Academic Development after 5th Week

The new experience that I had achieved reading in Islington College is diverse to my +2 level. I am so happy for being a part of Computing student in this college, which is the first and only one college in Nepal directly affiliated to London University. The arrangement of teaching and learning level of this college runs simultaneously as of London Metropolitan University.

Now, talking about my Academic Development during the period after 5th week is a progressive one and had gained lots of new experience. The studying schedule from 1^st - 5th week was running on a smooth manner which was of pretty easy and entertaining too. When we moved to 6th week, we had to give a test for a module named Problem Solving for IT, which was of important for us to demonstrate our observation of knowledge through a writing test covering around 30% marks of overall total marks in this first semester. Everyone was too scared for the test, thinking about how tough a question’s going to be prepared, our skills will be able to solve it or not. Finally, a test was of good one. On the 7^th week, we again had a test for a module named Logic covering around 25% marks of overall total marks for this first semester. Finally, a test was of so easy one comparing to Problem Solving for IT, most of us was able to score a grade A among which I was able too. We had a test for a module named Introduction to Programming also but it was not taken from London Metropolitan University, it was from our college to examine a student’s understanding in a programming concept. At last for a module named Study Skills for Computing, we were given a task to prepare a group presentation slides and we presented just as a dummy one only, a final one is to be submitted on the 13th week covering 50% marks of overall total marks for this module in first semester.

All the above description was my academic progress from a time period of 5^th - 8^th week. During those periods we had to give a test on each week for a three modules. We had a dummy presentation too which was of a group work and got a feedback too from our tutor how to develop a skills on doing a final presentation.

Computing

Computing is the course which helps in developing knowledge and skills in the field of software, hardware and information technologies as well. In the present world, the demand of computer is in a very high range. So now in every part of life, an information technology has been one of the most essential survivals assists for human beings. Without it’s availability a human can’t solve some kind of tough and critical problem which is impossible to solve by human power which may take so long time to solve it but with the help of computer it can be solved it so easily at a faster rate.

Programming concept is fully based on a coding part. It is developed in such a way that a programming language is converted into a machine level language and representing in a graphical environment as well through the help of a generated coding part in the program.

Logic can be compared with the mathematical issues and techniques related to computing mathematical needs. Some logic parts are like set theory, relation, functioned. Which is somewhat similar to as in +2 levels but not so tough one?

Study skills is related to developing a skills and knowledge among a students for being more creative in reflective reading, writing, developing a presentation skills, speaking in a massed. which is important needs in a life of students to step ahead.

Problem Solving is a part to develop an understanding a problem in a depth and finding out its solution in different ways, which acts as developing a mind skills in a students for solving any kind of problem going through depth.

The overall description of some modules is a part of computing to develop knowledge and skills in the field of modern information technology.

Academic Development

Islington College was formally known as Informatics College. This is the first and only one college in Nepal which is directly affiliated with UK University (London Metropolitan University. In the field of IT, three different courses (Computing, Networking and Multimedia) which we're being provided through this college is totally same as we'll be studying if gone to London met University. So, it’s too cost effective for Bachelor Degree staying in a town native land and being a part (student) of London met.

Comparing Islington with other IT colleges in Nepal there's a vast difference. Some examples like, In Islington most of the teachers had got their educational degrees from different corners of this world. All the teaching method is done through a vision and other different modern technologies which make students able to observe knowledge in an easy way.

I have chosen a computing course in Islington College. A teaching method which I have got in this college is really too good and so different than while I was studying in a school and +2 level. For each module, there's a three different classes like Lecture, Tutorial and Lab Classes. Because of different classes for each module we all have got a new experience of reading as per in a University level. All the teachers are so co-operative with a student’s i.e. they all are like a friends. The environment as well is so peace that we all love to stay in college and study mainly a Brit House.

So, over all description is my academic development.

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Computer Education

Computer, electronic device that can receive a set of instructions, or program, and then carry out this program by performing calculations on numerical data or by manipulating other forms of information.

Computers are playing an increasingly important role in education, for both the teacher and the student. Their use enables each student to develop at his or her own pace and makes the whole learning process more flexible.

Since their arrival on the market in the late 1970s, desktop computer systems have revolutionized business. Computers can also aid the research and compiling aspects of school projects, and many teachers now incorporate the machines into the learning process. A primary advantage of computers is the amount of information they offer via networking to a wide range of databases.

Religious Education

Religious Education in Schools, instruction in schools in or about religious faiths, their history, and their followers. Practices across the world vary, but in Britain religious education (RE) must be taught in all state-run schools by law. Pupils must receive a grounding in the basics of Christianity. They must also gain some understanding of the other major faiths practised by members of the British population. These religions include Hinduism, Buddhism, Sikhism, Islam, and Judaism.

In Europe, the connection between schooling and Christianity dates from the Middle Ages (see Education, History of). During the Victorian period, the majority of schools in England were Church of England, in which the scriptures were taught and education was conducted along Church principles. Since the Education Act 1944, in Britain, RE—or religious studies (RS), as it is sometimes called—has been compulsory in law, but it remains outside the National Curriculum. This means that the specific content of lessons is not laid down by central government. Instead, it is agreed upon by locally run bodies called Standing Advisory Councils for Religious Education (SACREs). RE lessons in Church-run schools (see Religious Schools) are an exception. These schools, although maintained at the government’s expense, retain control over their RE syllabus. Private schools are also free to determine their own syllabus.

RE has changed significantly since the middle of the century when straightforward Biblical study was dominant. According to government inspectors this form of lesson is still common. But educational ideas have changed, as has the cultural make-up of Britain. Pupils are encouraged to look at many aspects of religion, with a more philosophical emphasis, and not just at Christianity. Schools might organize visits to mosques, temples, and synagogues and arrange for leaders of different faiths to discuss their beliefs with children. Younger pupils often study major festivals such as the Jewish Hanukkah, the Hindu Diwali, and the Muslim Id (see Islamic Festivals).

The multi-faith, non-doctrinal view of RE taken in Britain appears to be unique. Most other countries in Europe treat the subject as a matter of near-indoctrination. Members of different religions are given access to the classroom. In some cases, notably France and the United States, the education system is avowedly secular and no religious education takes place in school. Most Commonwealth countries have not taken on the British model of religious education, although there are similarities in New Zealand, where the curriculum includes religious and moral education. There is no statutory religious education in Canada.

RE in Britain faces a number of problems. It is seen by many pupils and teachers as a low-priority subject, even though it is compulsory. Evidence from official government inspectors suggests that many schools have failed to teach RE thoroughly, if at all, and there is an acknowledged shortage of RE teachers in Britain.

The complicated status of RE brings further difficulties. Many religious adherents continue to see RE as a “confessional” matter of faith, rather than as a topic of analytical study. The Christian emphasis in RE is resented by non-Christian groups who argue that their children will become confused about their own faith. Some Christian parents, in turn, complain about the study of Hinduism and Islam, for example. Parents who object to the current framework can withdraw their children from RE lessons (and also from the daily act of collective worship, another requirement of the law). Individual schools can also, if they wish, opt out of the legal framework and, with the backing of their SACRE, devise a religious programme more suited to the religious background of their own children, who, for example, might be largely Muslim. Some minority faith groups prefer to teach about religion in separate, after-school classes and in some cases they even establish their own, full-time, privately-run schools on religious lines.

International Standards Education

Education, International Standards in, international comparison between school systems. Such comparisons are useful in describing a narrow range of performances, although, in their present state of development, they do little to explain, in ways that could help policymakers nationally, the reasons for the differences that such tests reveal.

The main cross-national comparative studies of learning achievement have been carried out under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). Other major studies have been international versions of the United States’ National Assessment of Educational Progress programme. These International Assessment of Educational Progress studies are known as IAEPs.

The 14 international studies of this kind that have been carried out between 1960 and 1995 have been predominantly concerned with levels of literacy, mathematics, and science. A unique feature of these studies, or at least most of them, is their use of common assessment instruments (questionnaires) to record learning achievement in specific areas. These are applied to national samples of students of the same ages or school grades in the countries concerned. However, several technical problems arise in establishing valid comparisons between school systems of different countries.

The first problem concerns the sample of school students to be tested. Testing is expensive and samples tend to be small. Much, therefore, depends on the composition of the samples. For example, students from private schools were not included in French studies. Such an exclusion would have had a marked effect in the United Kingdom (which did not, in this case, take part).

The second problem arises from the nature of the questions used in the tests. Different countries have different syllabuses that place different emphasis on different aspects of the school curriculum. Although, through international cooperation between those responsible for developing the questionnaires that incorporate the tests, every effort is made to establish common ground, it is inevitable that the questions will suit some national systems better than others. In the 1991 IAEP assessment study of mathematics, for example, 30 per cent of the questionnaire was devoted to “number and operations”. In response to questions about the emphasis placed on this area, Israel described it as representing 10 per cent of its goal in mathematics, while Switzerland accorded it 50 per cent. In the area of “algebra and function”, however, the percentages were reversed.

Problems of this kind make comparisons between the quality of different education systems difficult to measure. The results of such comparisons do not give an explanation for the differences that emerge. However, information collected at the time of the testing confirms that, unsurprisingly, above-average performance is related to the amount of time spent on silent reading, to the emphasis on storytelling in the early years of school, and, above all, to the level of access to books. On the other hand, there did not seem to be any close connection between the length of the school year or class size and the results achieved.

Comparisons between standards achieved at different ages in different areas of the curriculum in different countries are in principle difficult to make and in practice have so far provided little reliable evidence. Fresh efforts are being made to improve the quality of that evidence in relation to science and mathematics, subjects which, unlike languages, have a degree of consistency of approach internationally, thereby enabling comparisons to be made with some confidence.