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Read Online or Download Reviews of National Policies for Education: South Eastern Europe, From, Moldova, Montenegro, Romania, Serbia PDF
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Additional resources for Reviews of National Policies for Education: South Eastern Europe, From, Moldova, Montenegro, Romania, Serbia
Example text
They have a total of 24 faculties, 5 ‘higher schools’ and one ‘interdisciplinary study’ institution. Both universities have a Pedagogical Academy for teacher training. 33 Law on Elementary Education, Art. 80; Law on Secondary Education, Art. 31 (1995). 55 decisions are published in its Official Bulletin; approvals are for an indefinite period. Printing is then arranged either through Prosvetno Delo or a wide range of Macedonian printing houses. From 1998, textbooks for basic school (1-8) are provided free, but parents usually buy the textbooks for secondary students.
7% have 3 or 4 years’ secondary 13 We refer the readers of this Report to a new Strategy 2001-2010 which was finalised by the MoES and adopted by the Government in March 2001, and is now under consideration by Parliament, but not yet (July 2001) approved. However, the MoES considers the Strategy 2001-2010 to be the latest valid document, representing the views of the Ministry and the Government. However, since the OECD review mission visited Macedonia in the autumn of 2000 and the new Strategy was not yet available in February 2001 when the first drafts of this Report were written and discussed with FYRoM authorities, references to the Strategy in this Report are based on the 2000 version unless otherwise indicated.
Explicit assessment objectives have been defined and communicated to teachers, parents and the public at large, through a series of booklets published in Macedonian, Albanian and English. Successful pretesting has already taken place. The assessment tests will be administered in a total of 90 minutes (2 x 45). All pupils in selected classes will take part. In addition to students’ subject knowledge, the National Assessment will, through a questionnaire, gather information about the conditions in which teaching takes place; the way teachers teach, and what teachers think about the curricula; the socio57 demographic characteristics of students; and students’ own study habits and attitudes to learning.
