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英国环境研究代写论文:阿联酋的学校

在阿联酋的学校的成就,以确定哪些学校表现良好,而不是。这反过来,将使学校实施跟踪过程的学生的进步,教师可以识别学生落后,以及他们如何可以一起工作,以帮助学生提高他们的工作。创造可持续的和合适的课程改革过程,UAE面临的最后挑战是一个拥有较大的政治和经济后果的国家。创造一个能够开发和修订国家课程的国家机构是挑战。这个机构需要由当地的专家组成,他们能够生产和审查建议的课程改革。教育部和阿布扎比教育局都严重依赖外国技术作为他们的课程的发展举措。虽然它很容易在短期内进口顾问往往是经验更丰富的领域,这样的情况在长期是不可持续的,当它离开阿联酋国民和专家排除的过程,因此,没有必要的技能发展课程。通过减少对外部专业知识的依赖,为国民和土生土长的专家提供更好的教育和培训,UAE有机会建立发展课程的本地能力。这个过程首先需要UAE在从国外“借用”课程改革时更加谨慎。到目前为止,UAE在很大程度上依赖于来自美国和澳大利亚的专业知识,从中进口的大部分课程。然而,两国都相对薄弱的表演者在TIMSS和比萨评估。事实上,美国的学生在数学和科学方面几乎落后了两个完整的分数,落后于芬兰。因此,在追求一个更好的,更包括课程的UAE可能需要探讨借鉴其他国家经验的可能性,如得分最高的PISA和TIMSS的表演者,韩国和芬兰。对国家认同缺失的担忧也是UAE需要自己的课程权力的重要原因。没有地方身份比公立学校课程更明确界定。外部顾问不能完全理解国家的需要、愿景、目标和道德基础。这是在最近的担忧已经转移到以英语作为在madares铝盖德学校教学中提出说明,让父母和联邦国民议会(FNC)成员表示在儿童arabic.18许多命令下降的担忧也感受到外语的怨恨和国外课程实施在阿联酋的孩子。如果有更多的地方参与课程开发,许多这些问题可以减少或减轻。结论不可否认的是,在学校提供适当的课程是必要的,以创造一代创新和熟练的公民。为此,课程必须概念化的整体而言,不仅仅是应该教什么,但也作为它是如何教和评估。如果没有一个全面的方法,课程开发将继续被理解的教科书开发。如果更广泛的课程观,基本问题,如提供.

英国环境研究代写论文:阿联酋的学校

achievement in schools across emirates to determine which schools are performing well and which are not. This, in turn, would enable schools to implement tracking processes for the progress of students, whereby teachers could identify where students are falling behind and how they can work together to help the students to improve their work. Creating Sustainable and Suitable Curriculum Reform Processes The final challenge that lies ahead for the UAE is one that holds larger political and economic consequences for the country. It is the challenge of creating a national body that is able to develop and revise the national curriculum. This body needs to be comprised of local experts who are able to produce and review proposed curriculum changes. The Ministry of Education and the Abu Dhabi Education Council have both relied heavily on foreign expertise to spearhead their curriculum development initiatives. Though it is easy in the short term to import consultants who tend to be more experienced in the field, such a situation is unsustainable in the long term, as it leaves Emirati nationals and experts excluded from the process and, consequently, without the necessary skills to develop curricula. Through decreasing its reliance on external expertise and providing better education and training for nationals and home grown experts, the UAE has an opportunity to build local capacity for developing curriculum. This process needs to begin with the UAE being more cautious when “borrowing” curricula reforms from abroad. So far the UAE has depended heavily on expertise from the United States and Australia, from which it imports the majority of its curriculum. However, both countries are relatively weak performers in the TIMSS and PISA assessments. In fact, US students lag behind Finland by roughly two full grades in math and science. Therefore, in the pursuit of a better, more encompassing curriculum the UAE may need to explore the possibility of learning from the experiences of other countries, such as the top-scoring PISA and TIMSS performers, Korea and Finland. Concerns about loss of national identity are also an important reason why the UAE requires its own curriculum authority. Nowhere is national identity more clearly defined than through the public school curriculum. External consultants cannot fully understand the needs of the nation, its vision, its goals, and its moral foundations. This is illustrated in recent concerns that have been raised about the shift to using English as a medium of instruction in the Madares Al Ghad Schools, whereby parents and Federal National Council (FNC) members have expressed fears over a decline in children’s command of Arabic.18 Many also felt resentful of a foreign language and a foreign curriculum being imposed upon Emirati children. If there was more local involvement in curriculum development, many of these problems could be diminished or mitigated. Conclusion It is undeniable that providing the appropriate curriculum in schools is essential to creating a generation of innovative and skilled citizens. To that end, the curriculum must be conceptualized in holistic terms as more than just what should be taught but also as how it is being taught and assessed. Without a comprehensive approach, curriculum development will continue to be understood solely in terms of textbook development. If a wider view of curriculum is embraced, fundamental issues such as offering

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