Memorize ISTQB-Advanced-Level-2 Test Prep questions before you go for test
Even if you go through all ISTQB-Advanced-Level-2 course books, the situations asked in actual tests are totally different. Our ISTQB-Advanced-Level-2 brain dumps contains every one of the interesting inquiries and answers that are not found in the course books. Practice with ISTQB-Advanced-Level-2 VCE test system and you will be certain for the genuine ISTQB-Advanced-Level-2 test.
- recognize and classify the typical risks associated with the performance, security, reliability, portability and maintainability of software systems;
- provide technical elements to the planning, design and execution of tests for mitigating performance, security, reliability, portability and maintainability risks;
- select and apply appropriate white-box test techniques to ensure that tests provide an adequate level of confidence, based on design coverage;
- effectively participate in reviews with developers and software architects applying knowledge of typical defects in the code and architecture;
- Improve the quality characteristics of code and architecture by making use of different analysis techniques;
- outline the costs and benefits to be expected from introducing particular types of test automation.
- select appropriate tools to automate technical testing tasks;
- understand the technical issues and concepts in applying test automation.
- Summarize the generic risk factors that the Technical Test Analyst typically needs to consider.
- Summarize the activities of the Technical Test Analyst within a risk-based approach for testing activities.
- Write test cases from a given specification item by applying the Statement testing test technique to achieve a defined level of coverage.
- Write test cases from a given specification item by applying the Modified Condition/Decision Coverage (MC/DC) test technique to achieve coverage.
- Write test cases from a given specification item by applying the Multiple Condition testing test technique to achieve a defined level of coverage.
- Write test cases from a given specification item by applying McCabe's Simplified Baseline Method.
- Understand the applicability of API testing and the kinds of defects it finds.
- Select an appropriate white-box test technique according to a given project situation.
- Use control flow analysis to detect if code has any control flow anomalies.
- Explain how data flow analysis is used to detect if code has any data flow anomalies.
- Propose ways to Improve the maintainability of code by applying static analysis.
- Explain the use of call graphs for establishing integration testing strategies.
- Apply dynamic analysis to achieve a specified goal.
- For a particular project and system under test, analyze the non-functional requirements and write the respective sections of the test plan.
- Given a particular product risk, define the particular non-functional test type(s) which are most appropriate.
- Understand and explain the stages in an applications lifecycle where non-functional tests should be applied.
- For a given scenario, define the types of defects you would expect to find by using non-functional testing types.
- Explain the reasons for including security testing in a test strategy and/or test approach.
- Explain the principal aspects to be considered in planning and specifying security tests.
- Explain the reasons for including reliability testing in a test strategy and/or test approach.
- Explain the principal aspects to be considered in planning and specifying reliability tests.
- Explain the reasons for including performance testing in a test strategy and/or test approach.
- Explain the principal aspects to be considered in planning and specifying performance efficiency tests.
- Explain the reasons for including maintainability testing in a testing strategy and/or test approach.
- Explain the reasons for including portability tests in a testing strategy and/or test approach.
- Explain the reasons for compatibility testing in a testing strategy and/or test approach.
- Explain why review preparation is important for the Technical Test Analyst.
- Analyze an architectural design and identify problems according to a checklist provided in the syllabus.
- Analyze a section of code or pseudo-code and identify problems according to a checklist provided in the syllabus.
- Summarize the activities that the Technical Test Analyst performs when setting up a test automation project.
- Summarize the differences between data-driven and keyword-driven automation.
- Summarize common technical issues that cause automation projects to fail to achieve the planned return on investment.
- Construct keywords based on a given business process.
- Summarize the purpose of tools for fault seeding and fault injection.
- Summarize the main characteristics and implementation issues for performance testing tools.
- Explain the general purpose of tools used for web-based testing.
- Explain how tools support the practice of model-based testing.
- Outline the purpose of tools used to support component testing and the build process.
- Outline the purpose of tools used to support mobile application testing. ISTQB Advanced LevelTest Analyst Exam ASTQB LevelTest education Killexams : ASTQB LevelTest education - BingNews
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https://killexams.com/exam_list/ASTQBKillexams : Education levelKillexams : Education level
For highest level of education, the International Standard Classification of Education was used as the basis. Three levels are distinguished: lower, medium and high education level. The lower education level includes Groups 1 through 8 (all years) of primary and special primary education plus the first three years of senior general secondary education (HAVO) and pre-university secondary education (VWO); the various pathways of prevocational secondary education (VMBO) including lower secondary vocational training and assistant’s training (MBO-1). The medium education level includes upper secondary education (HAVO/VWO), basic vocational training (MBO-2), vocational training (MBO-3), and middle management and specialist education (MBO-4). Higher education refers to associate degree programmes, higher education (HBO/WO) Bachelor programmes; 4-year education at universities of applied sciences (HBO); Master degree programmes at universities of applied sciences and at research universities (HBO, WO); and doctoral degree programmes at research universities (WO).Back to article
Thu, 13 Jul 2023 04:11:00 -0500en-GBtext/htmlhttps://www.cbs.nl/en-gb/news/2018/20/well-being-not-distributed-equally/education-levelKillexams : The Gateway Geriatric Education Center
Saint Louis University’s Gateway Geriatric Education Center develops leading-edge education for current and future geriatric professionals. It has been funded by the Health Resources and Services Administration (HRSA) for a quarter of a century.
The center has trained tens of thousands of public groups, students and professionals across the region and country. As part of the SLU School of Medicine’s Division of Geriatric Medicine, the center reaches many students, professionals, direct care workers, older adults and their support networks.
Funding from the U.S. Department of Health and Human Services supports initiatives to Improve the health of older Missourians by training primary care health providers in geriatric medicine. This initiative targets the State of Missouri, particularly those areas designated as medically underserved, where the impact of the shortage of health care providers who understand the special needs of geriatric patients is amplified.
One of the major components of the grant is the Rapid Geriatric Assessment (RGA). Primary care providers can use this screening tool to assess frailty, nutrition, loss of muscle mass (sarcopenia) and cognitive function.
Due to the COVID-19 pandemic, the free Comprehensive Geriatric Assessment Clinic is held virtually at 10 a.m. on the first Friday of every month. The Comprehensive Geriatric Assessment clinic is for people 65 or older. We will schedule a pre-clinic time to complete a technology orientation check.
The appointment is approximately two hours long and includes assessments by medical, physical therapy, occupational therapy, nutrition, speech therapy and social work professionals. Referrals and scheduling can be completed by calling the Saint Louis University Aging and Memory Clinic at 314-977-3365 or sending an email to email@example.com
Gateway Geriatric Education Center Nursing Home Education Project
In partnership with post-acute and long-term care experts, our Geriatric Workforce Enhancement Program has produced a set of brief, recorded presentations that focus on optimizing care for older adults living in long-term care settings.
The recordings may be accessed individually as well as be incorporated into in-service trainings. The recordings may be viewed by using the following link.
It is part of Cambridge Assessment, a department of the University of Cambridge.
Cambridge University Press - also a department of the University of Cambridge - shares every teacher's passion and commitment to providing the best educational experience for learners that will last their entire lifetime.
Our aim is to provide students with the tools and confidence to thrive in their chosen fields of study, from Primary and Cambridge IGCSE to Cambridge International A Level. Our diverse selection of books and digital resources will make sure students are in a position to perform to the best of their ability in their Cambridge examinations.
Cambridge University Press works with Cambridge Assessment International Education and experienced authors, to produce high-quality endorsed AS and A Level textbooks, Cambridge IGCSE books and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide.
Explore our range of resources for Cambridge Assessment International Education.
Sun, 20 Aug 2023 05:40:00 -0500entext/htmlhttps://www.cambridge.org/gb/education/qualification/cambridge-internationalKillexams : Tertiary EducationNo result found, try new keyword!Today, 6% of refugees have access to higher education compared to only 1% in 2019. This is far below the global average higher education enrollment among non-refugees, which stands at more than 40 per ...Mon, 10 Apr 2023 22:52:00 -0500entext/htmlhttps://www.unhcr.org/what-we-do/build-better-futures/education/tertiary-educationKillexams : Education
Colorado students’ performance in math and literacy is starting to rebound to levels not seen since before the coronavirus pandemic shuttered schools three years ago, according to new data released by the state Department of Education Thursday.
But significant achievement gaps continue to persist statewide among demographic and other groups, most notably among English language learners, according to the latest Colorado Measures of Academic Success test scores.
Another disparity has also emerged: Boys’ test scores appear to be recovering more quickly than girls’, a trend that puzzled state education officials.
“It’s very good we are seeing the rebound for boys, but we need a better understanding of what is happening with the girls in the state,” said Colorado Education Commissioner Susana Córdova.
The news that Colorado students’ test scores are approaching pre-pandemic levels is not only good news but also in contrast to how children are performing nationally.
Students’ math and studying performance on the National Assessment of Educational Progress, a federal standardized exam, has fallen to the lowest point in decades, reported The New York Times.
Colorado educators made a push to Improve math scores after noticing a drop in CMAS results in 2021, with officials at districts in Jefferson and Douglas counties saying their schools increased instruction time, improved curriculum, provided training for staff, and turned to tutoring to help children.
“We’re incredibly proud. We’re proud of our kids. We’re proud of our amazing educators,” said Superintendent Erin Kane, noting that Douglas County School District saw the percentage of students who met or exceeded grade-level expectations surpass pre-pandemic levels.
State and district officials praised the efforts by Colorado’s educators to get pupils back on track, but acknowledged that there is still more work to be done, including improving the achievement gaps among different groups of students.
Officials with the Colorado Department of Education also cautioned that while the results are encouraging, they would like to see performance growing at a higher rate than it did this year.
“It’s actually very encouraging and worth some celebration,” said Lisa Medler, the agency’s executive director of accountability and continuous improvement. “Students – they’re making some recovery, however, they’re not quite there.”
While there are hints of a faster recovery in math scores, some of the improvement is also due to the fact that there was a more significant drop in performance, added Joyce Zurkowski, chief assessment officer for the department.
Student participation similar to last year
CMAS tests are offered to children in grades 3 to 8. Children who score at least 750 on the exams are considered to have “met or exceeded expectations,” a sign that they are on the path to being college or career ready, according to the education department.
The tests cover math and English Language Arts. Schools also give tests in science, but fewer students take those exams. High schoolers take the PSAT and SAT.
This year’s CMAS results offer a second year of data on how children in third to eighth grade perform in math and English Language Arts compared to pre-pandemic years.
The next year many children opted out of the tests, which were also not given to every grade level so some educators questioned whether the data was useful and Denver Public Schools, the state’s largest district, disregarded the results altogether.
Student participation in CMAS tests this year was similar to that in 2022. Still, fewer students took the tests than in 2019.
More than 92% of third-graders, fourth-graders and fifth-graders took the math and English Language Arts tests this year. By comparison, at least 96% of the students in those grades took the tests four years ago.
A smaller percentage of middle schoolers took the tests compared to younger students, with participation ranging from 79% to 89.9%. That’s down from a participation range of 88.7% to 94.9% in 2019, according to the education department.
Improvement in math
Only one grade saw test scores Improve from 2019 results. More fifth-graders – 36.5% – met or exceeded expectations in math this year compared to those who took the test – 35.7% – four years ago.
At the same time, the largest drop in students testing as proficient also occurred in math, with the percentage of seventh-graders who “met or exceeded expectations” dropping 5.3 points from 2019, according to the education department.
Students are rebounding more consistently in math than in English language arts, according to the agency.
Fifth- and sixth-graders did almost as well in English language arts as students in 2019, with the percentage of pupils who tested as proficient down by less than 1 percentage point compared to four years ago, the data shows.
Overall, 47.8% of fifth-graders and 43.4% of sixth-graders “met or exceeded expectation” this year, according to the data.
Students in grades 4 and 8 saw the largest declines – more than 4 percentage points – over the four-year period, with 43.8% and 42.4% of pupils, respectively, meeting or exceeding expectations in literacy.
The education department said it has invested about $6.7 million in ESSER – Elementary and Secondary School Emergency Relief – money into tutoring, summer and after-school programs, and math curriculum through September 2024.
“Persistent and troubling gaps”
Wide gaps remain between students from low-income families and those from wealthier families and between white children and students of color.
For example, students who took the Spanish Language Arts tests saw a bigger drop than their peers in proficiency compared to 2019. The percentages of third- and fourth-graders who “met or exceeded expectations” fell 8.8 points and 4.9 points, respectively.
By comparison, third-graders who took the test in English only saw a 1.4 percentage point drop from 2019, while fourth-graders saw a 4.2 point drop.
Colorado is seeing “persistent and troubling gaps that will indicate that some students are not achieving at the level we need them to do,” Córdova said.
At DPS, test scores among students who qualify for free or reduced lunches didn’t rebound as much as other demographics, which is a sign of how much the pandemic has affected children living in poverty, said Deputy Superintendent Anthony Smith.
“There’s a lingering effect from the pandemic that has yet to rebound across all demographics and subgroups,” he said, while noting that districtwide CMAS results didn’t come in where DPS officials wanted.
Schools have struggled with chronic absenteeism among students and staffing shortages since the pandemic, Smith said.
“We understand we have to do better,” he said. “We saw some positive momentum but we still haven’t reached pre-pandemic levels.”
A higher percentage of girls “met or exceeded expectations” in English language arts than boys. But their scores were lower compared to 2019 levels across all grade levels. By comparison, three grades saw more boys score as proficient than they did four years ago.
Boys in grades 3 and 5 also performed better in math this year than in 2019, with a higher percentage of them meeting or exceeding expectations. And boys in the sixth grade did as well in math as sixth-grade boys did in 2019.
Across grade levels, a lower percentage of girls “met or exceeded expectations” in math compared to four years ago, according to the data.
State education officials were unsure why girls’ test scores were not recovering like the boys’, but Cordova noted that teen girls reported struggling more with their mental health, including feelings of sadness and hopelessness, and suicidal ideation, at higher rates than boys during the pandemic.
“Something is going better for our boys,” Zurkowski said. “Something is not going right for our girls.”
Thu, 17 Aug 2023 09:52:00 -0500Jessica Seamanen-UStext/htmlhttps://www.denverpost.com/2023/08/17/colorado-cmas-test-scores-education-pandemic-2023/Killexams : Student test scores are down, and it isn’t just because of COVID shutdownsNo result found, try new keyword!The entirely expected accurate data on COVID-19 learning losses should not be allowed to paper over more fundamental education problems. Release of the long-term NAEP test scores last month ...Wed, 26 Jul 2023 01:30:00 -0500entext/htmlhttps://thehill.com/opinion/education/4118425-student-test-scores-are-down-and-it-isnt-just-because-of-covid-shutdowns/Killexams : Multiple Choice
My girlfriend was topless on a beach in the south of France, so the question of whether my children would benefit more from a New York City public or private education suffered a tad from massive irrelevance. Also, I had no kids at the moment, nor would I for seven more years. All of which made it hard to care about the “why me?” heartbreak of being zoned for the wrong school, or gorgeous teacher-student ratios that can be yours for tens of thousands of dollars yearly. It was a decade ago, and we were lying on Riviera sand discussing educational philosophies. Her bikini bottom was ocean green. Don’t be angry with me should my mind wander.
“If I had a girl, I think I’d want her to go to Brearley,” said my girlfriend, a Brearley graduate. “If I had a boy, I don’t know. I like the idea of public school in theory. But girls are different.”
The phrasing stung—“If I had a girl,” suggesting it was still open as to who might father this theoretical girl—but I stayed on message. “Public school all the way,” said I, alumnus of a slightly-better-than-average Queens P.S., J.H.S., and H.S. “Not to prove a point about social equality. And I’d never make them guinea pigs. But public school is always preferable.”
We sun on the beach, when young and child-free, we toss around social theories like Frisbees, we imagine that someday we’ll earn enough to consider a Brearley or a Dalton. We assume we’ll have the foresight to buy near one of the few superior public schools in the city. We snicker at young parents with school-choice agita. If we’re reverse snobs from Queens, we shake our heads: Manhattan.
We grow up. The topless woman becomes my wife. We move to Brooklyn. We hear anecdotal rumblings—pleasing, barely relevant—that public schools are improving. She becomes the mother of our first son, our second. We buy in Brooklyn. With boys, Brearley is not on the table. But suddenly the private-public debate is not merely untested ideals, and suddenly Manhattan isn’t the only place driving parents of soon-to-be-out-of-preschool children mad.
“I can’t bear to think that a Public School Yuppie Parent is just a Private School Yuppie Parent who doesn’t yet have kids.”
I feel a particular pinch to go public. My father, Neil Postman, was one of America’s best-known education critics, writing cogently about what public schools could but often failed to be. When I was 8 and my father published his provocative Teaching As a Subversive Activity (on the cover: an apple with a dynamite wick for a stem), I remember my pride that he was pretty much the only one writing on the subject who actually sent his kids to city public schools (suburbs or private for the offspring of the others, the hypocrites). I would not easily give up my sense of moral superiority.
Years later, on the precipice of making the genuine decision, I don’t know where I stand anymore.
We are not wealthy. But if we really had to, we could squeeze out private-school tuition for our older son (presuming, with the insane competition, he could get in). Two years hence, when our younger son was ready, we’d divine a non-lottery-winning way to pay for him too, right?
But I can’t toss my Public Ideal without a fight. I can’t bear to think my long-held view of public education (yay for equality, diversity, community) was just some youthful, empty game, that a Public School Yuppie Parent is just a Private School Yuppie Parent who doesn’t yet have kids.
Like every proactive human, I make a list: • Public schools are less safe and more crowded than when I attended, but their programs (magnet, TAG, inclusion) are more plentiful and interesting. • Private schools can’t be beat for individualized attention, but tuition has skyrocketed to joke levels. • My wife and I would like the money that public school would free up. • My wife and I would like the peace of mind that private school would free up.
I’m consoled by the swath of friends going through similar philosophical torture—but must everyone partake in the debate? “Some people won’t talk to us,” says one Park Slope neighbor who sent her children to St. Ann’s instead of the local elementary school. “At the food co-op, some of them ask, with disappointment and anger, ‘How can you not support public schools?’ ” (Note to self: To the list of things never to discuss—religion, sex, money, politics—add whether Sam and Charlie go private.)
Maybe I kid myself. Maybe my idealism about going public is just self-congratulation. A Manhattan mother and former social worker points out that “supporting public schools feels right, but there’s inequity among them, since funding is often based on real estate. At schools in great neighborhoods, parents pour in money.” And time. My neighbor, a public-school graduate, sends his kids to private school, pang-free. “Idealism about public education is frosting on the cake. I think people seize on it after the fact. Certainly my public-school experience in Privilegeville”—a.k.a. Short Hills, New Jersey—“is hardly a monument to democracy and equality.” Perhaps my friend in Clinton Hill has achieved a rare, guilt-free nirvana: While her daughter attends Brooklyn Friends, she volunteers one day a week at P.S. 8’s parent-run library. “I’m able to choose private school where others can’t,” she says, “so I’d like to make our public school better.”
Still, I must try to do more than dip my toe in. One like-minded mother in Boerum Hill, with two kids at P.S. 261, toured private schools only “because I felt it was my responsibility”—but never really considered it, for both philosophical and financial reasons. Says the ex-Ohioan, “For many New Yorkers, it’s just not in their hearts to try public school, so they find excuses not to. It’s always been in our hearts to do it. Public school isn’t perfect. But is anything?”
No, it’s not, and yes, she’s right. Public schools have improved . . . but some can be as homogeneous, in their way, as private. Some private schools are diversifying. (“When I went to little Dalton fifteen years ago,” says one mother, “I was an emblem of diversity, as a half-Christian. Now, when I toured it for my son, half the kindergarten class was kids of color.”) But their increasingly absurd tuition—about $26,000 a year at the top schools, according to the New York Times—bodes an even greater sense of inadequacy for students whose parents aren’t sick-rich. Indeed, the increasingly elitist world of Manhattan private schools has prompted my wife to rethink her view on that beach in France, and question if she would ever have sent a daughter to Brearley.
Perhaps the key question to answer is, For whom are we deciding, the kids or us? “I chose private school for myself,” says one candid parent with a daughter at Packer, “because I work full-time and have so little control over my daughter’s schooling. That’s what I’m paying for.” While we presume that private-school parents pay to have carte blanche to make demands of administration and faculty, in fact it may be something else they’re buying. Says Daniel Feigelson, principal of P.S. 6 (perhaps the closest a New York City public school comes to seeming private): “My sense is that many private-school parents pay $30,000 a year for reassurance, so sometimes they’re less involved. If you buy a really expensive car, or go to an expensive restaurant or hotel, you assume everything is right unless it’s glaringly wrong. If a very expensive bottle of wine has a weird taste, you tell yourself, ‘I guess I don’t have an educated palate.’ Public-school parents are sometimes more opinionated—not because they’re insecure about how good their school is, but because that’s kind of what public school is about: dialogue. They ask questions. That’s good because it keeps us on our toes.”
We are not on a beach in France. The woman across the couch from me is not topless. I rub her feet. The boys are asleep. My wife and I toss out concerns like medicine balls.
“I’m sorry,” one of us says, “but I love the idea of smaller classes.”
“I’d like us all to see the Grand Canyon and Europe before they’re 18,” says the other.
"At private, he’ll have electives and better equipment.”
"Shouldn’t matter. The most important learning goes on outside the classroom.”
We feel like Faye Dunaway at the end of Chinatown.
It’s time to decide if what we thought as kids was true; it’s time to decide what is true for our kids. Then again, we can’t go wrong with our decision so long as we ask these questions. Oh, sure we can.
Andrew Postman is the author of four books, including the novel Now I Know Everything, and a frequent contributor to the Washington Post and the New York Times.
Sun, 13 Feb 2022 05:07:00 -0600text/htmlhttps://nymag.com/urban/guides/family/schools/features/feature_publicorprivate.htmKillexams : TEA releases 2023 STAAR test results
TEXAS (CBSNewsTexas.com) – The results are in for the 2023 State of Texas Assessments of Academic Readiness (STAAR) test.
The results include assessments in mathematics and reading-language arts (RLA) in third through eighth grade, fifth and eighth grade science and eighth grade social studies.
"Teachers across Texas continue to work with passion and skill to help students learn," said Texas Education Commissioner, Mike Morath. "This year's results show the efforts of our educators continue to deliver improved results for students."
Some highlights from the results show that RLA proficiency for students in third through eighth grade remains unchanged.
There are still significant effects of the pandemic when it comes to math, but the Texas Education Agency says this year's results show signs of improvement.
Emergent Bilingual students also showed progress in math and RLA. In math, 32% of students met their grade level while 35% met their grade level in reading, both of which are at or above all-time high levels of performance for the state, the TEA said.
The TEA says there are year-over-year increases in grade level proficiency for students receiving special education services in third through eighth grade math, fifth and eighth grade science and eighth grade social studies.
Parents can login and learn more about their student's test scores here.
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Wed, 16 Aug 2023 06:05:00 -0500en-UStext/htmlhttps://www.cbsnews.com/texas/news/tea-releases-2023-staar-test-results/Killexams : Equality depends on education. England’s class of 2023 have suffered a grave injustice over A-level results
Robbed of their schooling and forced into the fiercest of races for university places, this is surely the Covid generation’s unluckiest student cohort. In years to come the bruised and battle-hardened class of 2023 will always carry with them a sense of intergenerational injustice – whatever success most will go on to make of their lives. What made this summer’s wait for A-level results so nerve-shredding was the worst kept secret in education: the generous grade boundaries that softened the blow for previous victims of the Covid school closures would be cruelly removed for this, the biggest wave of university hopefuls in living memory.
England’s 2023 school leavers have every right to feel unfairly treated. Students from just across the Welsh or Scottish borders may have earned the same test marks but have benefited from higher grades that can make all the difference in the great scramble for coveted degree places. One missed opportunity can change a life. Once more, the adults in charge have failed our younger generation. In the post-pandemic era, the dream that education could somehow act as the great social leveller seems a distant, laughable fantasy.
The biggest victims, however, are the young people on the wrong side of an increasingly unequal education arms race. National examination results lay bare the societal and educational inequalities that have shaped young lives over their entire lifetimes. We should never call any young people disadvantaged; they are simply under-resourced. It is not their fault that they lack the sharp-elbowed parents able to navigate a bafflingly complex university admission system and advocate for their children in the frantic rush of clearing. They aren’t to blame for missing out on all the extra tutoring and home support provided during the turmoil of the Covid years.
Sadly, for education’s have-nots, the dials are all pointing in the wrong direction. The stark academic gap between private and state schools is now wider than it was before the pandemic. Just under half of A-level entries (47.4%) in the elite fee-charging sector in 2023 were graded A* and A grades, compared with just 22% in the state sector. For all the talk of levelling up, geographical divides have also widened: students in London and the south-east have pulled further away from their peers in the rest of England when it comes to securing highest grades. Yes, more pupils on free school meals have entered higher education in 2023; but this is merely a product of the rising tide of child poverty pulling more students into hardship – hardly something to celebrate.
This week’s GCSE results, I’m afraid, will bring further ill tidings. About a third of teenagers will have failed to secure the basics in their English and maths exams after 12 years of schooling – a statistic that has scarred the education system for decades. This summer’s results are set against the arguably the greatest worry of all: hundreds of thousands of younger pupils persistently absent from the classroom. This doesn’t bode well for the future.
In any other era, these damning figures might constitute a national crisis. Yet political debate on education remains high on rhetoric and frustratingly low on firm financial commitments. It’s great to hear talk about smashing class ceilings, and boosting maths or speaking skills. But these promises are empty without vows to invest the extra billions now needed to Improve our ailing education system. At the height of the pandemic the government’s own education commissioner, Sir Kevan Collins, was forced to resign after his £15bn recovery plan to get children back on course was rejected by the government. Funding for the government’s national tutoring programme, meanwhile, has all but dried up. We also need an urgent review of how to create sustainable funding for our universities.
In truth, we were already heading for a reckoning long before the pandemic. A perfect storm of growing inequalities, economic downturns, and the harsh winds of globalisation and technological automation has created a growing sense that the current model of capitalism is broken. The problem for politicians is that the promise that anyone can make it through education is essential to defend a world of ever-starker inequalities. Trickle-down economics relies on several assumptions. And a big one is that anyone can get the good education needed to stand a fair chance of succeeding in life.
Other countries have recognised this undeniable truth. The best education performers on the international stage have made long-term investments to properly support teachers and a growing army of welfare workers. Levelling the playing field of learning requires a combined effort inside and outside schools – and support from cradle to graduation. There is also growing recognition that there is more to developing human potential than just preparing for narrow academic tests.
Improving social justice, moreover, is seen not simply as a matter of catapulting a fortunate few into elite universities, but a much broader challenge of enabling people to lead decent lives whatever they happen to do and wherever they happen to come from. But our political leaders need to recognise that these grand aims always come at a price: they need to put their money where their mouths are and give our younger generations the fairer and brighter future they deserve.
Lee Elliot Major isprofessor of social mobility at the University of Exeter.His latest book,Equity in Education, is published this autumn
Sun, 20 Aug 2023 02:10:00 -0500Lee Elliot Majorentext/htmlhttps://www.theguardian.com/education/2023/aug/20/equality-depends-on-education-englands-class-of-2023-have-suffered-a-grave-injustice-over-a-level-resultsKillexams : College of Education & Human Services
Middle Level Education, major
Bachelor of Science in Education in Middle Level Education
Program of Study
Students combine a foundation of general studies with major courses and clinical experiences with children as they complete the Middle Level Education curriculum. A Bachelor of Science in Education with a major in Middle Level Education leads to Illinois teacher licensure in grades 5th through 8th grade (self-contained classrooms). Candidates will choose to prepare for licensure in one of four areas of specialization. Science, Social Studies, Literacy or Math.
In addition to extensive coursework in the major, students begin observing middle school students early in the program and begin working with them as tutors and classroom aides in their junior year. During the comprehensive pre-student teaching field experience in the first semester of their senior year, students teach lessons in their area of specialization. The program culminates in a 12-week student teaching experience.
The professors in the School of Education have a strong interest in helping students develop into skilled, competent and creative professionals. The faculty members hold advanced degrees from notable universities across the United States and are all experienced public school teachers. The faculty engage in a wide variety of scholarly activities that enhance their teaching. collaborating with local education agencies, participating in professional organizations, providing continuing education workshops, delivering professional conference presentations, publishing in education journals, authoring books and book chapters, and writing grants. Several have won teaching, technology and/or research awards.
A number of scholarships are available to academically talented students through the School of Education, the Center for Preparation of Education Professionals (CPEP) advising office, and the College of Education and Human Services.
Entering students with high ACT or SAT scores and/or top placement in their high school graduating classes may be eligible for the Centennial Honors College. Transferring students with high GPAs may be eligible as well. General honors seminars in the humanities, sciences, and social sciences provide students with the opportunity to explore key academic issues with distinguished faculty members. To find out more, visit the Honors College website.
Many students enroll in our programs after completing one or two years at a community college. Because our programs are very specific and courses are sequential, it is imperative that students who are considering transferring into our program contact the Center for the Preparation of Educational Professionals (CPEP) advising office early for assistance with selecting appropriate community college classes to ensure a smooth transition to WIU.
Students participate in professional groups such as the WIU Student Education Association, Council for Exceptional Children, Kappa Delta Pi International Honor Society in Education, and Society of Educators. Students are also involved in the prek-8 Science Update Conference, Assistive Technology Conference, WIU SEA Spring Conference, and KDP Fall Conference. Information on other organizations can be found at the Office of Student Activities.
The faculty in the department are committed to meeting the needs of individual students and communicate with them frequently. Middle Level Education majors complete coursework toward licensure in either Science, Social Studies, Literacy or Mathematics. The use of technology and techniques to accommodate the needs of individual children are emphasized throughout the program. Students apply the knowledge gained in the classroom as they complete a variety of field experiences and student teaching. The department's "Outstanding Pre-service Teaching Award" (OPTA) recognizes students who have demonstrated excellence in their academic coursework and teaching experiences.
Nationwide studies indicate teacher shortages in some areas and suggest that job opportunities are increasing. All graduates of the Middle Level Education program are qualified to teach in grades 5th through 8th departmentalized classrooms.
For more information, contact the Office of Teacher Education in Horrabin Hall 40 at (309) 298-2117 or the School of Education in Horrabin Hall 115 at (309) 298-1183 or firstname.lastname@example.org.