This document summarizes the Italian education system from nursery school through higher education. It discusses that education in Italy is compulsory until age 16 and is provided freely by the state. The Ministry of Education oversees schools and teachers are civil servants. Schools have autonomy in their daily operations and curriculum is determined nationally but adapted locally. Students can attend academic or vocational secondary programs and must pass exams to advance to higher education which includes universities and specialized technical programs.
Turkey Education System (by Sehit Sener Gundem Secondary School Comenius Mult...ilhan tr
Sehit Sener Gundem Secondary School Comenius Multilateral Project. Turkey Education System Presentation. Name of our project is 'Biodiversity Conservation The Only Path To Our Survival'
06-abr-2016 | Presentación de Bronwyn Hinz (Universidad de Victoria) en el Workshop 'Education in the 21st Century: Lessons learnt from Federal an Decentralized Systems' organizado por la Fundación Alternativas.
Turkey Education System (by Sehit Sener Gundem Secondary School Comenius Mult...ilhan tr
Sehit Sener Gundem Secondary School Comenius Multilateral Project. Turkey Education System Presentation. Name of our project is 'Biodiversity Conservation The Only Path To Our Survival'
06-abr-2016 | Presentación de Bronwyn Hinz (Universidad de Victoria) en el Workshop 'Education in the 21st Century: Lessons learnt from Federal an Decentralized Systems' organizado por la Fundación Alternativas.
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Constitution of the Italian Republic
Basic principles on education include:
• the freedom of education and teaching
• the duty of the state to provide a school open to
everyone with no discrimination of any type
• the rights and duties of parents to provide
education for their children
• the education and vocational training of disabled
and handicapped citizens
3. Ministry of Education, University and Research is responsible for
school education (MIUR).
It is represented at local level by regional and provincial
education offices. Teachers, or professors, are mainly civil
servants, recruited by competitive examination .
4. Each school prepares a Piano Triennale dell'Offerta Formativa (PTOF), a plan for
three years with the goals of the school. It is devised by the Teacher Council and it is
given to students and their family on enrolment. The National guidelines are
nationally determined and adapted to local needs by each school according to school
autonomy by the PTOF. The Teacher Council is made up of permanent and
temporary teachers and is chaired by the school manager.
5. The school manager is responsible for the overall
management of the institution, of which he has legal
responsibility; he is responsible for the management of
financial and material resources and for the quality of
the service provided.
The school year comprises at least 200 days between
the beginning of September and the end of June.
Schools open five or six days a week, full day or half
day, depending on the institution. Compulsory annual
teaching hours are 891.
6.
7. NURSERY SCHOOL
is the first stage of the education (children from three to five years )
and training system and it is not compulsory. Pre-primary education is
offered free of charge. Families are asked to pay a sum for transport
and canteen services. Families with low incomes are exempted.
8. Primary school starts at six and lasts five years. Class sizes generally run
about twenty-five children per class with a minimum of ten students. In
villages with not many people there are mixed-level classes, that have
between six and twelve students. Schooling and textbooks are free.
Students with special needs are integrated into mainstream education
and specialist support is provided.
9. Schools have autonomy in the
organization of the daily timetable
Starting from the first grades of
primary schools, families choose
among the following models of
weekly timetables that are chosen by
parents at enrolment.
10. Special educational support
• In Italy, disabled students have been integrated in ordinary schools
• there is not a separate education system for these students
• specialist support and auxiliary help is provided.
11. Lower secondary school is attended
by students from eleven to sixteen
years old. While the schooling is
free, books must be purchased. Class
size is about 26 students per class but
in large cities there are even 30- 35
students per class. Together with
compulsory primary school, lower
secondary school makes up the first
cycle of education which lasts eight
years.
12. In the lower secondary school
the core subjects are:
Religion, Italian language,
English language, a Second
foreign language, History,
Geography, Science, Math,
Technology, Information
technology, Art and Drawing,
Music and Physical Education.
Students must take and pass
an exam before moving up to
upper secondary school .
13. Upper secondary school lasts 5 years until
the student is eighteen or nineteen years
old, but it’s compulsory till 16.
Upper schools are currently divided in the
following way: Classical upper secondary
school Liceo Classico ;Scientific upper
secondary school Liceo Scientifico;
Linguistic upper secondary school Liceo
Linguistico ;Upper secondary school with a
sociological and pedagogical orientation;
Liceo Psico-pedagogico ;Art school ; Liceo
Artistico.
14. Licei are more academic and usually prepare
students to the university studies. Istituti are
essentially divided in:
Technical schools;
Vocational schools.
Technical schools prepare students to work in
agriculture, industry, commerce,
administration and marketing; Vocational
schools offer vocational training for various
jobs. (enology ,gastronomy, tourist
promotion,fashion and design; social health ).
15. After completing upper secondary school,
students must pass another exam in order to
receive their Diploma di Maturità. Once they
have their diplomas, they either begin their
careers in their professions or move on to the
University.
16. There are two main types of higher education: university and non-university higher
education :
• the degree university sector is now based on two main cycles (a three-year Laurea,
followed by a two-year Laurea specialistica )
• higher technology education (IFTS)
Italy has forty-two state universities, six private, three technical and twelve in
specialized sectors. Each university offers four main courses: university diploma,
Bachelor ofArts/Science, research doctorate, and diploma of specialization.
