The document provides information about Samandira Technical and Vocational High Schools in Turkey. It details that the main building has 24 classrooms, a sports center, conference hall, IT classroom, and science labs. It also lists the various departments offered including information technologies, electric/electronics, logistics, vehicles technologies, and air conditioning/plumbing. It provides student population data and describes the educational framework including common courses, field courses, and certification.
The panel presentation discusses career pathways for STEM technicians as a solution to two national problems: not enough technicians to support innovation and inadequate educational opportunities for capable high school students. It proposes partnering with STEM high schools to provide an alternative curriculum pathway for students interested in associate's degrees to become technicians. The alternative curriculum would adjust math requirements and include technical courses that prepare students to enter engineering technician programs.
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.
Muhammad Tahir Rabbani is well-renowned teacher, trainer,parenting coach,writer, an inspirational speaker and leader, a success coach and a practical educationist of Pakistan.
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 document is a job advertisement from the National Council of Educational Research and Training (NCERT) announcing various academic positions across India. It lists 37 subject areas with openings for Professor, Associate Professor and Assistant Professor. It also lists openings for Librarian, Headmaster, Post Graduate Teachers and Nursery School Teacher along with required qualifications and pay scales. General instructions are provided regarding application process, reservation policies, posting locations and other terms. The advertisement seeks to fill over 140 academic positions across NCERT units located in several cities in India.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of engineering diploma programs. It discusses the approach to curriculum design, including adopting a systems approach. It outlines the curriculum goals of developing various life skills and technological skills in students. It describes the domains of learning and levels of learning based on Bloom's taxonomy to guide objective-setting and assessment. Finally, it provides a two-dimensional framework for setting questions to evaluate students' knowledge and cognitive abilities.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
The panel presentation discusses career pathways for STEM technicians as a solution to two national problems: not enough technicians to support innovation and inadequate educational opportunities for capable high school students. It proposes partnering with STEM high schools to provide an alternative curriculum pathway for students interested in associate's degrees to become technicians. The alternative curriculum would adjust math requirements and include technical courses that prepare students to enter engineering technician programs.
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.
Muhammad Tahir Rabbani is well-renowned teacher, trainer,parenting coach,writer, an inspirational speaker and leader, a success coach and a practical educationist of Pakistan.
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 document is a job advertisement from the National Council of Educational Research and Training (NCERT) announcing various academic positions across India. It lists 37 subject areas with openings for Professor, Associate Professor and Assistant Professor. It also lists openings for Librarian, Headmaster, Post Graduate Teachers and Nursery School Teacher along with required qualifications and pay scales. General instructions are provided regarding application process, reservation policies, posting locations and other terms. The advertisement seeks to fill over 140 academic positions across NCERT units located in several cities in India.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of engineering diploma programs. It discusses the approach to curriculum design, including adopting a systems approach. It outlines the curriculum goals of developing various life skills and technological skills in students. It describes the domains of learning and levels of learning based on Bloom's taxonomy to guide objective-setting and assessment. Finally, it provides a two-dimensional framework for setting questions to evaluate students' knowledge and cognitive abilities.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for School Year 2020-2021. It explains that MELCs were identified in the four components of EPP/TLE (Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology) based on the criterion of endurance. The document outlines how teachers should utilize the MELCs, including emphasizing entrepreneurship, unpacking broad competencies, and substituting activities if competencies cannot be attained.
The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyon Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for the 2020-2021 school year due to the COVID-19 pandemic and shortened academic year. It outlines the premises and considerations for utilizing the MELCs, including emphasizing entrepreneurship and choosing courses that can be conducted at home or school. Sample MELCs are also provided for the Agriculture and Fishery Arts component for Grade 7/8 that focus on essential skills like using tools safely, calculating, interpreting plans, and record keeping.
The document provides guidance for teachers on utilizing the most essential learning competencies (MELCs) identified for the Edukasyon Pantahanan at Pangkabuhayan (EPP)/ Technology and Livelihood Education (TLE) subjects for School Year 2020-2021. It outlines the premises to consider when teaching using the MELCs, including emphasizing entrepreneurship, unpacking broad competencies, and utilizing available local resources. Sample MELCs are also provided for some TLE specializations, with the last two to three weeks of the subject focused on developing entrepreneurship skills like identifying business opportunities and creating a simple business plan.
The document provides guidance for teachers on utilizing the most essential learning competencies (MELCs) in teaching the four components of Edukasyon Pantahanan at Pangkabuhayan (EPP)/ Technology and Livelihood Education (TLE). It identifies MELCs for each component to focus instruction due to the shortened academic year from the COVID-19 pandemic. Teachers are instructed to prioritize MELCs, remove redundant sub-competencies, and consider available resources in choosing courses. Sample MELCs for Agriculture and Fishery Arts are also provided, organized into lessons covering topics like farm tool use, safety measures, and record keeping.
TLE 7-8 Agriculture and Fishery Arts (Crop Production [ACP I, II and Horticul...RogerJrEstabillo
The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyon Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for the 2020-2021 school year due to the COVID-19 pandemic and shortened academic year. It outlines the premises and considerations for utilizing the MELCs, including emphasizing entrepreneurship and choosing courses that can be conducted at home or school. Sample MELCs are also provided for the Agriculture and Fishery Arts component for Grade 7/8 that focus on essential skills like using tools safely, calculating, interpreting plans, and record keeping.
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.
This document outlines the standard and advanced diploma requirements for students entering 9th grade in 2011-2012 and beyond. It provides details on required credits and verified credits for specific subject areas. It also gives examples of typical 9th grade course schedules and elective options. It emphasizes the importance of homework, attendance, and making wise choices. It lists important upcoming dates and action items for rising 9th grade students and their parents.
Senior high school curriculum palawan pafte 18 oct 2013ooneenoo
This document outlines proposed reforms to the Philippines' senior high school curriculum under the K-12 educational system. Key points include:
- The curriculum would be revised from the current core subjects to 31 proposed 80-hour subjects across core, common track, and specialization subjects for Grades 11-12.
- Common track subjects are designed to allow students time to decide on career options and switch tracks without penalties.
- Proposed academic, technical-vocational, and specialization subject options are provided for different tracks and strands.
- The goals are to prepare students for college and make the curriculum more aligned with CHED and TESDA standards and requirements.
The document outlines the course structure and syllabus for Electrical and Electronics Engineering at Jawaharlal Nehru Technological University in Kakinada, India. It provides the semester-wise breakdown of subjects and credits over four years of the degree program. The first year covers general subjects like English, mathematics, chemistry, and introductory engineering topics. Subsequent years focus on electrical engineering topics like circuits, machines, power systems, electronics, and control systems. The syllabus also includes laboratory, workshop, and management components.
The document provides information on the K to 12 Agri-Fishery Arts curriculum for Crop Production. It lists 20 specializations under Agri-Fishery Arts and 20 under Home Economics. For each specialization it provides the number of hours required and any prerequisites. It also provides a sample curriculum for exploratory Grades 7-8 which covers basic concepts, career opportunities, personal entrepreneurial competencies, use of farm tools and equipment, and basic calculation. The goal is for students to gain common competencies in agricultural crop production as prescribed by TESDA.
This document provides the syllabus for the International General Certificate of Secondary Education (IGCSE) Combined Science exam. It outlines the aims, assessment objectives, assessment format, curriculum content, and other administrative details of the exam.
The curriculum content section divides the material into three parts: Biology, Chemistry, and Physics. It provides the core content that all students must study, as well as supplemental material for students aiming for higher grades. For each topic, it lists the core knowledge, supplemental knowledge, and suggested teaching approaches. The goal is to provide guidance on what will be assessed while allowing flexibility in how teachers structure their courses.
This document provides information on the proposed senior high school curriculum in the Philippines. It includes:
1. An overview of the new K-12 curriculum structure, with senior high school comprising Grades 11-12 and offering academic, technical-vocational, sports, and arts tracks.
2. Details on the proposed core subjects for Grades 11-12, including sample subject offerings for each track.
3. Information on ensuring pathways from senior high school to technical-vocational education and training or higher education.
4. Notes on developing teachers' materials and finalizing the curriculum, as well as factors beyond the curriculum that are important for successful implementation of K-12, such as community relevance,
This document outlines the course requirements and typical schedule for 9th grade students at West Potomac High School. It details the requirements to earn a Standard Diploma or Advanced Studies Diploma including the number of standard and verified credits needed in each subject area. It provides information about math, world language, and elective course options for 9th grade and recommendations for determining the appropriate level of course rigor. The document highlights important dates and provides tips for students to help them succeed in high school.
Report in assessment of learning senior high school (k-12)Jewell Ann Manabat
The document discusses the implementation of the K-12 program in the Philippines, which will involve adding two years to basic education, resulting in 12 years of schooling before university. This is being done to better prepare students and make their qualifications more recognized internationally. The new program includes a senior high school component with specialized tracks for students' final two years, including academic, technical-vocational, and sports/arts tracks. The senior high school aims to provide career guidance and opportunities for immersion experiences in students' chosen fields.
This document summarizes the Greek educational system. It includes pre-primary education from ages 4-6, primary education lasting 6 years from ages 6-12, lower secondary "Gymnasio" education lasting 3 years from ages 12-15, and upper secondary education which can be a 3-year "General Lyceum" or a 3-year "Vocational Lyceum EPAL" focusing on subjects like technology, services, or maritime studies. It also mentions higher education options after secondary school like higher technological education or higher university education.
This document discusses career and course options after 10th and 12th standard in various fields including engineering, aviation, merchant navy, architecture, sciences, and more. It provides details on relevant courses, eligibility criteria, duration of studies, institutes that offer these courses, and types of job roles in different industries. Specifically, it outlines options in fields like engineering technology, agricultural engineering, mining, plastics, tool and die making, textiles, leather, packaging, railways, and various technician roles. It also discusses career paths in aviation, shipping, merchant navy, architecture, and general sciences.
This document provides information about the uniform examinations for Secondary IV Science and Technology and Applied Science and Technology programs in Quebec. It outlines the elements that will be evaluated, including compulsory concepts from different areas of study. It describes the format and content of the examinations, which consist of multiple choice and constructed response questions, as well as questions analyzing a technical object. It provides the conditions for administering the exams, permitted materials, and how the exams will be marked and results determined. The exams are intended to assess students' knowledge and ability to apply concepts from the science and technology curricula.
The document provides information on mapping the vision, mission, and program education objectives (PEOs) of a university program. It shows how the university's vision of improving lives through learning and its mission of promoting excellence in lifelong learning and focusing on student success and community needs are aligned with the four PEOs. The program mission of creating a mechanical engineering technology knowledge base, preparing students for industry, and fostering excellence is also aligned with the PEOs. Metrics and strategies for assessing achievement of PEO 1 related to career pursuits and workplace needs are outlined. Course mappings and grade sheets for assessing student performance are included as appendices.
Quality Assurance in Teacher Education in SloveniaBrian Hudson
This document discusses quality assurance in teacher education in Slovenia. It describes the national quality evaluation and accreditation system and how teacher education programs follow the same criteria as other higher education programs. There is ongoing discussion around balancing subject knowledge versus educational competences in teacher preparation. While annual quality reports focus on metrics like enrollment and research outputs, developing quality criteria specific to teacher education is an important task.
This document provides guidance for teachers on teaching the exploratory carpentry course as part of the Technology and Livelihood Education (TLE) program under the K to 12 basic education curriculum in the Philippines. It outlines the overall goal of developing 21st century skills in students. TLE aims to equip students with skills for work, entrepreneurship and further education. Each of the 24 TLE exploratory courses focuses on developing competencies in using tools, measurement, safety, and technical drawing. The carpentry module contains 4-5 lessons addressing these competencies. It is designed to help students earn a Certificate of Competency by Grade 9 and lead to a National Certificate from TESDA in later grades.
El Instituto de Educación Secundaria Valle de Aller está celebrando el 50 aniversario de la educación secundaria en Aller con una asamblea de antiguos alumnos el 27 de abril de 2018. La asamblea incluirá una bienvenida de la directora, informes de los hermanos mayores y menores, una actuación musical, y preguntas del público. Después se servirá vino cortesía de la Escuela de Hostelería del instituto. Se pide a los antiguos alumnos de 2004 a 2016 que confirmen su asistencia por cor
El documento anuncia la V Asamblea de Antiguos Alumnos del IES Valle de Aller para celebrar el 50 aniversario de la Educación Secundaria en Aller el 23 de marzo de 2018. La asamblea incluirá una bienvenida, informes del hermano mayor y menor, una actuación musical, ruegos y preguntas, y vino servido por la Escuela de Hostelería. Se pide a las promociones de 1992 a 2003 que confirmen su asistencia por correo electrónico o teléfono para facilitar la organización.
The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for School Year 2020-2021. It explains that MELCs were identified in the four components of EPP/TLE (Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology) based on the criterion of endurance. The document outlines how teachers should utilize the MELCs, including emphasizing entrepreneurship, unpacking broad competencies, and substituting activities if competencies cannot be attained.
The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyon Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for the 2020-2021 school year due to the COVID-19 pandemic and shortened academic year. It outlines the premises and considerations for utilizing the MELCs, including emphasizing entrepreneurship and choosing courses that can be conducted at home or school. Sample MELCs are also provided for the Agriculture and Fishery Arts component for Grade 7/8 that focus on essential skills like using tools safely, calculating, interpreting plans, and record keeping.
The document provides guidance for teachers on utilizing the most essential learning competencies (MELCs) identified for the Edukasyon Pantahanan at Pangkabuhayan (EPP)/ Technology and Livelihood Education (TLE) subjects for School Year 2020-2021. It outlines the premises to consider when teaching using the MELCs, including emphasizing entrepreneurship, unpacking broad competencies, and utilizing available local resources. Sample MELCs are also provided for some TLE specializations, with the last two to three weeks of the subject focused on developing entrepreneurship skills like identifying business opportunities and creating a simple business plan.
The document provides guidance for teachers on utilizing the most essential learning competencies (MELCs) in teaching the four components of Edukasyon Pantahanan at Pangkabuhayan (EPP)/ Technology and Livelihood Education (TLE). It identifies MELCs for each component to focus instruction due to the shortened academic year from the COVID-19 pandemic. Teachers are instructed to prioritize MELCs, remove redundant sub-competencies, and consider available resources in choosing courses. Sample MELCs for Agriculture and Fishery Arts are also provided, organized into lessons covering topics like farm tool use, safety measures, and record keeping.
TLE 7-8 Agriculture and Fishery Arts (Crop Production [ACP I, II and Horticul...RogerJrEstabillo
The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyon Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for the 2020-2021 school year due to the COVID-19 pandemic and shortened academic year. It outlines the premises and considerations for utilizing the MELCs, including emphasizing entrepreneurship and choosing courses that can be conducted at home or school. Sample MELCs are also provided for the Agriculture and Fishery Arts component for Grade 7/8 that focus on essential skills like using tools safely, calculating, interpreting plans, and record keeping.
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.
This document outlines the standard and advanced diploma requirements for students entering 9th grade in 2011-2012 and beyond. It provides details on required credits and verified credits for specific subject areas. It also gives examples of typical 9th grade course schedules and elective options. It emphasizes the importance of homework, attendance, and making wise choices. It lists important upcoming dates and action items for rising 9th grade students and their parents.
Senior high school curriculum palawan pafte 18 oct 2013ooneenoo
This document outlines proposed reforms to the Philippines' senior high school curriculum under the K-12 educational system. Key points include:
- The curriculum would be revised from the current core subjects to 31 proposed 80-hour subjects across core, common track, and specialization subjects for Grades 11-12.
- Common track subjects are designed to allow students time to decide on career options and switch tracks without penalties.
- Proposed academic, technical-vocational, and specialization subject options are provided for different tracks and strands.
- The goals are to prepare students for college and make the curriculum more aligned with CHED and TESDA standards and requirements.
The document outlines the course structure and syllabus for Electrical and Electronics Engineering at Jawaharlal Nehru Technological University in Kakinada, India. It provides the semester-wise breakdown of subjects and credits over four years of the degree program. The first year covers general subjects like English, mathematics, chemistry, and introductory engineering topics. Subsequent years focus on electrical engineering topics like circuits, machines, power systems, electronics, and control systems. The syllabus also includes laboratory, workshop, and management components.
The document provides information on the K to 12 Agri-Fishery Arts curriculum for Crop Production. It lists 20 specializations under Agri-Fishery Arts and 20 under Home Economics. For each specialization it provides the number of hours required and any prerequisites. It also provides a sample curriculum for exploratory Grades 7-8 which covers basic concepts, career opportunities, personal entrepreneurial competencies, use of farm tools and equipment, and basic calculation. The goal is for students to gain common competencies in agricultural crop production as prescribed by TESDA.
This document provides the syllabus for the International General Certificate of Secondary Education (IGCSE) Combined Science exam. It outlines the aims, assessment objectives, assessment format, curriculum content, and other administrative details of the exam.
The curriculum content section divides the material into three parts: Biology, Chemistry, and Physics. It provides the core content that all students must study, as well as supplemental material for students aiming for higher grades. For each topic, it lists the core knowledge, supplemental knowledge, and suggested teaching approaches. The goal is to provide guidance on what will be assessed while allowing flexibility in how teachers structure their courses.
This document provides information on the proposed senior high school curriculum in the Philippines. It includes:
1. An overview of the new K-12 curriculum structure, with senior high school comprising Grades 11-12 and offering academic, technical-vocational, sports, and arts tracks.
2. Details on the proposed core subjects for Grades 11-12, including sample subject offerings for each track.
3. Information on ensuring pathways from senior high school to technical-vocational education and training or higher education.
4. Notes on developing teachers' materials and finalizing the curriculum, as well as factors beyond the curriculum that are important for successful implementation of K-12, such as community relevance,
This document outlines the course requirements and typical schedule for 9th grade students at West Potomac High School. It details the requirements to earn a Standard Diploma or Advanced Studies Diploma including the number of standard and verified credits needed in each subject area. It provides information about math, world language, and elective course options for 9th grade and recommendations for determining the appropriate level of course rigor. The document highlights important dates and provides tips for students to help them succeed in high school.
Report in assessment of learning senior high school (k-12)Jewell Ann Manabat
The document discusses the implementation of the K-12 program in the Philippines, which will involve adding two years to basic education, resulting in 12 years of schooling before university. This is being done to better prepare students and make their qualifications more recognized internationally. The new program includes a senior high school component with specialized tracks for students' final two years, including academic, technical-vocational, and sports/arts tracks. The senior high school aims to provide career guidance and opportunities for immersion experiences in students' chosen fields.
This document summarizes the Greek educational system. It includes pre-primary education from ages 4-6, primary education lasting 6 years from ages 6-12, lower secondary "Gymnasio" education lasting 3 years from ages 12-15, and upper secondary education which can be a 3-year "General Lyceum" or a 3-year "Vocational Lyceum EPAL" focusing on subjects like technology, services, or maritime studies. It also mentions higher education options after secondary school like higher technological education or higher university education.
This document discusses career and course options after 10th and 12th standard in various fields including engineering, aviation, merchant navy, architecture, sciences, and more. It provides details on relevant courses, eligibility criteria, duration of studies, institutes that offer these courses, and types of job roles in different industries. Specifically, it outlines options in fields like engineering technology, agricultural engineering, mining, plastics, tool and die making, textiles, leather, packaging, railways, and various technician roles. It also discusses career paths in aviation, shipping, merchant navy, architecture, and general sciences.
This document provides information about the uniform examinations for Secondary IV Science and Technology and Applied Science and Technology programs in Quebec. It outlines the elements that will be evaluated, including compulsory concepts from different areas of study. It describes the format and content of the examinations, which consist of multiple choice and constructed response questions, as well as questions analyzing a technical object. It provides the conditions for administering the exams, permitted materials, and how the exams will be marked and results determined. The exams are intended to assess students' knowledge and ability to apply concepts from the science and technology curricula.
The document provides information on mapping the vision, mission, and program education objectives (PEOs) of a university program. It shows how the university's vision of improving lives through learning and its mission of promoting excellence in lifelong learning and focusing on student success and community needs are aligned with the four PEOs. The program mission of creating a mechanical engineering technology knowledge base, preparing students for industry, and fostering excellence is also aligned with the PEOs. Metrics and strategies for assessing achievement of PEO 1 related to career pursuits and workplace needs are outlined. Course mappings and grade sheets for assessing student performance are included as appendices.
Quality Assurance in Teacher Education in SloveniaBrian Hudson
This document discusses quality assurance in teacher education in Slovenia. It describes the national quality evaluation and accreditation system and how teacher education programs follow the same criteria as other higher education programs. There is ongoing discussion around balancing subject knowledge versus educational competences in teacher preparation. While annual quality reports focus on metrics like enrollment and research outputs, developing quality criteria specific to teacher education is an important task.
This document provides guidance for teachers on teaching the exploratory carpentry course as part of the Technology and Livelihood Education (TLE) program under the K to 12 basic education curriculum in the Philippines. It outlines the overall goal of developing 21st century skills in students. TLE aims to equip students with skills for work, entrepreneurship and further education. Each of the 24 TLE exploratory courses focuses on developing competencies in using tools, measurement, safety, and technical drawing. The carpentry module contains 4-5 lessons addressing these competencies. It is designed to help students earn a Certificate of Competency by Grade 9 and lead to a National Certificate from TESDA in later grades.
El Instituto de Educación Secundaria Valle de Aller está celebrando el 50 aniversario de la educación secundaria en Aller con una asamblea de antiguos alumnos el 27 de abril de 2018. La asamblea incluirá una bienvenida de la directora, informes de los hermanos mayores y menores, una actuación musical, y preguntas del público. Después se servirá vino cortesía de la Escuela de Hostelería del instituto. Se pide a los antiguos alumnos de 2004 a 2016 que confirmen su asistencia por cor
El documento anuncia la V Asamblea de Antiguos Alumnos del IES Valle de Aller para celebrar el 50 aniversario de la Educación Secundaria en Aller el 23 de marzo de 2018. La asamblea incluirá una bienvenida, informes del hermano mayor y menor, una actuación musical, ruegos y preguntas, y vino servido por la Escuela de Hostelería. Se pide a las promociones de 1992 a 2003 que confirmen su asistencia por correo electrónico o teléfono para facilitar la organización.
Convocatoria de la iv asamblea de antiguos alumnos del ies valle de allerMargarita Gandullo Recio
La convocatoria anuncia la IV Asamblea de Antiguos Alumnos del IES Valle de Aller para el 26 de enero de 2018 a las 11:30 en el Salón de Actos de la escuela. El orden del día incluye la bienvenida de la directora, palabras del Hermano Mayor y Menor, una actuación musical, una foto de familia y vino español servido por la Escuela de Hostelería. Se pide a los asistentes de las promociones de 1986 a 1991 que confirmen su asistencia por correo electrónico.
El Instituto de Educación Secundaria Valle de Aller celebrará el 50 aniversario de la educación secundaria en Aller con una asamblea de antiguos alumnos el 22 de diciembre de 2017 a las 11:30 horas, invitando a las promociones de 1980 a 1985 y a los docentes, donde se darán informes, habrá una actuación musical del Coro minero de Turón y se servirá vino español.
Este documento describe un proyecto llamado Drop-App cuyo objetivo principal es dar voz a los jóvenes a través de las nuevas tecnologías para luchar contra el abandono escolar temprano. El proyecto involucra a 8 socios de 5 países europeos y utilizará encuentros, materiales didácticos, una comunidad virtual y líneas de orientación para analizar las causas del abandono escolar y desarrollar estrategias basadas en las TIC para abordarlo. Los resultados esperados incluyen análisis, videos, guías y una plata
National College Radu Negru is the oldest secondary education institution in Fagaras, Romania, founded in 1869. It was known as an elite high school between 1919-1940 when there were only 25 such schools in the country. The school was named after a Romanian legendary leader by its founder, Ion Codru Draguseanu. Over the decades, it has become an important cultural center for the region, maintaining its excellent reputation through outcomes while undergoing changes such as a brief period as a Hungarian school. Today it provides primary through secondary education across various disciplines for over 500 students annually.
Fagaras is a town in Romania that faces economic struggles. It used to be an industrial center but many factories closed after the fall of communism. This led to a decline in jobs and population as many residents left to find work in other countries or cities. While some migrants have found success abroad, their departure has negatively impacted the town. Fagaras hopes to reverse its economic troubles but needs support from leaders to save the town from potentially being abandoned.
Romania is a country with a rich history and culture. It has a diverse landscape that includes the Carpathian Mountains, rivers, lakes, and access to the Black Sea. Bucharest is the capital city, and Romanian is the main language spoken. Some of Romania's most notable features include Bran Castle, the Parliament Palace in Bucharest, and the paintings churches and monasteries across the country. Romania has also produced many famous scientists, artists, writers and musicians who have contributed greatly to their fields.
This document summarizes information about Romanian peasants in the late 19th and early 20th centuries. It discusses Badea Cartan, a Romanian peasant who fought for Transylvanian independence and made a journey on foot to Rome. It also describes traditional peasant clothing like opincis, obiele, and chiorapi worn by peasants in Transylvania. Finally, it considers whether modern peasants are under siege or aspire to productive agriculture, and how villages may be moving toward urbanization or extinction.
This document outlines the itinerary and activities for a final meeting in Asturias, Spain from June 2-8, 2014 for the KPUP (Knowing the Past to Understand the Present) Comenius project. The schedule includes visits to local schools, museums, and sites related to water, the sea, mountains, and mining. Participants will stay at a hotel in Oviedo and enjoy meals together that feature local Asturian cuisine. Presentations will be given by Spanish students and school authorities. There will also be time for recreation in Oviedo and a day trip to the city of Gijón before participants depart Asturias on June 8th.
The document discusses traditional jobs in Asturias, Spain. It describes how the region has historically relied on mining, iron/steel industry, agriculture, cattle raising and craftsmanship. While mining/industry were once major employers, the service sector now occupies most jobs, with tourism a key income source. Traditional sectors like agriculture, ceramics and woodworking remain important to the local economy and culture.
This document discusses unemployment and types of unemployment. It defines unemployment as someone willing and available to work but currently unemployed. There are 5 types of unemployment discussed: frictional, structural, demand deficient, seasonal, and hidden unemployment. Unemployment data from Turkey from 1993-2003 is presented, showing total labor force, number of unemployed, and unemployment rates each year. Effects of unemployment on individuals, families, and the economy are outlined, including loss of income, increased costs to government for benefits, and lower tax revenue. Solutions discussed include government support programs for young entrepreneurs through grants, loans, tax benefits, and training programs to address unemployment.
This document discusses unemployment, including definitions, types of unemployment, unemployment rates in Turkey from 1993-2003, and effects of unemployment. It defines unemployment as people who are willing and available to work but are currently not employed. The main types of unemployment mentioned are frictional, structural, demand deficient, and seasonal unemployment. Statistics provided show Turkey's unemployment rate rising from 7.7% in 1993 to 11.4% in 2002 before falling slightly to 10.3% in 2003. The document also discusses effects of unemployment on individuals, families, the economy, and government.
This document discusses unemployment, including definitions, types of unemployment, unemployment rates in Turkey from 1993-2003, and effects of unemployment. It defines unemployment as someone willing and available for work but currently unemployed. The main types of unemployment mentioned are frictional, structural, demand deficient, and seasonal. Statistics provided show Turkey's unemployment rate rising from 7.7% in 1993 to 11.4% in 2002 before falling slightly to 10.3% in 2003. Causes and effects of unemployment on individuals, families, and the economy are examined.
Two of the seven wonders of the ancient world, the Temple of Artemis and the Mausoleum at Halikarnassos, are located in Anatolia, Turkey. Cappadocia has a unique lunar-like landscape with rock formations known as "fairy chimneys" and underground cities carved into rock. Troy, where a replica of the Trojan Horse is exhibited, and Mount Ararat, believed by some Christians to be the final resting place of Noah's Ark, are also important historical and tourist sites in Turkey.
This document discusses some of the historic and tourist destinations in Turkey. It mentions that two of the seven wonders of the ancient world, the Temple of Artemis and the Mausoleum at Halikarnassos, are located in Anatolia. It provides details about Cappadocia, its lunar-like landscape of fairy chimneys and underground cities. It also describes Troy, located where a replica of the Trojan Horse is exhibited, and Mount Ararat in eastern Turkey, believed by some to be the final resting place of Noah's Ark. The document encourages watching KPUP for more information.
This document provides information about Samandira Technical and Vocational High Schools. It details the various departments offered including information technology, electric and electronics, logistics, automotive technology, and air conditioning/plumbing. It lists the number of teachers and students in each department and grade. It also outlines the vocational branches within each department and provides information about the school's sports hall, library, and awards received between 2008-2013.
Samanidra Technical and Vocational High School has 16 departments across various fields including automotive technology, air conditioning and plumbing, electric and electronics, and information technology. There are a total of 1673 students enrolled across grades 9 through 12, with 335 female students and 1338 male students. The school has various vocational departments and branches including information technologies, electric and electronics technologies, logistics services, and engine vehicles technologies. The school has won several awards between 2008-2013 for competitions in Turkey, Istanbul, and other regions in areas such as projects, poetry, and wrestling.
The unemployment rate in Lithuania declined in 2013 compared to 2011. Nearly one-fifth of employed individuals were under 25 years old. The lowest unemployment rates among working age populations were seen in Vilnius, Klaipėda, and Kaunas. Within 2013, thousands of previously unemployed individuals started their own businesses. The service sector accounted for the largest share of employment, growing to 59.4% in 2013. However, many teenagers are unwilling to pursue careers in fields like science, engineering, and technology due to perceived challenges.
The Avižieniai Gymnasium in Lithuania was founded in 1964 and teaches students in Lithuanian and Polish. It was reorganized from a basic school to a secondary school in 1998. The school currently has 208 students learning in Lithuanian and 120 in Polish. Valerija Orševska has been the headmistress since 2003. The school offers specialized assistance to students and has 50 teachers. Its goals are to help students understand the modern world, develop their national identity, and choose their future careers through various art, sports, technology and social programs. The school is also known for its successful boys' and girls' volleyball teams.
4. Features
• Covered area 18.000 squaremeter
• Open area 30.000 squaremeter
IN MAIN BUILDING
• 24 classroom
• Sports Center
• Conference Hall
• IT Classroom
• History Labratory
• Physics Labratory
• Foreign Language Labrotary
• Main Library
4
5. DEPARTMENTS in OUR SCHOOL
-- Information Technologies
> Web Site Developing
> Technical Services
-- Electric And Electronics Technologies
> Industrial Maintenance And Reperation
> Electromechanic Conveyors
> Control Panel Mounting
-- Logistic Services
> Logistics
-- Engined Vehicles Technologies
> Automotive Electromechanic
-- Installation and Air Conditioning
> Cooling systems
> Heating and Natural Gases Installation
5
6. School Population
School Type Number of Number of Boy Total Number
Girl Student student
Vocational 236 944 1180
Technical 37 91 128
Anatolian Technical 10 53 63
Anatolian Vocational 87 114 201
TOTAL 370 1202 1572
Number of Male Number of Female TOTAL
Teachers Teachers
69 22 91
7. EDUCATION PERIOD
• In Turkey, high school education lasts 4 years. In
second year, they select which department to go.
• Total education period has been planned as 4
academic years.
• Distribution of the times to be allocated for
school, enterprise and individual learning during
the education period is applied as explained in
the explanations related to weekly lecture hours,
courses and modules of related field.
8. EDUCATORS
• The curriculum should be applied by teachers who
have bachelor level degree in related field, experience
in the sector and who have received in-service training.
• Contribution of master trainers, technicians and
occupational staff who have experience in Information
Technologies Field may be used while applying the
curricula.
• Educators who have minimum five years teaching
experience in Technical High Schools and who have
master level degree in the field should be preferred.
9. MEASUREMENT AND EVALUATION
• In accordance with the regulation on class passing and
examination;
• Competencies acquired by students at end of the
modules under the course will be measured.
• Knowledge, skills and attitudes acquired by students
with the modules at end of the course will be
measured.
• Measurement results will be evaluated at end of each
semester and year.
• All learning activities the students realize in school,
enterprise and by themselves will be evaluated.
10. CERTIFICATION
• Graduates will be awarded diploma
in related field.
• The student who acquires the
competencies of the branch
occupation he selects will be
awarded with certificate.
11. HORIZONTAL AND VERTICAL
TRANSFERS
• Acquisition of broad competencies related to the
occupations is targeted in the Field.
• The student who graduate and receive diploma can
vertically transfer to related Vocational School of
Higher Education or continue his study in other higher
education institutions that admit their students via the
National University Entrance Examination.
• The student who receive education or graduate in
related field can transfer to other branches /
occupations by completing the necessary modules.
12. EDUCATION METHODS AND
TECHNIQUES
• Individualised learning methods and techniques
related to modular teaching are applied.
• Teachers guide students.
• Students are encouraged to self-learning.
• Active study of students is ensured.
• Students are directed to research.
• Students can evaluate themselves.
• Methods and techniques aiming acquisition of
competencies by students are applied.
13. ACQUISITIONS OF THE STUDENT
• At end of the program, the student will;
• Acquire basic knowledge and skills common to
all fields.
• Acquire basic competencies of related field.
• Be able to perform the tasks and duties
required by the branch / occupation.
• Acquire the special occupational
competencies required by the branch /
occupation.
14. DEFINITION OF THE FIELD
• This is the field in scope of which education and
training related to the branches / occupations in
Information Technologies Field are provided.
PURPOSE OF THE FIELD
• Purpose of the field is to educate qualified
occupational staff that has the competencies
required by needs of the sector as well as
technological advances in the occupations.
16. Department of Information
Technologies
Pupil Population
Gender Grade Grade Grade TOTAL
X XI XII
Girl 36 48 26 110
Boy 75 37 28 140
250
Number of Teacher : 3 female, 7 male Total: 10
17. Purpose of the field is to educate
occupational staff who have the
competencies needed for IT
technician in Information
Technologies Field.
18. Framework Curriculum And
Weekly Lecture Hours
Course Courses Grade Grade Grade Grade
Category IX X XI XII
* Language And Expression 2 2 2 2
Turkish Literature 3 3 - -
History 2 2 - -
Religious Culture And Ethics 1 1 1 1
History of Turkish Revolution And Ataturk’s - - 2 -
Principles
Common Courses
Geography 2 2 - -
Mathematics 4 - - -
Physics 2 -
Chemistry 2 - - -
Biology 2 - - -
Health Studies 2 - - -
Philosophy - - 2 -
Foreign Languages 3 3 - -
Physical Education - Sports 2 - - -
National Security - 1 - -
Traffic and First Aid - - 1 -
Introduction and Orientation 2 - - -
TOTAL 29 14 8 3
Note (*) Courses that cannot be accepted as successful according to end of year success avarage.
19. Course Courses Grade IX Grade X Grade XI Grade XII
Category
Information And Communication Technologies 2 - - -
Mathematics - 3 - -
Occupational Development - - 2 -
* Basics Of Information Technologies - 8 - -
Pocket Programs (Office Applications) - 2 - -
Basics of Electronics and Measurement - 3 - -
Technical and Occupational Drawing - 2 - -
* Skill Training in Enterprises
Basics of Network
Database Management
Field / Branch Courses
Network Databases
*Visual Programming
*Object Oriented Programming
Electronic Applications
*System Maintenance and Repairing
Industrial Control
Introduction and Orientation
- - 24 29
*Microcontrollers
Computer Aided Circuit Design
Graphics and Animations
*Web Design and Programming
*Internet Programming
Operation Systems (Open Source)
*Network Systems And Routing
Network Security
*Server Operation Systems
Domain Name Servers
TOTAL FIELD / BRANCH COURSES 2 20 24 29
ELECTIVE COURSES 3 - 2 2
GUIDANCE 1 1 1 1
GENERAL TOTAL 35 35 35 35
33. Department of Electric And Electronic
Technologies
Electric And Electronic
Technologies
Industrial
Electromechanic Control Panel
Maintenance And
Conveyors Mounting
Reperation
34. Department of Electric And Electronic
Technologies
Pupil Population
Gender Grade Grade Grade TOTAL
X XI XII
Girl 8 10 15 33
Boy 101 73 61 235
268
Number of Teacher : 2 female, 11 male Total: 13
35. Framework Curriculum And
Weekly Lecture Hours
Course Courses Grade Grade Grade Grade
Category IX X XI XII
* Language And Expression 2 2 2 2
Turkish Literature 3 3 - -
History 2 2 - -
Religious Culture And Ethics 1 1 1 1
History of Turkish Revolution And Ataturk’s - - 2 -
Principles
Common Courses
Geography 2 2 - -
Mathematics 4 - - -
Physics 2 -
Chemistry 2 - - -
Biology 2 - - -
Health Studies 2 - - -
Philosophy - - 2 -
Foreign Languages 3 3 - -
Physical Education - Sports 2 - - -
National Security - 1 - -
Traffic and First Aid - - 1 -
Introduction and Orientation 2 - - -
TOTAL 29 14 8 3
Note (*) Courses that cannot be accepted as successful according to end of year success avarage.
36. Course Courses Grade IX Grade X Grade XI Grade XII
Category
Information And Communication Technologies 2 - - -
Mathematics - 3 - -
Occupational Development - 2 - -
Electrical Measurement - 6 - -
Basics of Electrics and Electronics - 7 - -
Occupational drawing - 2 - -
Computer Aided Applications - - - 2
Field / Branch Courses
Industrial Control - 2 - -
Skills training in enterprises
Digital Electronic
Mikrocontroller
Internet and Security
Network Structures
Transformators
Electrical Machinery - - 22 27
Print Machinery
Fax and printers
Control panel design and mounting
Electrical Installation Projects
Smart Domestic Devices
Electrical Engines
TOTAL FIELD / BRANCH COURSES 2 20 24 29
ELECTIVE COURSES 3 - 2 2
GUIDANCE 1 1 1 1
GENERAL TOTAL 35 35 35 35
42. Department of Engined Vehicles
Technologies
Engined
Vehicles
Technologies
Electro-mechanic
43. Department of Engined Vehicles
Technologies
Pupil Population
Gender Grade Grade Grade TOTAL
X XI XII
Girl 15 21 19 55
Boy 62 81 84 227
282
44. Framework Curriculum And
Weekly Lecture Hours
Course Courses Grade Grade Grade Grade
Category IX X XI XII
* Language And Expression 2 2 2 2
Turkish Literature 3 3 - -
History 2 2 - -
Religious Culture And Ethics 1 1 1 1
History of Turkish Revolution And Ataturk’s - - 2 -
Principles
Common Courses
Geography 2 2 - -
Mathematics 4 - - -
Physics 2 -
Chemistry 2 - - -
Biology 2 - - -
Health Studies 2 - - -
Philosophy - - 2 -
Foreign Languages 3 3 - -
Physical Education - Sports 2 - - -
National Security - 1 - -
Traffic and First Aid - - 1 -
Introduction and Orientation 2 - - -
TOTAL 29 14 8 3
Note (*) Courses that cannot be accepted as successful according to end of year success avarage.
45. Course Courses Grade IX Grade X Grade XI Grade XII
Category
Information And Communication Technologies 2 - - -
Mathematics - 3 - -
OCCUPATIONAL DEVELOPMENT - - 2 -
TECHNICAL DRAWING - 3 - -
TECHNICAL FOREIGN LANGUAGE (ENGLISH) - - - 2
HYDRAULICS-PNEUMATICS - 2 - -
Field / Branch Courses
STRENGTH OF OBJECTS - - 2 -
*AUTOMOTIVE TECHNOLOGY - 10 - -
* Skill Training in Enterprises
*AUTOMOTIVE ELECTRO-MECHANICS TECHNOLOGY
*AUTOMOTIVE BODY TECHNOLOGY
*AUTOMOTIVE PAINT TECHNOLOGY
ENGINE THERMODYNAMICS - - 22 27
AUTOMOTIVE BODY MECHANICS
PICTURE AND GRAPHICS DESIGN
OCCUPATIONAL DRAWING
TOTAL FIELD / BRANCH COURSES 2 18 26 29
ELECTIVE COURSES 3 2 - 2
GUIDANCE 1 1 1 1
GENERAL TOTAL 35 35 35 35
51. Department of Air Conditioning
And Plumbing
Air
Conditioning
And Plumbing
Heating and
Cooling
Natural Gases
Technologies
Installation
52. Department of Air Conditioning
And Plumbing
Pupil Population
Gender Grade Grade Grade TOTAL
X XI XII
Girl 7 8 7 22
Boy 75 50 61 186
208
Number of Teacher : 6 male
53. Framework Curriculum And
Weekly Lecture Hours
Course Courses Grade Grade Grade Grade
Category IX X XI XII
* Language And Expression 2 2 2 2
Turkish Literature 3 3 - -
History 2 2 - -
Religious Culture And Ethics 1 1 1 1
History of Turkish Revolution And Ataturk’s - - 2 -
Principles
Common Courses
Geography 2 2 - -
Mathematics 4 - - -
Physics 2 -
Chemistry 2 - - -
Biology 2 - - -
Health Studies 2 - - -
Philosophy - - 2 -
Foreign Languages 3 3 - -
Physical Education - Sports 2 - - -
National Security - 1 - -
Traffic and First Aid - - 1 -
Introduction and Orientation 2 - - -
TOTAL 29 14 8 3
Note (*) Courses that cannot be accepted as successful according to end of year success avarage.
54. Course Courses Grade IX Grade X Grade XI Grade XII
Category
Information And Communication Technologies 2 - - -
Mathematics - 3 - -
Occupational Development - 2 - -
Sheet and Pipe labor - 6 - -
Pipe welding and electric - 7 - -
Occupational drawing - 2 - -
Information And Communication Technologies - - - 2
Mathematics - 2 - -
Occupational Development - - 2 -
Sheet and Pipe labor - 10 - -
Skills training in enterprises
Heating system installation
Field / Branch Courses
Central heating
Occupational heating drawing
Computer-aided drawing
Plumbing
Natural gas installation
Burner devices and assembly
Burner device services
Installation technology Occupational drawing
Cooling system components
Maintenance and repair of refrigeration - - 22 27
Cold storage systems
Refrigerated vehicles and vehicle air conditioning systems
House type coolers occupational drawing
Industrial and commercial refrigeration occupational drawing
House-type air conditioning systems
Floor air conditioning systems
Central air conditioning systems
Ventilation systems
Conditioning basics occupational drawing
Air conditioning occupational drawing
Central air conditioning occupational drawing
TOTAL FIELD / BRANCH COURSES 2 20 24 29
ELECTIVE COURSES 3 - 2 2
GUIDANCE 1 1 1 1
GENERAL TOTAL 35 35 35 35
59. LEONARDO DA VINCI PROJECT:
«Lifelong language learning in vocational training» www.vocationalenglishpartnership.org
It is between 5 countries and 5 schools. Turkey-England-Finland-Romania-Poland
60.
61.
62.
63.
64. COMENIUS PROJECT:
«We are so different but stil we are the same» www.differentbutsame.org
It is between 8 countries and 10 schools Turkey-Greece-Portugal-Poland-Romania-Italy-
Lithuania and Latvia are the partner countries.
65. OUR SUCCESSES
• Our school has tough relations with the sector of the fields in which we
provide Professional-technical education. As a result of this concept, it has
launched to conduct projects in scope of particular protocols, having
cooperation with the firms such as Ford, Tofaş, Doğuş Otomotiv, Temsa,
Çelik Motor (Kia) in Motor Vehicles Technologies; and
Ferroli,Grohe,Wilo,Grundfos in Installation Technology and Air-
conditioning fields.
• Through these projects, it is aimed to contribute the employment in the
country; increase the quality of the student who prefers the school by
training personnel who have the features that the sector requires;
establish a ready employment pool from which the firms can benefit, in
the training laboratories which are adorned with cutting-edge technology.
• Our school, despite of its short history, has succeeded fascinating works in
many fields through its dynamic staff and it has also actively participated
in the European Union’s project works.
66. BIKASES PROJECT
• In the skill based project competition held
among 6000 projects from vocational and
technical education institutions by the
Ministry of Education we gained the first prize.