Вопрос № 1088053 - Английский язык

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The Bologna Process
1. The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Through the Bologna Accords, the process has created the European Higher Education Area, in particular under the Lisbon Recognition Convention.
2. The Bologna Process is named after the place it was proposed, the University of Bologna, with the signing of the Bologna declaration by Education Ministers from 29 European countries in 1999, in the spirit of European integration which was en vogue at the time (and which also resulted in the introduction of the Euro at about the same time).
3. The Bologna Process currently has 47 participating countries. While the European Commission is an important contributor to the Bologna Process, the Lisbon Recognition Convention was prepared by the Council of Europe and members of the Europe Region of UNESCO.
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The Bologna Process was created …

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The Bologna Process
1. The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Through the Bologna Accords, the process has created the European Higher Education Area, in particular under the Lisbon Recognition Convention.
2. The Bologna Process is named after the place it was proposed, the University of Bologna, with the signing of the Bologna declaration by Education Ministers from 29 European countries in 1999, in the spirit of European integration which was en vogue at the time (and which also resulted in the introduction of the Euro at about the same time).
3. The Bologna Process currently has 47 participating countries. While the European Commission is an important contributor to the Bologna Process, the Lisbon Recognition Convention was prepared by the Council of Europe and members of the Europe Region of UNESCO.
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Preservice education
1. The first stage of preservice education is the study of one or more principal subjects that the student is preparing to teach. For example, students in many colleges of education in England study only one principal subject, to which they devote about one-third of their total time. In the United States, the first two years of college or university work may include some principal subjects. Both patterns have their critics, the first because it produces narrow intellectual specialists, the second because it encourages dilettantism and inadequate depth.
2. The second stage of preservice education includes the study of philosophy, sociology, history of education, and educational psychology. These courses contribute to the student’s general education and personal development as well as providing him with knowledge of differences in individual educability or educational opportunity.
3. The third stage of preservice education includes the study of teaching methods, that is, the set of special methods and principles that are used when teaching a particular subject.
4. The last stage of preservice education is teaching practice, usually carried own in model schools attached to colleges or universities. For example, a typical model school for medical students is a teaching hospital, where they receive practical training from experienced doctors.
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Special education
1. Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community that would be available if the student were only given access to a typical classroom education.
2. Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource room.
3. Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term «special education» is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in an ordinary classroom, and gifted education is handled separately.
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A standardized test
1. A standardized test or Examination system is a test that is administered and scored in a consistent, or «standard», manner. Standardized tests are designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a predetermined, standard manner.
2. Any test in which the same test is given in the same manner to all test takers is a standardized test. Standardized tests need not be high-stakes tests, time-limited tests, or multiple-choice tests. The opposite of a standardized test is a non-standardized test. Non-standardized testing gives significantly different tests to different test takers, or gives the same test under significantly different conditions (e.g., one group is permitted far less time to complete the test than the next group), or evaluates them differently (e.g., the same answer is counted right for one student, but wrong for another student).
3. Standardized tests are perceived as being fairer than non-standardized tests. The consistency also permits more reliable comparison of outcomes across all test takers. The considerations of validity and reliability typically are viewed as essential elements for determining the quality of any standardized test.
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Sociology of education
1. The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is most concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.
2. Education has often been seen as a fundamentally optimistic human endeavor characterized by aspirations for progress and betterment. It is understood by many to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and social status. Education is perceived as a place where children can develop according to their unique needs and potential. It is also perceived as one of the best means of achieving greater social equality.
3. Many would say that the purpose of education should be to develop every individual to his full potential and give him a chance to achieve as much in life as his natural abilities allow. Few would argue that any education system accomplishes this goal perfectly. Some take a particularly negative view, arguing that the education system is designed with the intention of causing the social reproduction of inequality.
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