موت ولا اهانة
2011-06-05, 13:56
Write a composition on the Algerian education system.
Typical Essay:
The Algerian structure of the school system is based on 5+4+3 model: five years of primary school, four years of middle school and three years of secondary school. Together, the nine years of primary and middle school education constitute the compulsory basic education phase.
The Ministry of National Education is responsible for the supervision of basic and secondary education; the Ministry of Higher Education and Scientific Research, and the Ministry of Professional Education in collaboration with various other relevant ministries regulate the tertiary sector.
The first nine years of schooling, comprising the basic education cycle, is compulsory for all children of school age (usually age six and above).
In the first five years of basic education pupils attend class for 27 hours a week. Pupils are assessed on the results of their coursework, and progression between grades is based on these results. Pupils who perform poorly in key subjects are required to take make-up classes, or to retake the year if they have an overall average below 50 percent. Promotion to the third cycle of basic education is based exclusively on pupil performance in the fifth grade. Pupils are assessed and promoted to successive grades based on their coursework; an average of 50 percent (10 out of 20) or better is required for progression.
At the end of basic education pupils take the national basic education certificate examination. Pupils who succeed in the examination and in their final year of studies are awarded the (BEM), which grants them access to one of the three streams (troncs communs) of the first year of secondary studies.
pupils choosing to pursue the baccalauréat, the national competitive school-leaving examination, are streamed into one of two branches: literary or scientific. Secondary studies leading to the baccalauréat are three years in duration. Pupils who succeed in their Bac exams have the opportunity to go through higher education.
Higher education in Algeria is offered at many universities, university centers, national schools and institutes. Universities and university centers are centrally administered by the Ministry of Higher Education and Scientific Research, while specialized schools and institutes generally fall under the portfolio of the ministry to which its specialization is most closely related.
The Algerian framework of university degrees is currently under reform with the traditional system, modeled on the French structure, to be gradually replaced with a three-three system deemed to be more internationally compatible. The reform, known as the “L.M.D,” is set to introduce a degree structure based on the new French model of bachelor’s, masters and doctoral degrees. The new degree framework is similar in structure to the reforms being undertaken in Europe through the Bologna Process:
The licence, corresponding to three years of study beyond the baccalauréat (bac+3);
The master, corresponding to two years further study beyond the licence (bac+5);
The doctorat, corresponding to three years of research beyond the master (bac+8).
It is hoped that the new system will make program offerings from Algerian universities more compatible with those around the world, thereby increasing the international mobility of Algerian faculty and students. In addition, the reforms are aimed at increasing student flexibility in choosing and transferring courses and credits; making the system more efficient as relates to the time it takes for students to graduate; increasing lifelong learning opportunities; and increasing institutional autonomy while producing learning outcomes more attuned to the needs of the labor market.
Write a letter to one of your friends in which you describe your class/school.
Typical Essay:
Dear Linda,
Today, I’ll write to you about my school. And the least I can say is that I feel quite happy and comfortable in it.
First, let me mention its old stone building, surrounded by a nice flower garden. The flowers are carefully arranged, and in spring, they give off nice scent when we head for the classes through the garden. Further back, there are two large courtyards with enough space and benches to play or relax. There are also big, ancient olive trees near the walls, where birds perch and nest. We can hear them warble and chirp all year round.
Let me also describe my classroom. It is large and well-decorated, with old-fashioned brown desks, and posters and pictures all over the walls. And then, there are those cabinets full of books which smell of old paper. Actually, I like borrowing a book from time to time and dream all the adventures and mysteries I read about.
I’ll finally say a few words about my teachers. I’m lucky to have such good and considerate people around me. They are so keen to see the students do well. They are always prepared to answer our questions, and they really want to make sure we understand the hard parts of the lessons and exercises. I like the way teachers get us involved. They surely have children of their own at school, which explains why they understand how we feel.
So if there is one good reason why I like my school, it surely because the teaching staff are so caring, and friendly. I can’t dream of a better school.
Write an expository article for your school magazine in which you analyse the causes and effects of examination stress on students.
Typical Essay:
The pressure on young people to succeed academically is now so great that an alarming number of students do not achieve the grades of which they are capable. University admissions personnel, private tutors, teachers and fellow students all contribute, in different ways, to the creation of such stress. But a prime responsibility lies with parents.
Long-term economic uncertainty makes an increasing number of parents concerned for their offsprings’ career prospects, and they are inclined to see high academic achievement as the only way forward. A survey was carried out in Britain with A level students which produced some rather alarming and depressing statistics. More than 75% of those surveyed reported that their parents became very anxious as the examinations approached and nearly 30% felt that the parents had passed on this anxiety to them.
Almost half of those questioned were concerned that they would let their parents down by achieving poor results and over 25% felt that their parents expected far better results than they felt capable of producing.
Most students felt that there was most definitely some degree of pressure being put upon them by parents. Experts feel that this stress can be compared with that experienced by high powered businessmen, both during the examinations and for quite a considerable amount of time in the months leading up to the examinations.
Students reported that the stress they felt manifested itself in disrupted sleeping patterns and some reported that they were barely sleeping at all. They also felt that their appetite had been affected with the worst cases becoming unable to eat a proper meal. It would be unfair to suggest that parental pressure is solely to blame for such developments but there is a convincing amount of evidence that suggests that it makes a substantial contribution.
If a student senses that his or her parents are worried about forthcoming examinations, it is almost certain that the same fear will be passed on to the candidate and make the prospect of poor performance all the more likely. The more the parent worries, the more the student worries, which may fuel parental anxieties even further. Regrettably, few schools offer any help in the management of examination stress.
Fear of failure is possibly the greatest obstacle to examination success so parents should ensure that their own private fears are not passed on to their children. They should appear relaxed, cheerful and confident about the outcome of the examination without putting undue pressure on them to achieve results they are not capable of.
Regular and consistent support is important to all young people involved in competitive situations, and public examinations are no exception. Parents should also familiarise themselves and be tolerant of the emotional and behavioural reactions to stress, such as fatigue, sudden mood swings or becoming withdrawn.
Write an expository article for your school magazine in which you suggest how parents can help their children overcome the problem of examination stress.
Typical Essay:
One particularly effective anti-stress weapon for parents is to encourage children to keep up normal leisure activities, such as swimming or cinema, to show that examinations are not the be-all and end-all of life.
There are important errors that parents should avoid. On no account should they offer in advance presents of money, expensive clothes, holidays, computer games or any other expensive consumer items as a reward for success. This only emphasises the importance of examinations that are being undertaken and increases the pressure on the candidate.
Similarly, parents should never hold up siblings, relatives or friends as shining examples of academic success to be emulated. This not only creates unfair worries about living up to family traditions but will also cause bitter feelings in any student who does not match the achievements of family ‘stars’.
Another thing for parents to avoid is to impose on their children the expectation that they will perform better than the students believe they are capable of. Unrealistic expectations can be very damaging to a young ego. Teenagers who are intelligent enough to take HKCE and A- levels and pursue university places are also intelligent enough to recognise when their abilities are being overstated. Parents of very able children should also be wary. Clever students do not like their cleverness to be exaggerated.
Parents should not do or say anything that has the effect of making the examination seem unduly important, special or difficult, because such attitudes greatly increase the amount of stress felt by the candidate.
Examination success is, to a certain degree, a case of mind over matter. Naturally, a student has to work hard and needs the academic ability in the first place, but having the right attitude is also important.
Typical Essay:
The Algerian structure of the school system is based on 5+4+3 model: five years of primary school, four years of middle school and three years of secondary school. Together, the nine years of primary and middle school education constitute the compulsory basic education phase.
The Ministry of National Education is responsible for the supervision of basic and secondary education; the Ministry of Higher Education and Scientific Research, and the Ministry of Professional Education in collaboration with various other relevant ministries regulate the tertiary sector.
The first nine years of schooling, comprising the basic education cycle, is compulsory for all children of school age (usually age six and above).
In the first five years of basic education pupils attend class for 27 hours a week. Pupils are assessed on the results of their coursework, and progression between grades is based on these results. Pupils who perform poorly in key subjects are required to take make-up classes, or to retake the year if they have an overall average below 50 percent. Promotion to the third cycle of basic education is based exclusively on pupil performance in the fifth grade. Pupils are assessed and promoted to successive grades based on their coursework; an average of 50 percent (10 out of 20) or better is required for progression.
At the end of basic education pupils take the national basic education certificate examination. Pupils who succeed in the examination and in their final year of studies are awarded the (BEM), which grants them access to one of the three streams (troncs communs) of the first year of secondary studies.
pupils choosing to pursue the baccalauréat, the national competitive school-leaving examination, are streamed into one of two branches: literary or scientific. Secondary studies leading to the baccalauréat are three years in duration. Pupils who succeed in their Bac exams have the opportunity to go through higher education.
Higher education in Algeria is offered at many universities, university centers, national schools and institutes. Universities and university centers are centrally administered by the Ministry of Higher Education and Scientific Research, while specialized schools and institutes generally fall under the portfolio of the ministry to which its specialization is most closely related.
The Algerian framework of university degrees is currently under reform with the traditional system, modeled on the French structure, to be gradually replaced with a three-three system deemed to be more internationally compatible. The reform, known as the “L.M.D,” is set to introduce a degree structure based on the new French model of bachelor’s, masters and doctoral degrees. The new degree framework is similar in structure to the reforms being undertaken in Europe through the Bologna Process:
The licence, corresponding to three years of study beyond the baccalauréat (bac+3);
The master, corresponding to two years further study beyond the licence (bac+5);
The doctorat, corresponding to three years of research beyond the master (bac+8).
It is hoped that the new system will make program offerings from Algerian universities more compatible with those around the world, thereby increasing the international mobility of Algerian faculty and students. In addition, the reforms are aimed at increasing student flexibility in choosing and transferring courses and credits; making the system more efficient as relates to the time it takes for students to graduate; increasing lifelong learning opportunities; and increasing institutional autonomy while producing learning outcomes more attuned to the needs of the labor market.
Write a letter to one of your friends in which you describe your class/school.
Typical Essay:
Dear Linda,
Today, I’ll write to you about my school. And the least I can say is that I feel quite happy and comfortable in it.
First, let me mention its old stone building, surrounded by a nice flower garden. The flowers are carefully arranged, and in spring, they give off nice scent when we head for the classes through the garden. Further back, there are two large courtyards with enough space and benches to play or relax. There are also big, ancient olive trees near the walls, where birds perch and nest. We can hear them warble and chirp all year round.
Let me also describe my classroom. It is large and well-decorated, with old-fashioned brown desks, and posters and pictures all over the walls. And then, there are those cabinets full of books which smell of old paper. Actually, I like borrowing a book from time to time and dream all the adventures and mysteries I read about.
I’ll finally say a few words about my teachers. I’m lucky to have such good and considerate people around me. They are so keen to see the students do well. They are always prepared to answer our questions, and they really want to make sure we understand the hard parts of the lessons and exercises. I like the way teachers get us involved. They surely have children of their own at school, which explains why they understand how we feel.
So if there is one good reason why I like my school, it surely because the teaching staff are so caring, and friendly. I can’t dream of a better school.
Write an expository article for your school magazine in which you analyse the causes and effects of examination stress on students.
Typical Essay:
The pressure on young people to succeed academically is now so great that an alarming number of students do not achieve the grades of which they are capable. University admissions personnel, private tutors, teachers and fellow students all contribute, in different ways, to the creation of such stress. But a prime responsibility lies with parents.
Long-term economic uncertainty makes an increasing number of parents concerned for their offsprings’ career prospects, and they are inclined to see high academic achievement as the only way forward. A survey was carried out in Britain with A level students which produced some rather alarming and depressing statistics. More than 75% of those surveyed reported that their parents became very anxious as the examinations approached and nearly 30% felt that the parents had passed on this anxiety to them.
Almost half of those questioned were concerned that they would let their parents down by achieving poor results and over 25% felt that their parents expected far better results than they felt capable of producing.
Most students felt that there was most definitely some degree of pressure being put upon them by parents. Experts feel that this stress can be compared with that experienced by high powered businessmen, both during the examinations and for quite a considerable amount of time in the months leading up to the examinations.
Students reported that the stress they felt manifested itself in disrupted sleeping patterns and some reported that they were barely sleeping at all. They also felt that their appetite had been affected with the worst cases becoming unable to eat a proper meal. It would be unfair to suggest that parental pressure is solely to blame for such developments but there is a convincing amount of evidence that suggests that it makes a substantial contribution.
If a student senses that his or her parents are worried about forthcoming examinations, it is almost certain that the same fear will be passed on to the candidate and make the prospect of poor performance all the more likely. The more the parent worries, the more the student worries, which may fuel parental anxieties even further. Regrettably, few schools offer any help in the management of examination stress.
Fear of failure is possibly the greatest obstacle to examination success so parents should ensure that their own private fears are not passed on to their children. They should appear relaxed, cheerful and confident about the outcome of the examination without putting undue pressure on them to achieve results they are not capable of.
Regular and consistent support is important to all young people involved in competitive situations, and public examinations are no exception. Parents should also familiarise themselves and be tolerant of the emotional and behavioural reactions to stress, such as fatigue, sudden mood swings or becoming withdrawn.
Write an expository article for your school magazine in which you suggest how parents can help their children overcome the problem of examination stress.
Typical Essay:
One particularly effective anti-stress weapon for parents is to encourage children to keep up normal leisure activities, such as swimming or cinema, to show that examinations are not the be-all and end-all of life.
There are important errors that parents should avoid. On no account should they offer in advance presents of money, expensive clothes, holidays, computer games or any other expensive consumer items as a reward for success. This only emphasises the importance of examinations that are being undertaken and increases the pressure on the candidate.
Similarly, parents should never hold up siblings, relatives or friends as shining examples of academic success to be emulated. This not only creates unfair worries about living up to family traditions but will also cause bitter feelings in any student who does not match the achievements of family ‘stars’.
Another thing for parents to avoid is to impose on their children the expectation that they will perform better than the students believe they are capable of. Unrealistic expectations can be very damaging to a young ego. Teenagers who are intelligent enough to take HKCE and A- levels and pursue university places are also intelligent enough to recognise when their abilities are being overstated. Parents of very able children should also be wary. Clever students do not like their cleverness to be exaggerated.
Parents should not do or say anything that has the effect of making the examination seem unduly important, special or difficult, because such attitudes greatly increase the amount of stress felt by the candidate.
Examination success is, to a certain degree, a case of mind over matter. Naturally, a student has to work hard and needs the academic ability in the first place, but having the right attitude is also important.