to 2nd.
I. Introduction.
From TIMSS-1995 to P.I.S.A-2009 assessments, the French college student‟s (secondary level of
O.E.C.D countries) performance in science subject has not reached the average mark of the assessment. On the
contrary French students have done better in all mathematical assessments (except in 2009 which showed an
average result). From “le projet académique de l‟académie de Nice -2010-12”, it was found that 11% students
are recognized as having dropped out or are constrained to leave their conventional studies before their entrance
in university level, which is inconsistent with the goal of making Europe 'the most competitive and dynamic
knowledge-based economy in the world' provided by the European union‟s meeting in Lisbon in 2000. In spite
of measures for the prevention of school dropout taken (Bulletin officiel n°23 of 4th June, 2009) by the
education department dropout is increasing. We are all aware of the fact that, in the curriculum of elementary
and secondary education, science, mathematics and technology should get priority in a country to make it more
advanced and developed. Now the question arises to know if the students in elementary and secondary education
are evaluated, motivated and mobilized properly. Maryse Esterle, a researcher of E.U.K.N, commented that the
causes of school dropout are multifactorial (problems at school, with family, peers, etc.) but that the most
important factor is undoubtly the accumulated deficiency of learning since at the beginning of the scholastic
career. Inconsistency in science subject in elementary and college level might tender a student as „science
dropout‟ which might not be counted but as serious as general dropout.
HEADINGS.
I. INTRODUCTION.
II. Science assessment results.
II.I. Explanation of the graph.
III. Weekly study hours of science subjects in French curriculum.
III.1. Comparison of weekly study hours in French language, mathematics and science.
III.2. Scientific study hour coverage in different levels of curriculum.
IV. Some major issues which obstacle in quality scientific study.
V. Suggestions for implementation.
VI. Conclusion.
www.iosrjournals.org 17 | Page
2. Science dropout and remedial measures.
II. Science assessment results.
In TIMSS1 assessment (1995) French students got a respectable position in mathematics and ranked
th
13 within 40 countries, well ahead of Germany (23), England (25) and U.S.A (28),but in science, French
students ranked 28th, behind England (10),U.S.A (17) and Germany (19). From P.I.S.A2- 2006and 2009 survey,
we can make a comparative analysis about the status of science results within few states of developed countries.
The following graph has been made by consulting the statistical report of P.I.S.A-2006 & P.I.S.A-2009.
II.1. Explanation of the graph
P.I.S.A-2006, a comparative graphic representation in science assessment
P.I.S.A -2009, a graphic representation and comparison with 2006
The o indicating point of graph represents the average results (501point out of 700) of O.E.C.D countries. The
two above graphs (contrast between the performance of 2006 & 2009 clearly indicate that the status in the field
of scientific studies in 15-aged students of school levels within four of the most developed countries of the
world are as follows-
U.S.A: Have made a comprehensive development of 13 points. In 2006, U.S.A scored 489 which was
much below the O.E.C.D average level (500).In 2009, they are just over the O.E.C.D level (501), getting
502 points.
Germany: Was well advanced over the O.E.C.D average achieved 516 in 2006 and made own position
better in 2009 getting 520 points.
France: Lead in 3 points in 2009 compared to 2006. Still remains lower than the average scale of O.E.C.D.
Scored 495 & 498 in two consecutive P.I.S.A test.
U.K: Only deviation of one points, scored 515 in 2006, lower down in 514 in 2009.
From the above analysis one can perceive about the developments in scientific studies within the lower
secondary school students.
III. Weekly study hours of science subjects in French curriculum
Here we shall discuss how many study hours have been allotted for a student in a week for science and
technology studies, (starting from C.E-2 to 2nd of lycée).
In the cycle of elementary study (CE -2 to CM-2, 8 to 10 age group) there are 8- hours assignments in
French language where as 5 hours & 2.5 hrs has been allotted for mathematics and science per week. In French
college3 we found the following distributions of scientific study hours.
In sixiéme (11-12 age), 3 hours have been allotted for science and technology where 5-hours and 4- hours has
been allotted for French language and mathematics.
In Cinqueime (12-13 age) & Quatriéme (13-14 age), 4.5- hours have been allotted in per week in science and
technology compared to 4- hours for French and 3.5- hours for mathematics.
In Troisieme (14-15 age), 5 hours (3hours in science & technology and 2- hours in physics and chemistry) have
been allotted for S&T where 4- hours are allotted to each French and mathematics class respectively. In 2nd of
In lycée (16-17 age),there are 5.5- hours assignments in scientific curriculum (3.5 for physics/chemistry
&2hours for science) in compared to 4.5 and 4 hours allotments in French language and mathematics.
www.iosrjournals.org 18 | Page
3. Science dropout and remedial measures.
III.1. Comparison of weekly study hours in French language, mathematics and science
Following chart is representing about the proportion of three subjects in different level of studies.
III.2. Scientific study hour coverage in different levels of curriculum.
Elementary level (CE-2 to CM-2 )- 10.4%
Adaptation cycle (6e)- 12%
Central cycle ---------(5e)- 19.6%
Central cycle-----------(4e)- 17.3%
Oriental cycle(3e) 14.5%
2nd in lycée - 16.1%
From the above chart we found that in elementary and 6e curriculum science subject has been provided little
less importance than other grades (from 5e to 2nd).
IV. Some major issues which obstacle in quality scientific studies
(A) Quality of teaching: In a science class, teacher should often take the experimental process to explain a new
scientific problem to the students and make it clear that all the extraordinary complexity of nature can be
described by some universal laws, proper utilization of technical and chemical products which they use in daily
life and sufficient knowledge about the physical structure and activity of his own body. Quality of teaching
should be upraising with special training in science category.
(B) Self perception: We shall represent the survey report of TIMSS-1995, which was made within the final year
of secondary education about the self perception of the students that they achieve from scientific studies. Survey
report shows only 50% answered strongly positive of French students which are lower than U.S.A (87%),
Austrelia (73%) and Canada (77%). The first and foremost duty of the teacher should to create „self-perception
within students otherwise all the teaching process will go useless.
(C)Proficiency level: According P.I.S.A assessment-2006 shows the percentage of students occupied in the
grade level-1 or below are 21.1%in France in scientific studies which is behind in compare to Germany (15.4) &
U.K(16.7) but ahead of U.S.A (24.4%).
(D) Gender difference: In the field of science performance of P.I.S.A -2009, boys are ahead of girls in the
countries like France, Germany, and U.K & U.S.A but in Finland, New-Zealand and Poland girls are ahead of
boys.
(E) Science in the evaluation system: In French education system assessments of science should be included in
standardize test in C.M-1, C.M-2,6e and in 2nd. Also there is no science test in main „BREVET‟ examination.
V. Suggestions for implementation:
To bring the necessary change in the science curriculum: At the initiation stage of elementary education some
science culture should be adapted for the betterment of students.
In hard science class there should be the scope for teachers and students for free discussion about the
influence of science in our daily life.
N.B: determination of chemical or organic nature of something in Chemistry and transformations of power from
heat and to light and vice-versa with examples.
One can realized from the above graph that from 5e to 2nd the weakly assignments of hours in science are
sufficient compared to mathematics and French languages but in elementary level science classes should
increase an hour (2.5 to3.5), decreasing French language class (8 hours to 7 hours).
Division of physics and chemistry should one year earlier in curriculum (i.e: instead of 3e it should be
commenced at the beginning of 4e).
There should be short course training for science teachers (traditional teachers training cannot fulfill the
requirements of science teaching) in college level and especially for the teachers of elementary stage.
N.B: Teachers of elementary level are specially trained in „Switzerland‟ and „Italy‟.
In all standardize tests and in „BREVET‟ written examination, science should be included with
importance.
www.iosrjournals.org 19 | Page
4. Science dropout and remedial measures.
To encourage students in scientific studies „science core group‟ can be formed with selected students and
parents in elementary level and college who will organize „science summer camp‟ in vacation with
„simple experimental projects‟ to acquainted students with the fact that how the simple experiment based
project can explain the problems of our daily life.
Those „core science group‟ will publish „science wall magazine‟, from the best written collection of the
students in every certain intervals.
VI. Conclusion.
In order to face the challenges of educational reforms, policy-making often relies on profound research
into the areas in question. Research seeks to establish causes and effects or at least co relational relationship
between educational policies, pedagogical methods and learning outcomes and, again, to link educational
development with wider socio-cultural, economic and political development and change. The causes of school
dropout are multifactorial (problems at school, with family, peers, etc.) but one of the important factors is
undoubtly the accumulated deficiency of learning sciences at the beginning of the scholastic career. In this way
students loose their self-esteem5. Due to the inefficiency of their learning, people aged 18-24 are to struggle
much in their professional career. Manipulation in counseling and enhancement in science studies from the
beginning of elementary education could prevent many students from avoiding the science stream and might be
a successful intervention against science dropout.
In the conference of UNESCO in Rio-de-Janeiro, 3 billion costs were estimated for the implementation
of science for sustainable purposes. Policy makers measured that science and technology need to develop tools
for sustainable development for the quality of living standard of human being, so that since the very beginning
of their school living, students could built a positive approach to science world.
VII. Acknowledgements.
Author would like to thanks Rene Lozi, Christophe Raoux and Ujjwal Maulik for their valuable contribution and
suggestion.
References.
Web-site references.
[1] http://www.oecd.org/pisa/46624382.pdf (page-9)
[2] Education in France, en.wikipedia.org.
[3] E.Maryse, School truancy and drop out in France, www.eukn.org › Interviews › 2011
[4] French Primary School - Curriculum,www.french-property.com
[5] Lower secondary school France-curriculum, www.french-property.com
[6] Le Projet Académique 2010 2011,www.ac-nice.fr (page-17)
[7] The state of education no 16 (2006 issue).
[8] Percentage of the population aged 18-24 with at most lower secondary education and not in further education or training.
http://epp.eurostat.ec.europa.eu/tgm/web/table/description.js
[9] Bulletin officiel n°23 of 4 th June, 2009
Books.
[10] B, Christian, and R. Establet (2009), L‟élitisme républicain, Seuil, 2009- www.editionsduseuil.fr
[11] Woolfolk.A, Edcational psychology, www.pearsoned.co.in (page 370-372).
www.iosrjournals.org 20 | Page