- The document discusses Finland's immigrant population, education system, and instruction for immigrant students. It notes that at the end of 2008, there were 190,540 foreign-born residents in Finland, comprising 4% of the population.
- It outlines Finland's education system from basic education from ages 7-18 to upper secondary and vocational schools to universities and polytechnics. It describes instruction preparatory to basic education for immigrant students ages 7-17 to help with integration into Finnish society.
- The document discusses assessing immigrant students, providing instruction in both their native language and Finnish, and allowing individualized learning plans. It provides an example of an immigrant student's path through the education system from preparatory instruction to
The document outlines an approach to assessing ESOL literacy that begins with oral skills and vocabulary development before introducing reading and writing. It describes three literacy levels - Level A focuses on listening and speaking, Level B adds reading and writing practice, and Level C involves more complex literacy activities. The levels are aligned with core ESOL standards and are designed to meet the needs of four groups of learners, ranging from non-literate to those with some oral skills or limited literacy.
learn different languages based on basel to flourishAshleyabaker
Language school offers training in German Basel from the beginning. You can add your existing language skill in German and English from the school. It also offers tuition classes for e weak students for extra care. So, the students can Deutsch Lernen Basel in the language school or institute.
The document discusses Scotland's 1+2 language learning approach, where all children learn a second language from Primary 1 and are exposed to a third language no later than Primary 5. It aims to make language learning the norm in Scottish primary schools. The approach is based on the European Union model and is delivered as part of the normal curriculum. The document then answers some frequently asked questions about the approach, including why language learning is important, when languages are introduced, which languages are studied, and how parents can support their children's language learning at home.
Swedish Tuition for Immigrants provides language instruction to adult immigrants to help them develop basic Swedish language skills. The education aims to give students the ability to communicate and participate in daily life, society, and work in Sweden. It is intended for students with varying backgrounds and language abilities. The education consists of four courses - A, B, C, and D - that progressively increase in difficulty. It focuses on developing students' listening, reading, speaking, and writing skills. Assessment is based on students' ability to use Swedish in everyday contexts. Completing courses B, C, and D is followed by a national exam. The goal is for students to gain communicative competence in Swedish.
This document summarizes and compares the study of English in the education systems of Italy, Romania, Spain, and Turkey. It finds that:
- In all four countries, English is compulsory in primary and secondary education, typically starting from ages 6-11 and continuing until ages 14-19.
- Expected English levels range from A1 to B2 by the end of secondary school. International certificates are not always compulsory but are common.
- Adult education systems provide opportunities for those who left school early or want to improve their qualifications. Courses often have insufficient time and materials not tailored to adult learners.
- Across systems, speaking and listening skills are most important for adult students to succeed
Integration Training for Immigrants (Nonstop training)George Bekiaridis
The document outlines various integration training programs for immigrants in Finland, including a nonstop training program consisting of basic and slow path modules, evening courses for working immigrants of different levels, and counseling in areas like the Finnish language, society, and career guidance. It also describes a preparatory training program for young immigrants to improve their language and skills for vocational education.
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system includes 9 years of compulsory primary education, after which students can choose between general and vocational secondary programs. It also has a bilingual focus, with most students learning two additional languages starting in third grade, and some schools offering content instruction in other languages through immersion or CLIL programs to further improve students' language skills. Recent international assessments show Finland remaining among the top countries in reading and science, though its math scores have declined slightly.
- The document discusses Finland's immigrant population, education system, and instruction for immigrant students. It notes that at the end of 2008, there were 190,540 foreign-born residents in Finland, comprising 4% of the population.
- It outlines Finland's education system from basic education from ages 7-18 to upper secondary and vocational schools to universities and polytechnics. It describes instruction preparatory to basic education for immigrant students ages 7-17 to help with integration into Finnish society.
- The document discusses assessing immigrant students, providing instruction in both their native language and Finnish, and allowing individualized learning plans. It provides an example of an immigrant student's path through the education system from preparatory instruction to
The document outlines an approach to assessing ESOL literacy that begins with oral skills and vocabulary development before introducing reading and writing. It describes three literacy levels - Level A focuses on listening and speaking, Level B adds reading and writing practice, and Level C involves more complex literacy activities. The levels are aligned with core ESOL standards and are designed to meet the needs of four groups of learners, ranging from non-literate to those with some oral skills or limited literacy.
learn different languages based on basel to flourishAshleyabaker
Language school offers training in German Basel from the beginning. You can add your existing language skill in German and English from the school. It also offers tuition classes for e weak students for extra care. So, the students can Deutsch Lernen Basel in the language school or institute.
The document discusses Scotland's 1+2 language learning approach, where all children learn a second language from Primary 1 and are exposed to a third language no later than Primary 5. It aims to make language learning the norm in Scottish primary schools. The approach is based on the European Union model and is delivered as part of the normal curriculum. The document then answers some frequently asked questions about the approach, including why language learning is important, when languages are introduced, which languages are studied, and how parents can support their children's language learning at home.
Swedish Tuition for Immigrants provides language instruction to adult immigrants to help them develop basic Swedish language skills. The education aims to give students the ability to communicate and participate in daily life, society, and work in Sweden. It is intended for students with varying backgrounds and language abilities. The education consists of four courses - A, B, C, and D - that progressively increase in difficulty. It focuses on developing students' listening, reading, speaking, and writing skills. Assessment is based on students' ability to use Swedish in everyday contexts. Completing courses B, C, and D is followed by a national exam. The goal is for students to gain communicative competence in Swedish.
This document summarizes and compares the study of English in the education systems of Italy, Romania, Spain, and Turkey. It finds that:
- In all four countries, English is compulsory in primary and secondary education, typically starting from ages 6-11 and continuing until ages 14-19.
- Expected English levels range from A1 to B2 by the end of secondary school. International certificates are not always compulsory but are common.
- Adult education systems provide opportunities for those who left school early or want to improve their qualifications. Courses often have insufficient time and materials not tailored to adult learners.
- Across systems, speaking and listening skills are most important for adult students to succeed
Integration Training for Immigrants (Nonstop training)George Bekiaridis
The document outlines various integration training programs for immigrants in Finland, including a nonstop training program consisting of basic and slow path modules, evening courses for working immigrants of different levels, and counseling in areas like the Finnish language, society, and career guidance. It also describes a preparatory training program for young immigrants to improve their language and skills for vocational education.
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system includes 9 years of compulsory primary education, after which students can choose between general and vocational secondary programs. It also has a bilingual focus, with most students learning two additional languages starting in third grade, and some schools offering content instruction in other languages through immersion or CLIL programs to further improve students' language skills. Recent international assessments show Finland remaining among the top countries in reading and science, though its math scores have declined slightly.
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system is among the best in the world and emphasizes learning multiple languages starting from an early age, with most students learning at least two additional languages besides their native Finnish or Swedish. The education system also offers various immersion and bilingual programs that teach subjects in languages like English.
The document provides information on teacher education in Estonia. It discusses that Estonia has a population of 1.3 million people and two official languages, Estonian and Russian. Teacher education is offered at universities, requiring a bachelor's and master's degree with practical experience. The education system emphasizes equal opportunities, high-quality teachers, and learner-centered approaches. It also focuses on technology and digital skills. Teacher training programs provide subject knowledge, pedagogical studies, and practice teaching. Estonia also emphasizes ongoing professional development for teachers throughout their careers.
Faryal Shuaib presented on bilingual education. Bilingual education involves teaching academic content in two languages, using varying amounts of each language according to the program model. The goals are to teach English as soon as possible while maintaining the native language and culture. There are several types of bilingual education programs, including transitional bilingual education where instruction transitions from the native language to English over several years, immersion programs where instruction is only in English, and two-way immersion programs where English-speaking and non-English speaking students are taught together in both languages.
- Education in Finland is based on equal opportunities for all citizens regardless of attributes like age, location, finances, gender or native language. Basic education from ages 7-16 is free and compulsory.
- The educational structure includes pre-primary education, basic education from ages 7-16, optional 10th grade, general or vocational upper secondary education, and university or polytechnic degrees.
- Comprehensive school is based on a single structure divided into grades with class instruction in early grades and subject teachers in later grades. The school year consists of 190 days with minimum lesson requirements.
Language Support for Youth With a Migrant BackgroundMiqui Mel
1) This document summarizes language support policies for immigrant students in Europe. It identifies key elements of effective support such as initial student assessments, induction programs, ongoing language instruction, training for mainstream teachers, and support for students' native languages.
2) The summary provides examples of good practices from Denmark, including language stimulation for young children, welcoming classes for new immigrant students, and requirements for trained teachers of language as a second language.
3) However, the document also notes gaps in implementing good practices, such as lack of monitoring and evaluation, insufficient professional development, and low community involvement. The brief aims to provide recommendations to address immigrant students' linguistic needs.
This document discusses educational and training options for newly arrived immigrants in Finland, including integration training, basic education for adults, preparatory vocational training, and vocational education. It also provides suggestions for using technology like translation apps, dictionaries, and social media platforms like Instagram and Snapchat to support language learning. Finally, it covers on-the-job learning opportunities and how to document the experience through learning diaries, interviews, and multimedia projects.
The document discusses Finland's approach to adult literacy education. It provides milestones in literacy education policy from 1993 to 2017. It outlines reforms to adult basic education that integrated different forms of literacy training. The goals were to create a complete structure that meets demands, removes overlaps, and builds efficient personalized educational paths. It also discusses stages of literacy development and promoting multiliteracy through connecting basic literacy to other literacies like visual and digital. The document advocates for a language-aware society that supports multiliteracy and helps all people reach their full potential.
1. lecture one -different contexts of elt in the worldmuh rahman rahmat
This document discusses different contexts of teaching English around the world and reasons for learning English. It begins by outlining different approaches to teaching English such as English as a native language, second language, foreign language, and international language. It then focuses on teaching English in Indonesia specifically, where English has the status of a foreign language. Finally, it discusses seven common reasons people have for learning English, such as for school, general communication purposes, career advancement, reputation, and occupying spare time.
EU Project TAU's Seminar 1 material - Part 1
An Introduction to Creation of favorable educational environment, management and planning work with adult learners
Katoh Gakuen Schools Japan - Comparative EducationMarkElnar1
Katoh Gakuen Schools in Numazu, Japan offer an English immersion program from kindergarten through high school with the goals of developing students' bilingualism, 21st century skills, and global citizenship. The immersion program integrates language and academic content, using English for at least 50% of instruction. Research shows that immersion students gain strong foreign language skills and perform equally to or better than non-immersion students in their first language and core academic subjects.
Finnish education aims to provide equal opportunities for all citizens. It is free from pre-primary through higher education. Education is locally administered and autonomous, with a national curriculum that leaves room for local variation. Assessment focuses on supporting learning rather than ranking schools. The system emphasizes equity, inclusion of those with special needs, and preparing students for lifelong learning through general and vocational pathways.
Boletín nº 3 del Proyecto E-bridge2 to VET Mobilitymartamanas
This newsletter provides information on language and cultural learning resources developed by the E-Bridge 2 partnership for vocational education and training (VET) students participating in mobility programs across Europe. Key products mentioned include online language courses in Spanish, Portuguese, Polish and Latvian focused on daily life and work situations, mobile apps for language support, and online cultural resources about partner countries. The goal is to help VET students overcome language barriers and develop intercultural skills for mobility programs.
This document provides information about an ESL parent meeting for Grade 4 students. It includes the agenda for the event which involves refreshments, an introduction from teachers, and meetings with individual classroom teachers. It then details information about the ESL teacher, what language development looks like, the ESL program including inclusion support and pull-out classes. Finally, it discusses the process for mainstreaming students and provides contact information.
The document discusses using Esperanto as a first language for students before learning other languages like English. It proposes a 2-step process where students first learn Esperanto to gain language learning skills and then transfer those skills to a second target language. Learning Esperanto first allows more students to master a second language since Esperanto is phonetic and regular. It also helps develop important thinking skills and promotes inclusion and self-esteem in students.
The document discusses mother tongue-based multilingual education (MTB-MLE). It explains that MTB-MLE uses the student's mother tongue and additional languages in the classroom. Students first develop a foundation in their mother language before adding other languages. The purpose is to develop cognitive and reasoning skills to operate in different languages. MTB-MLE provides a strong foundation in the first language and successful transition to additional languages to enable lifelong learning. It also maintains local culture while providing national language acquisition.
This project aims to compare and improve methods for teaching English as a foreign language to adults across partner countries in Europe. Partners will research their current teaching methodology and materials. Criteria for successful materials will be determined. New materials focusing on English as an international language will be created and selected based on the criteria. Students and teachers from partner institutions will have opportunities to meet and learn from each other through international meetings and lessons to improve English skills and motivation. The four partner institutions are from Spain, Italy, Romania, and Turkey and they hope participating in the project will help students develop open-mindedness and prepare for the European labor market.
The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
The document summarizes the experiences of a school in Spain called San Viator Ikastetxea with implementing the European Language Portfolio (ELP) to assess and motivate student language learning. It discusses introducing the ELP to teachers and students, the activities and classes used, difficulties encountered with assessment and coordination, and generally positive feedback and goals for expanding the program.
The document summarizes the experiences of a school in Spain, San Viator Ikastetxea, with implementing the European Language Portfolio (ELP). It discusses introducing the ELP to help standardize language assessments across Europe. Teachers received training on the ELP and it was introduced to students in stages, starting with older students. Both students and teachers found benefits in student self-assessment and motivation, but challenges remained in coordinating among teachers and mapping activities to ELP descriptors. The school aims to continue expanding use of the ELP to more grades and improve implementation over time.
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system is among the best in the world and emphasizes learning multiple languages starting from an early age, with most students learning at least two additional languages besides their native Finnish or Swedish. The education system also offers various immersion and bilingual programs that teach subjects in languages like English.
The document provides information on teacher education in Estonia. It discusses that Estonia has a population of 1.3 million people and two official languages, Estonian and Russian. Teacher education is offered at universities, requiring a bachelor's and master's degree with practical experience. The education system emphasizes equal opportunities, high-quality teachers, and learner-centered approaches. It also focuses on technology and digital skills. Teacher training programs provide subject knowledge, pedagogical studies, and practice teaching. Estonia also emphasizes ongoing professional development for teachers throughout their careers.
Faryal Shuaib presented on bilingual education. Bilingual education involves teaching academic content in two languages, using varying amounts of each language according to the program model. The goals are to teach English as soon as possible while maintaining the native language and culture. There are several types of bilingual education programs, including transitional bilingual education where instruction transitions from the native language to English over several years, immersion programs where instruction is only in English, and two-way immersion programs where English-speaking and non-English speaking students are taught together in both languages.
- Education in Finland is based on equal opportunities for all citizens regardless of attributes like age, location, finances, gender or native language. Basic education from ages 7-16 is free and compulsory.
- The educational structure includes pre-primary education, basic education from ages 7-16, optional 10th grade, general or vocational upper secondary education, and university or polytechnic degrees.
- Comprehensive school is based on a single structure divided into grades with class instruction in early grades and subject teachers in later grades. The school year consists of 190 days with minimum lesson requirements.
Language Support for Youth With a Migrant BackgroundMiqui Mel
1) This document summarizes language support policies for immigrant students in Europe. It identifies key elements of effective support such as initial student assessments, induction programs, ongoing language instruction, training for mainstream teachers, and support for students' native languages.
2) The summary provides examples of good practices from Denmark, including language stimulation for young children, welcoming classes for new immigrant students, and requirements for trained teachers of language as a second language.
3) However, the document also notes gaps in implementing good practices, such as lack of monitoring and evaluation, insufficient professional development, and low community involvement. The brief aims to provide recommendations to address immigrant students' linguistic needs.
This document discusses educational and training options for newly arrived immigrants in Finland, including integration training, basic education for adults, preparatory vocational training, and vocational education. It also provides suggestions for using technology like translation apps, dictionaries, and social media platforms like Instagram and Snapchat to support language learning. Finally, it covers on-the-job learning opportunities and how to document the experience through learning diaries, interviews, and multimedia projects.
The document discusses Finland's approach to adult literacy education. It provides milestones in literacy education policy from 1993 to 2017. It outlines reforms to adult basic education that integrated different forms of literacy training. The goals were to create a complete structure that meets demands, removes overlaps, and builds efficient personalized educational paths. It also discusses stages of literacy development and promoting multiliteracy through connecting basic literacy to other literacies like visual and digital. The document advocates for a language-aware society that supports multiliteracy and helps all people reach their full potential.
1. lecture one -different contexts of elt in the worldmuh rahman rahmat
This document discusses different contexts of teaching English around the world and reasons for learning English. It begins by outlining different approaches to teaching English such as English as a native language, second language, foreign language, and international language. It then focuses on teaching English in Indonesia specifically, where English has the status of a foreign language. Finally, it discusses seven common reasons people have for learning English, such as for school, general communication purposes, career advancement, reputation, and occupying spare time.
EU Project TAU's Seminar 1 material - Part 1
An Introduction to Creation of favorable educational environment, management and planning work with adult learners
Katoh Gakuen Schools Japan - Comparative EducationMarkElnar1
Katoh Gakuen Schools in Numazu, Japan offer an English immersion program from kindergarten through high school with the goals of developing students' bilingualism, 21st century skills, and global citizenship. The immersion program integrates language and academic content, using English for at least 50% of instruction. Research shows that immersion students gain strong foreign language skills and perform equally to or better than non-immersion students in their first language and core academic subjects.
Finnish education aims to provide equal opportunities for all citizens. It is free from pre-primary through higher education. Education is locally administered and autonomous, with a national curriculum that leaves room for local variation. Assessment focuses on supporting learning rather than ranking schools. The system emphasizes equity, inclusion of those with special needs, and preparing students for lifelong learning through general and vocational pathways.
Boletín nº 3 del Proyecto E-bridge2 to VET Mobilitymartamanas
This newsletter provides information on language and cultural learning resources developed by the E-Bridge 2 partnership for vocational education and training (VET) students participating in mobility programs across Europe. Key products mentioned include online language courses in Spanish, Portuguese, Polish and Latvian focused on daily life and work situations, mobile apps for language support, and online cultural resources about partner countries. The goal is to help VET students overcome language barriers and develop intercultural skills for mobility programs.
This document provides information about an ESL parent meeting for Grade 4 students. It includes the agenda for the event which involves refreshments, an introduction from teachers, and meetings with individual classroom teachers. It then details information about the ESL teacher, what language development looks like, the ESL program including inclusion support and pull-out classes. Finally, it discusses the process for mainstreaming students and provides contact information.
The document discusses using Esperanto as a first language for students before learning other languages like English. It proposes a 2-step process where students first learn Esperanto to gain language learning skills and then transfer those skills to a second target language. Learning Esperanto first allows more students to master a second language since Esperanto is phonetic and regular. It also helps develop important thinking skills and promotes inclusion and self-esteem in students.
The document discusses mother tongue-based multilingual education (MTB-MLE). It explains that MTB-MLE uses the student's mother tongue and additional languages in the classroom. Students first develop a foundation in their mother language before adding other languages. The purpose is to develop cognitive and reasoning skills to operate in different languages. MTB-MLE provides a strong foundation in the first language and successful transition to additional languages to enable lifelong learning. It also maintains local culture while providing national language acquisition.
This project aims to compare and improve methods for teaching English as a foreign language to adults across partner countries in Europe. Partners will research their current teaching methodology and materials. Criteria for successful materials will be determined. New materials focusing on English as an international language will be created and selected based on the criteria. Students and teachers from partner institutions will have opportunities to meet and learn from each other through international meetings and lessons to improve English skills and motivation. The four partner institutions are from Spain, Italy, Romania, and Turkey and they hope participating in the project will help students develop open-mindedness and prepare for the European labor market.
The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
The document summarizes the experiences of a school in Spain called San Viator Ikastetxea with implementing the European Language Portfolio (ELP) to assess and motivate student language learning. It discusses introducing the ELP to teachers and students, the activities and classes used, difficulties encountered with assessment and coordination, and generally positive feedback and goals for expanding the program.
The document summarizes the experiences of a school in Spain, San Viator Ikastetxea, with implementing the European Language Portfolio (ELP). It discusses introducing the ELP to help standardize language assessments across Europe. Teachers received training on the ELP and it was introduced to students in stages, starting with older students. Both students and teachers found benefits in student self-assessment and motivation, but challenges remained in coordinating among teachers and mapping activities to ELP descriptors. The school aims to continue expanding use of the ELP to more grades and improve implementation over time.
This document provides information about a training program for newly arrived immigrants at Vantaa Vocational College Varia. The training includes preparatory studies to develop basic skills like math, communication, and familiarity with Finnish work culture and language. It then involves studying vocational units for up to 24 months while receiving language instruction and doing practical training, with the goal of obtaining certificates in fields like construction, healthcare, and hospitality. Individual study plans are developed to help students' employment potential and include both vocational and language studies with work-based learning components.
Variassa opiskelijat osallistuivat prosessien arviointiin. Tämä on koonti arvioinnin toteuttamisesta ja opiskelijoille arvioinnin jälkeen lähetetystä materiaalista.
Varian koko henkilöstö keskusteli, siitä mitä Vantaan kaupungin kolme keskeistä arvoa kestävä kehitys, yhteisöllisyys ja innovatiivisuus, tarkoittavat arkipäivän toiminnassa.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
2. Huomenta!
Leeamaria Välitalo
Teacher of Finnish language
MA
Finnish language
Literature
Finnish as a 2nd language (L2)
pedagogy and pedagogical training
3. Preparatory education for vocational
training
Goal: to get a place in vocational education and training (VET)
A2.2 B1.1 / B1.2.
My current students
have been in Finland for 2 years or more
17 – 38 years old
Thai, Somali, Russian, Arabic, Kurdish, Vietnamese, Tamil, Estonian,
Albanian
4. Reception center
Underage unaccompanied asylum seekers
Some with a good educational background, multilingual,
able to write in Latin alphabet…
Some with no educational background, illiterate
Arabic, Dari/Farsi, Kurdish, Somali
5. Integration training for adult immigrants
Mostly newly arrived, unemployed immigrants
~12 months
Finnish language, society, working life
training in the workplace
9. Finland as ”schooling society”
Value of degrees
only basic education 17 % of 20 – 29 years old
(2015)
Monolingual labor market
10. Asylum seekers
Reception center
Reception centers offer Finnish language courses
Usually 3 – 6 hours/week/group but in some of centers
even 25 hours
+ voluntary teachers!
Repetition method (Toisto-metodi)
http://areena.yle.fi/1-3518291 1:18 http://suomenkielisanootervetuloa.fi/materiaalit/
11. After getting residence permit
Initial assessment
education, work experience and language skills
(Employment and Economic Development Office or a Social
Office)
Integration plan ”a plan detailing measures that will aid a persons
integration”
Finnish language studies, other education or practical training…
Integration plan must obeyed
Usually up to 3 years (can in some cases be up to 5 years)
12. Integration training
for adult unemployed immigrants
better access to working life and further training
“labour market training”
Finnish language, culture, society, working life
vocational planning, career guidance, recognition of degrees
identification of previously acquired skills
3 paths: slow, basic, fast
(instruction for the (primary or secondary) illiterate)
13. WORK
VOCATIONAL EDUCATION AND TRAINING
PREPARATORY VOCATIONAL EDUCATION AND TRAINING
BASIC EDUCATION INTEGRATION TRAINING
PREPARATORY EDUCATION
FOR BASIC EDUCATION
INITIAL ASSESSMENT
14. WORK
VOCATIONAL EDUCATION AND TRAINING
PREPARATORY VOCATIONAL EDUCATION AND TRAINING
BASIC EDUCATION INTEGRATION TRAINING
PREPARATORY EDUCATION
FOR BASIC EDUCATION
INITIAL ASSESSMENT
15. WORK
VOCATIONAL EDUCATION AND TRAINING
PREPARATORY VOCATIONAL EDUCATION AND TRAINING
BASIC EDUCATION INTEGRATION TRAINING
PREPARATORY EDUCATION
FOR BASIC EDUCATION
INITIAL ASSESSMENT
16. Integration training
Basic education for adults (A1.3/A2.1/A2.2)
Preparatory education for vocational training (A2.2.)
(Preparatory education for general upper secondary school)
(Preparatory education for university of applied sciences)
Vocational education and training for adult immigrants (L2 support) (-
/A2.2/B1.1)
Vocational (adult) education and training (with or without L2 support)
(B1.1.)
(General upper secondary school for adults)
(University of applied sciences)
17. WORK
VOCATIONAL EDUCATION AND TRAINING
PREPARATORY VOCATIONAL EDUCATION AND TRAINING
BASIC EDUCATION INTEGRATION TRAINING
PREPARATORY EDUCATION
FOR BASIC EDUCATION