07:32 Jun 12, 2013 |
Czech to English translations [PRO] Education / Pedagogy / maturitní zkouška | ||||
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| Selected response from: Hannah Geiger (X) United States Local time: 07:24 | |||
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Summary of answers provided | ||||
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4 +2 | profile part of the school-leaving examinationn |
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4 | vocational part |
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Discussion entries: 1 | |
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profile part of the school-leaving examinationn Explanation: Czech Republic introduces significant changes to school-leaving examination, 14. 5. 2013 In the Czech Republic, passing the school-leaving examination (maturitní zkouška) is prerequisite for students to attain the upper secondary level of education (střední vzdělání s maturitní zkouškou - ISCED 3A). Currently the school-leaving examination consists of a “common part” (state part) and a so-called “profile part” (designed at school level). In 2013, significant changes were introduced into the common part of the school-leaving examination. Among the changes: students can no longer choose from two levels of difficulty - the common part of the school-leaving examination now has the same, meaning only one, level of difficulty; teacher-evaluators appointed by the school head are now assessing written works in the Czech language and Literature. Previously, this task was peformed by certified evaluators appointed by the Centre for Evaluation of Education (Centrum pro zjišťování výsledků vzdělávání). The changes for 2013 were stipulated in the amendment of the Education Act adopted in November 2012. Source: Czech Eurydice Unit https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php... http://www.gypri.cz/joomla/index.php?option=com_content&view... -------------------------------------------------- Note added at 4 hrs (2013-06-12 12:13:37 GMT) -------------------------------------------------- In the past decade, the differentiation of educational pathways has been further increasing. It occurs at all levels of the system, both in public and private education, and takes on many diverse forms. The Education Act of 2004 launched curricular reform introducing a bi-level curriculum. A curricular framework is defined at national level, while schools are expected to design their own education programmes. These must be in line with the national framework and also take account of the specific needs of the local community. Many headmasters interpret the reform as an invitation to shape their educational profiles through optional subjects and to create selective classrooms of all sorts to offerparents special educational opportunities for their children http://www.oecd.org/edu/school/48631810.pdf -------------------------------------------------- Note added at 4 hrs (2013-06-12 12:25:18 GMT) -------------------------------------------------- this is from the Nuffield Foundation in the UK As a result of the reform of the school-leaving examination, there should be changes in its form (starting from 2011). This new examination will consist of two parts, the common part and the profile part. The common part includes three exams: the Czech language and a chosen foreign language are compulsory. The third can be chosen from mathematics, basics of civic education and social sciences or informatics. The profile part includes two or three compulsory subjects and two or three optional subjects. In the profile part of the exam, the number of compulsory subjects can be influenced by the school head. In addition, the choice of optional subjects in both the common and profile parts can be influenced by the head. Thus the school head can set mathematics as a compulsory subject. For each exam, pupils can choose from two levels of difficulty http://www.nuffieldfoundation.org/sites/default/files/files/... |
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