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Completing an outline for a research paper can be essential because it makes writing the paper much easier. In order to begin outlining the research paper, determine why you are researching the subject. The MLA format provides the necessary guidelines for effectively writing an essay according to the MLA standards. The American Psychological Association style (APA format) is used for writing papers in the social science field. All main headings in the outline should begin with Roman numerals, and the subheadings should begin with capital letters. An essay outline template tells the writer what material to insert, and it tells where the information should be inserted.
PDF VersionPrinciples and general objectives of educationThe goal of education is to build the skills, knowledge, attitudes and values of Cook Islands people to ensure sustainability of the language and culture of the Cook Islands and its economic growth, and to enable individuals to put their capabilities to best use in all areas of their live, become valued members of the society, and adapt successfully to the modern, ever-changing world.As a result, Cook Islands people will be empowered to fulfil their social and economic needs and aspirations by being prepared to compete successfully in the global economy and to prudently control their physical and cultural environment. Basically, it helps you organize your ideas, and appropriately place your researched information in the right section. Basically, it helps the writer organize his or her ideas and appropriately place the researched information in the right section.
Our main priorities are client satisfaction and delivering high quality, original research papers. A research paper outline or a speech outline will help keep the content of the paper in a logical order. For instance, if you are going to write about college, determine if you are interested in college culture’s norms, or maybe why more females attend college than males?
In addition to a reference page, in text citation is required when writing an APA style paper. Alternatively, Arabic numerals and lowercase letters can be used with full sentences for each outline main heading. A MLA outline template or an APA outline template can be helpful to students who unaware of the MLA and APA style and its requirements.
We have over 500 expert writers with PhD and Masters level educations who are all ready to fulfill your writing needs, regardless of the academic level or research topic. The guiding principles of education are of partnership, equity, efficiency, relevancy and quality. In addition, we care about our client’s confidentiality and all transactions with us are private. It also helps the writer organize ideas, connects the ideas in the paper, and builds an organized overview of the paper. Next, establish who will be your target audience and make the content of the paper relevant to them. It can also make writing the actually paper much easier even if the student is aware of the requirements and guidelines. Just imagine, you place the order before you go to sleep and in the morning an excellent, 100% unique essay! You simply place an order with the writing instructions you have been given, and before you know it, your essay or term paper, completely finished and unique, will be completed and sent back to you. It will also allow you to know if you need to conduct further research on the topic of your choice.
If you are unfamiliar with constructing an outline, use a sample outline like the essay outline template on this page.
A great way to get started with the outline is by brainstorming, which will guide you towards finding data and facts for the paper.
Using an outline template can help the student organize the paper and eliminate the ideas that are not relevant to the purpose of the essay. When outlining your research paper, you must have all your researched materials at hand to make sure that all sub-topics are not overlooked. When outlining a research paper, all researched materials should be at hand to make sure that all sub-topics are included and not overlooked. To begin brainstorming you merely need to write down a list of all the things that come to your mind about your research subject.
We understand the pressure students are under to achieve high academic goals and we are ready help you because we love writing. The capital, Avarua, is on Rarotonga, the most populated island with 67% of the total population. However, if you are unclear about how your research paper should look or what to include, you will find a research paper outline template on this page, which will aid you in writing your paper.
Place your order now and our professional writers will be more than happy to help you with any kind of your written assignment. Afterwards, put all the correlating ideas together; then list the ideas from general facts to specific facts. By choosing us as your partner, you can achieve more academically and gain valuable time for your other interests. Geographically, the Cook Islands is divided into two groups of islands, the Northern Group and the Southern Group that includes Rarotonga.
The scattered islands with small pockets of populations, and isolated from markets and trade opportunities makes the delivery of basic economic and social services very costly and a significant challenge. For instance, if the writer’s thesis statement and position is “smoking is harmful to your health,” then key sections and subsections should support this idea.
The key sections and subsections should not be written in phrases but in complete sentences.
Cook Islanders hold New Zealand citizenship and have unrestricted access to reside, study, work and draw social benefits in New Zealand. After the age of 14 and up to 18 years of age, enrolment levels start to drop from 90% to 30%. Of national concern is the growing number of young adults and school leavers without formal educational qualification and lacking the necessary skills for the local job market. Since the introduction of this new system, retention rates have improved slightly with more students opting to stay in school longer to complete their schooling. Post-secondary institutions such as the University of the South Pacific (USP) Centre in the Cook Islands, Hospitality and Tourism Training Centre (HTTC), Cook Islands Teachers Training College, Cook Islands Nursing School have provided local Cook Islanders opportunities to study and qualify with internationally recognized qualifications within their respective fields and professions.
A national trade school is being established by the National Department of Human Resource Development to provide youth with opportunities in various trades, and including internships and apprenticeships training schemes in the private sector. Government agencies and private sector interests, with support from donor agencies, have been providing a range of accredited training programmes.
As a development tool, it is useful and economical in the long run to utilize this method of service delivery to raise outer islands educational standards to be on par with that of Rarotonga schools. It should also empower administrators and students to excel in their roles, given the opportunity and readily access to information, supporting resources and services in Rarotonga. The Act establishes the Ministry of Education, defines its functions and delegates responsibility for these functions to the Secretary of Education. The Act delegates responsibility for policy matters to the Minister of Education.The Act centralizes authority with the Minister, Secretary and Ministry.

The Minister, with the concurrence of Cabinet, has the authority to establish and close schools. The Act legalizes the establishment of School Associations and Committees but restricts their activities to supporting schools and specifically prevents such organizations from interfering with the approved management of government schools.
The Act specifies criteria for suspensions, expulsions, corporal punishment, instructional times, teacher registration and compulsory attendance.
The Minister is responsible for education policy and the Secretary of Education is responsible to the Minister for the functions of the Ministry and administering the provisions of the Education Act.
All staff members are directly or indirectly responsible to the Secretary for the operation of the education system including the provision of curricula, teachers and schools.School principals are responsible to the Secretary of Education or the Secretary of Outer Island Development for the management of students, teachers, ancillary staff and resources and facilities. Each form represents one year of education except for Form V, which previously involved two years.
However, the more able students usually spent seven years at the secondary level, often by being promoted from Form III to the lower Form V.
Secondary education currently comprises Forms I-IV and three years at the senior secondary level (SL1-SL3). The government annually appropriates funds for education to the Ministry of Education and other department. The decision on the level of assistance from the Government is ultimately decided by the Secretary of Education and is very much influenced by constraints on the annual education budget. One of its purposes is to make available to the next generation the knowledge, skills and attitudes which are regarded as valuable in the local culture.
The curriculum draws on the cultural heritage of children and acknowledges the differences in dialects and individual islands, and makes links with families and the wider community. Its starting point is the learner and the knowledge, skills and attitudes that the child brings to their experiences. The curriculum is specifically designed for children from birth to school entry, and provides links to learning in school settings. It emphasizes the critical role of social and cultural transmitted learning and of two way and responsive relationships for children with people, places and things.
Children learn through working together with adults and peers, and observation of others, as well as through individual exploration and reflection.The curriculum is based on six principles, and the related strands and goals.
Implications for adult responsibilities for management, organization, and practice in early childhood settings are set out for each strand. Examples of experiences that will help to meet the needs of, and achieve the necessary learning outcomes, for infants, toddlers and young children, are also suggested in this part. Supporting resources will provide further assistance in planning, evaluation, assessment, and implementation.
The curriculum is designed to be inclusive and appropriate for all children and anticipates that special needs will be met as children learn together in all kinds of early childhood settings.
They provide more detailed descriptions of the ways in which the principles apply to the day-to-day planning and activities with the early childhood education setting. Specific behavioural objectives in the cognitive, social, affective and psychomotor domains are defined and checklists used to produce a record of behaviour and a profile of individual achievement. The minimum instructional time per week allocated to individual subjects in each grade according to the draft regulations of 1998 is shown in the table below:The new Curriculum Framework was finalized in July 2002.
It applies to all government and private schools, all students regardless of gender, ethnic group, religion, location, background, ability or disability, and it covers all years of schooling, from early childhood to the completion of secondary school.
It consists of a set of national curriculum statements, which set out the principles, achievement aims, and objectives that all schools in the Cook Islands are required to follow. The school curriculum consists of the ways in which the school plans to implement the policy set out in the national curriculum statements. The school curriculum will promote the use of Cook Islands Maori and English languages for transmission of knowledge, values and culture, and for creating and fostering understanding of self, of others and of the world around us.
It will provide students with the opportunity to be proficient and confident in communicating in Cook Islands Maori and English in a variety of situations. The school will use a bilingual approach that is responsive to the language profiles and learning needs of the students, and that will promote biliteracy.The essential learning areas together form the body of knowledge and understanding that all students need to acquire, and provide the context within which the essential skills, attitudes and values are developed. Individual Curriculum Statements will guide learning and teaching in each of the eight essential learning areas and the skills, attitudes and values appropriate to each learning area. Schools are to ensure that all students undertake courses of study in all the learning areas during the first ten years of schooling (that is, up to Form 4 or Year 10). Thereafter, schools are to maintain a balanced curriculum, while providing for the pursuit of courses for a range of qualifications, in preparation for future training and career pathways for students.
Form 5 (Year 11) students will be required to undertake study in a minimum number of subjects, including designated core subjects.
The eight categories represent the full range of skills that are considered essential to enable students to achieve their potential and to participate fully in society, both within the Cook Islands and outside of it.
They also reflect and respond to the call from parents, the community, the workplace and other stakeholders for schools to produce fine, responsible, able young people capable of meeting the demands of the modern world, with a strong sense of who they are, where they have come from, and where they want to be. The categories are simply convenient ways of grouping and labelling the skills that students will develop. They are not linked to any particular essential learning area or subject, but will be developed through the essential learning areas and in different contexts across the curriculum.
Teachers must plan learning programmes that provide students with opportunities to develop the whole range of essential skills at levels appropriate to their stage of learning and development, and in ways that make them meaningful and relevant. Students will develop the range of essential skills to the best of their ability in different contexts within the various curriculum areas through group and individual activities, classroom-based programmes, and activities outside the classroom or school. Principals may stipulate certain optional subjects to be regarded as compulsory subjects for their school. In 2003 there were 191 students enrolled in 487 New Zealand Correspondence School courses.The total minimum instructional time for Cook Islands secondary schools is 1,500 minutes per week.
The minimum instructional time for individual subjects, in minutes per week, are in the previous section on curriculum elements.
Assessment in each subject generally included combining marks from internal assessment with marks from a traditional exam paper.
Seventh form students enrolled for New Zealand Higher School Certificate and New Zealand University Entrance, Bursaries and Scholarships awards. These generally involved end-of-year examinations with marks being scaled for inter-subject moderation.In 2002, the New Zealand National Certificate in Education Achievement (NCEA) has been introduced to focus education on standards based assessment. The Maori and mathematics tests were translated into seven island dialects including Pukapukan.
Pupils sat the Maori test in their local island dialect and elected to sit the mathematics test in either English or the local island dialect. The Maori and English tests comprised listening (5 marks), reading (5), writing (5) and dictation (4). The mathematics test comprised calculations (10 marks), numbers (4), measurement (3), algebra (2), geometry (5) and statistics (1). Achievement levels 1–2 are considered to be below the minimum standard of basic competency in the subject concerned. The more isolated Northern Group islands have the highest percentage of pupils attaining minimum standards in Maori as well the highest percentage of pupils attaining high standards in Maori.

Achievement of Southern Group pupils, although not as high as Northern Group students, is nevertheless significantly higher than the achievement of pupils in Rarotonga. Over a third of Rarotonga pupils fail to reach the minimum standard of competence in Maori.
The low level of achievement in Maori in Rarotonga is generally attributed to parents and teachers assigning priority to English as the main language required for higher education and professions. The reverse trend is true for competency in English, which is strongest in Rarotonga, weaker in the Southern Group and weakest in the Northern Group where only one third of pupils achieve the minimum standard of competence. Mathematics also follows a similar trend to English although the gap between Rarotonga and the Southern Group is not so pronounced.All students sit Standardized Tests of Achievement-Cook Islands (STACI) papers from Grade V to Form I. The subjects are Cook Islands Maori (Rarotongan dialect) in Grade V, English in Grade VI and mathematics in Form I. The purpose of the tests is both diagnostic and to monitor national standards and standards within each school. English and Maori tests assess reading comprehension, listening comprehension, vocabulary and grammar.
Pupils are ranked in each subject and in overall marks, and public recognition is accorded to high achieving pupils and their schools. 22% of the students are at risk in language, higher than in 2002 (19%) but less than in 2001 (32%) and 2000 (32%). 36% of the students are at risk in mathematics, higher than in 2002 (29%) but less than in 2001 (38%) and 2000 (45%). The College employed one full-time principal, four part-time lecturers and three full-time ancillary staff.
The College was closed in 1997 but opened again in 1998 with an intake of fifteen trainees enrolled in a two-year primary training course.Rarotonga Hospital Nurses Training School.
The nurses training school reopened in 1997 with twelve trainees, two tutors and one office staff. In previous years enrolment was estimated at 800 per annum and has exceeded 1,000 in one year.
One reason for the decline may be that the Centre has succeeded in meeting the basic level training needs of the majority of hospitality workers.The University of the South Pacific (USP) Extension Centre.
Data refer to the number of students enrolled in the first semester plus the number enrolled in the second semester in each year.
Rarotonga school-age pupils may enrol at the Te Apii Apiianga Po-roro (special education class) located at Avarua School.
As pupils develop their knowledge, skills and confidence, they are progressively phased into the mainstream classes. In 1997 there were fifteen special education needs pupils (twelve in 1998).The Ngaei Tou Memorial Centre was operated by the Disabled Persons Society and catered to pre-school and adult special needs people.
In 1996 the centre catered to six school-attending preschoolers, six home-based preschoolers and ten adults.Private educationThe Education Act 1986-87 specifies the registration of private schools. In 1997 there were thirty-seven schools in the Cook Islands: twenty-nine government-run, six operated by Churches and two private (neither owned nor operated by a religious organization).
The Catholic Church operated three schools, the Seventh Day Adventist two schools, the Assembly of God Church one school, and two schools located in Rarotonga were operated by secular community groups. Church schools enrolled 611 students (12% of total enrolment) and secular private schools 144 students (3%). All private schools have access to curriculum advice and teacher development courses provided by the Ministry of Education. The Government pays the salaries of some teachers in all private schools except for the Assembly of God Church school and one secular private school.
Except for the inclusion of religious studies in church schools, all private schools except one comply with the Cook Islands Curriculum as instructed by the Ministry of Education.
The only exception is Imanuela Akatemia School operated by the Assembly of God Church which delivers the Accelerated Christian Education programme. A total of sixty-nine computers were in schools with secondary students resulting in a ratio of twenty-six students per computer. A total of twenty-seven computers were in schools with primary pupils resulting in a ratio of 100 pupils per computer.
Tereora College had twenty-three computers (18 students per computer) and provided formal courses in computer studies up to Form VI.In March 2005 there were thirty-three schools in the Cook Islands, of which fourteen in Rarotonga, eleven in the Southern Group, and eight in the Northern Group. Most of the schools enrol a combination of pre-school, primary and secondary education students.
The total number of classroom was 293 (excluding specialist rooms; 164 classrooms were in good conditions and the others needed maintenance) and the total number of computers was 264.
There were also fifteen science laboratories (of which seven in good conditions) and thirteen workshops (six in good conditions). There is no data on illiteracy rates but senior Ministry personnel expect the rate to be less than 10%.Teaching staffThe Education Act specifies that all teachers must be registered.
Conditional registration may be granted to those who have completed an initial course of teacher training or are holders of a relevant university degree or diploma.
Other than being registered as a teacher there are no official criteria for teaching at pre-school, primary or secondary level.At least 80% of teachers are expected to participate in in-service training.
After one year of satisfactory performance on one step a teacher will move onto the next step. Step VIII is a salary bar and only those teachers which demonstrate exceptional performance will proceed past this bar.In addition to the basic salary there are allowances for positions of responsibility generally ranging from NZ$500 up to NZ$10,000 for the principal of the largest school. Phase I has generally resulted in the implementation of Steps I and II of the salary scale. The new salary scale includes incentives for continued study at university level, satisfactory and exceptional performance, and taking on positions of responsibility.
Professional development for principals includes monthly articles on school management published in the Education Gazette, annual visits from Audit and Quality Assurance staff and in-service courses conducted in Rarotonga. All senior Ministry staff attend, on average, at least one formal training course or seminar each year.
Middle-level staff have formal training opportunities, on average, approximately once every two years. There is no known private funding for educational research.Research is mainly focused on gathering and interpreting data on enrolment, teachers, facilities and student achievement. Most of the data is disseminated through an annual Education Statistics Digest which is sent free of charge to all schools, Ministry of Education senior managers and to selected government departments and non-governmental organizations.ReferencesCook Islands Government. Report prepared for the International Bureau of Education and compiled by Ken Matheson, Director of Planning and Finance, Ministry of Education.

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