In Hungary, education is mandatory between ages 5-18. The structure includes kindergarten from ages 3-6, primary and lower secondary education from ages 6-14 in 8-grade schools, and upper secondary education from ages 14-18 in general secondary, vocational secondary, or vocational schools. Higher education is offered at universities and colleges, including BA/BSc programs, MA/MSc programs, and doctoral programs. Kindergarten is optional starting at age 3 and compulsory at age 5, and provides education and care. Public schools are free while private schools may charge fees.
Presentation prepared for the partner meeting in Poland, December 2018, Erasmus Plus KA 229 " Little steps make a big difference. Together we care for our home"
System of prevocational&vocational education for SEN in Romaniaproiecterosca
Presentation of the system of pre-vocational and vocational education in Romania regarding SEN students.
This presentation was made under the Erasmus+ partnership My work is my future, by the Romanian team. Project nr.2015-1-SK01-KA219-008905_3
Presentation prepared for the partner meeting in Poland, December 2018, Erasmus Plus KA 229 " Little steps make a big difference. Together we care for our home"
System of prevocational&vocational education for SEN in Romaniaproiecterosca
Presentation of the system of pre-vocational and vocational education in Romania regarding SEN students.
This presentation was made under the Erasmus+ partnership My work is my future, by the Romanian team. Project nr.2015-1-SK01-KA219-008905_3
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Public Education
Participation in education is mandatory between
the ages of 5 and 18.
Public education institutions may be established
and maintained
- by the state,
- local governments (public sector
schools)
- legal entities (foundations, churches,
etc.)
- natural persons.
3. The structure of education
Kindergarten education and care is available
for children aged 3-6 and is compulsory from
age 5.
Primary and lower secondary education is
provided in 8-grade single structure schools.
(General secondary schools are also allowed to
offer single structure programmes starting from
Grade 5 (8-grade secondary programmes) or
Grade 7 (6-grade secondary programmes)
4. Upper secondary education:
In general secondary schools, vocational
secondary schools or vocational schools.
General secondary schools provide general
education and prepare for the secondary school
leaving examination (érettségi) which is the
prerequisite for admission to higher education
Secondary vocational schools provide general
and pre-vocational education in grades 9-12,
prepare for the secondary school leaving
examination
5. Vocational schools provide general and
pre-vocational education in grades 9-10
and vocational education in grades 11-12.
They do not prepare for the secondary
school leaving examination.
Higher education programmes
are offered by universities and colleges
6. Early childhood education and care
Kindergarten (óvoda) provides education and
care for children aged 3 to 6 (7) years.
Most kindergartens also provide full day care
with meals.
Optional from the age of 3 and is compulsory
from the age of 5, when children are obliged to
participate 4 hours a day in guided activities.
7. Although mandatory primary school entry age is
6 years, children may stay in kindergarten for an
extra year, up to age 7, upon parental request or
expert recommendation.
Children with special education needs may
attend kindergarten up to age 8.
Public kindergartens are free: they can only
charge for extra services not included in their
basic tasks, e.g. for meals, excursions.
Private kindergartens may charge a fee.
8. Primary and Lower Secondary
Education
At the primary levels, i.e. in Grades 1-4,
the classroom teacher teaches all
subjects.
Subject teaching starts in Grade 5.
The maximum number of students per
class cannot exceed 26 in Grades 1-4,
and 30 in Grades 5-8.
9. The school year starts on the first working
day of September and ends in mid-June.
In this period 185 days are teaching days,
five days a week from Monday to Friday.
There is a school holiday in the autumn,
the winter and in the spring.
Lessons typically last for 45 minutes.
The school may also organize longer
(maximum 60-minute) or shorter lessons.
The school day typically starts at 8 a.m.
and ends between 12:30 and 2 p.m.
10. Upper secondary education
secondary general programmes
(gimnázium)
secondary vocational programmes
(szakközépiskola)
vocational programmes (szakiskola)
Special vocational programmes (speciális
szakiskola) are available for students with
special educational needs.
11. Higher education
There are two types of higher education
institutions: non-university
institutions/colleges (főiskola) and
universities (egyetem).
BA/BSc programmes of 6 to 8 semesters
lead to a first degree.
Master level programmes (MA/MSc) of
another 2 to 4 semesters require a first
degree as admission criterion.
The pre-requisite to entering doctoral
programmes is a MA/MSc degree.
12. Further information about the
Hungarian Education System:
http://english.tpf.hu/upload/docs/angol/Magy
ar_oktatasi_rendszer_en.pdf
