The Nationwide Graduate Arithmetic Olympiad has been organised in six out of eight areas of the nation underneath the supervision of Bangladesh Mathematical Society and with the monetary assist of AF Mujibur Rahman Basis.
The competitors at Dhaka North, Dhaka South, Chittagong, Rajshahi, Rangpur and Sylhet areas had been collectively inaugurated on Friday at 9:00am. The contests in Barisal and Khulna areas will probably be held on December 2.
Dhaka South Area Olympiad was held in Arithmetic Division of BUET. Bangladesh Mathematical Society president and Dhaka College Arithmetic Division chairman Md Shahidul Islam inaugurated it.
Olympiad committee president Md Monirul Alam Sarkar, Dhaka College professors Md Mubarak Hossain and Amulya Chandra Mandal and BUET professor Abdul Hakim Khan had been current on the event.
Professor Khandkar Farid Uddin Ahmed presided over the occasion.
Dhaka North Area Olympiad was held at Impartial College, Bangladesh. College of Engineering, Know-how and Science dean Mehdi Hasan inaugurated the competition.
Additionally current had been Bangladesh Mathematical Society secretary Mohammad Babul Hasan, Professor Habib bin Mozaffar and Rifat Ara Rauf.
Professor Mohammad Mustafa Kamal presided over the occasion.
The Sylhet area’s Olympiad was held on the North East College of Bangladesh, Sylhet. Vice-chancellor of the college Elias Uddin Biswas inaugurated the occasion.
Shahjalal College of Science and Know-how professors Sajedul Karim, Rashed Talukder and Dhaka College affiliate professor SM Sohail Rana had been additionally current.
The Rajshahi area’s Olympiad inaugurated by Rajshahi College vice-chancellor Golam Sabbir Sattar on the Division of Arithmetic.
RU pro-vice-chancellor Sultanul Islam, professors Humayan Kabir and Subrata Kumar Saha was additionally current on the occasion presided over by professor Nasima Akhter.
The Chattogram area’s Olympiad was inaugurated by College of Electrical and Mechanical Engineering dean Mosiul Alam on the Chittagong College of Engineering and Know-how.
The programme was presided over professor Tahmina Akhter.
The Rangpur area’s Olympiad was held at Begum Rokeya College, Rangpur. Professor Tajul Islam presided over the programme.
Home of Science Charitable Belief useful resource developer Jane Hoggard (left) with Home of Science chief government Chris Duggan. Photograph / Equipped
When Jane Hoggard first seemed by way of a microscope in highschool, an entire new world opened as much as her.
“I bought to have a look at issues I couldn’t see a second earlier than. It made me realise there was a lot extra on the market to seek out out.”
This week, Hoggard’s work to recreate her expertise in a whole lot of major college lecture rooms has been recognised with a prize from the Royal Society of Chemistry.
Hoggard is the useful resource developer for schooling targeted charitable belief, Home of Science, based by Tauranga’s Chris Duggan.
Hoggard led a group of pros from Rotorua-based Crown Analysis Establishment Scion, New Zealand Agricultural Greenhouse Fuel Analysis Centre and the New Zealand Environmental Safety Authority in making a library of bilingual science useful resource kits.
The Home of Science kits purpose to encourage major college youngsters to find a love for science and studying in the identical approach Hoggard did when she was youthful.
“My youngsters weren’t getting quite a lot of that have in major college science and that pushed me.”
Every package incorporates all of the gear, directions and supplies wanted to ship partaking classes.
“Enjoyable, a number of enjoyable. The entire goal of what we do is to foster the innate curiosity of youngsters,” Hoggard mentioned.
“I all the time take into consideration the enjoyable factor so [our resources] are very hands-on. When youngsters are having enjoyable they be taught and so they bear in mind and so they get extra curious and ask extra questions. That’s what we wish.”
This week, the exhausting work of Hoggard and her group paid off. They have been awarded the Royal Society of Chemistry’s Horizon Prize for Training for making science schooling extra accessible.
The Royal Society of Chemistry is predicated in the UK and receives candidates from everywhere in the world for his or her awards which acknowledge people, groups and faculties throughout major, secondary, additional schooling and better schooling, for his or her distinctive contributions to chemistry schooling.
Reflecting on the award, Hoggard mentioned it was a shock and an honour to obtain worldwide recognition for the initiative.
“I’m happy with the work we’re doing with lecturers and college students all through New Zealand fostering surprise and curiosity on the earth round us. I contemplate it a privilege working alongside scientists to assist them with the supply of their outreach programmes to major college college students.”
The Royal Society’s chief execuitve Dr Helen Ache mentioned it was “of significant significance” to recognise the essential position of educators within the development of the sciences.
“We commend their capability to encourage and nurture the following era of vibrant younger minds, in order that they will go on to make new discoveries and improvements.
“Society faces many challenges, and educators give us the instruments we have to advance our understanding of the world round us and resolve lots of the issues we encounter.”
Ache mentioned the Home of Science New Zealand group’s work to ship partaking and accessible classes demonstrated an excellent dedication to chemistry schooling.
“It’s our honour to have a good time their appreciable contribution.”
There are 19 Home of Science centres throughout New Zealand, every with their very own library of bilingual science useful resource kits, which can be distributed and maintained by volunteers on behalf of the area people. Every fortnight, a whole lot of those kits are delivered to varsities and tens of hundreds of kids partake in science classes in consequence.
Hoggard mentioned whereas she did need to encourage the longer term Marie Curies and Rosalind Franklins of the world, the challenge wasn’t nearly populating the STEM (science, know-how, engineering, maths) profession pipeline.
“Not everybody goes to be all for working in science however the true driver for me is elevating scientific literacy abilities round critiquing data and proof. These abilities are necessary for society as an entire.”
Home of Science founder Duggan mentioned: “I’m happy with Jane and the group for all their efforts – this award is so nicely deserved”.
In recent years, an educational trend has gained new traction, one that holds that a pure British accent – the Queen’s English – no longer has to be the one that prevails when teaching, learning or using English to communicate. This trend, known as ELF (English as a lingua franca), favors a more neutral pronunciation where the goal is to get the message across.
“The important thing now is being able to communicate; the purity of the accent is a thing of the past,” holds María Luisa Pérez, a professor of English studies at Jaén University and a leading researcher on this issue.
This line of thinking bears a relationship to the debate on whether the bilingual Spanish-English education model used in some public schools in Spain is really up to par, considering that some regions – which have devolved powers over education – ask teachers for a B2 level, indicating fluency but not proficiency as defined by the Common European Framework of Reference for Languages (CEFRL). Other regions require teachers to prove a C1 level, for proficient users of the language.
In recent years, nearly 90 centers have dropped out of the bilingual education system, viewing it as ineffective. But Pérez, just like other experts, warns that many people simply have the wrong idea of what a bilingual model really does. “It’s a mistake to think that children will end up speaking English just like they speak Spanish; the goal is for them to achieve a functional level that will let them communicate and work in the future,” she explains.
Spain’s first English-Spanish bilingual program for public schools was introduced in 1996 as a joint initiative of the Spanish Education Ministry and the British Council. The goal was for students to become “fluent” in English, considered “decisive to favor employment prospects and professional ambitions.” Starting in the year 2000, regional governments began to launch their bilingual programs, and the number of enrolled students has grown 498% in a decade.
At no point was it ever claimed that students would end up speaking perfect English, although that continues to be the hope of many families who sign up their children for these programs. So says David Marsh, who back in the 1990s (before the bilingual model was introduced) coordinated a team of psychologists, educators and scientists to analyze why, after eight years of studies at schools in various European countries, graduating students were barely able to put together a single sentence in English.
Marsh and his team detected that the major problem was the methodology used at centers, based on memorizing and repeating concepts, with critical thinking relegated to a secondary role. Their solution was a system called CLIL (Content and Language Integrated Learning), which was included in the action plan to promote linguistic diversity launched by the European Commission between 2004 and 2006, and which lies at the heart of today’s bilingual model.
This system defended learning a new language through the study of other subject matter such as maths, geography and history. But there was a limit: the student would never actually speak the second language as well as their native one. “The word bilingual is dangerous and it creates false expectations,” says Marsh. “Families think that if they take their children to a bilingual school, they will learn another language in a short space of time, but the real goal is for Europeans to be able to communicate at a basic level.”
Administrators at the Isaac Albéniz secondary school in Leganés (Madrid) defend the bilingual model and report being pleased with the results. “Getting students to speak perfect English is impossible, we the teachers are not native-like, but we know enough to teach secondary school kids,” says Inmaculada Alonso, head of studies at the school and herself an English teacher. Alonso was a member of a panel that assessed teachers’ ability to be part of the bilingual program in the Madrid region, which requires a C1 level. “In the oral test, which is around 15 minutes, we made them talk about their life, their favorite movies…we didn’t let just anyone pass,” she says.
Her colleague Óscar García, another school administrator, is convinced that accent plays a secondary role. “Some of them [students] have better pronunciation than others, but what’s really improved is their understanding, the way they follow the classes… we’re on the right track.” he says.
However, there are many Spanish teachers who believe that under the current system, students are neither learning English properly nor grasping the content that’s being taught in that language – in primary school, natural and social sciences as well as arts and crafts; in secondary school, 40% of courses including geography, history, physics, chemistry and biology.
But there are studies showing that performance in English has improved, while remaining stable in other subjects taught in that language. In 2018, the universities of Jaén and Córdoba published the Mon-CLIL report after working with a sample of 2,245 students at 43 public centers, three private ones and eight concertados (semi-private) in the regions of Andalusia, Extremadura and the Canary Islands. This report showed that children in bilingual programs scored 1.23 points higher in English than their peers in monolingual programs at the primary level, and 2.4 points higher at the secondary level. But they also performed 0.46 points better on Spanish at the primary level, and one point higher at the secondary level. As for other content taught in English, kids in their fourth year of secondary education scored 0.50 points higher than students in non-bilingual programs.
The same report also underscored the problems with training teachers in bilingual programs, including a lack of familiarity with the concept of CLIL, which theoretically lies at the heart of the new methodology. Another weak point was the teachers’ low skills when the time came to communicate effectively in English with their students in class.
“Every man for himself”
Pedro, a 36-year-old interim teacher at a bilingual secondary school in Torrejón de Ardoz (Madrid), has never heard of CLIL. “Nobody has told me how I should teach my class; my understanding is that it falls within our academic freedom. The only thing they made quite clear is that classes had to be taught 100% in English and that tests have to be administered in English as well.” In his view, the situation could well be summarized as “every man for himself.” He obtained the C1 certificate during a year he spent at Oxford and teaching in English is not a problem for him, but he has received no specific training in methodology. No regional government requires this in order to teach in a bilingual program.
Enrique Lafuente, who teaches a master’s degree in teacher training at Zaragoza University and has a degree in English studies, believes that the biggest problem lies in the fact that bilingual programs were launched without previously providing sufficient, extensive teacher training. “It’s not just about translating a textbook into English and teaching the class just like you would in Spanish,” he notes. “The CLIL involves a specific methodological change. Before starting on a new subject, you ask students what they already know and make them share it out loud with their peers. This creates a preliminary reflection as well as stimulating motivation.”
The teachers should have basic knowledge of how a new language is learned, and help students produce texts as well as hold conversations in that language. “Teachers should provide the scaffolding, text structures that can be imitated in order to produce work of a certain quality… the science teacher must be aware of the student’s linguistic needs.”
The program created by the Education Ministry and the British Council, with 147 participating public schools in 10 regions of Spain, theoretically includes something called a linguistic advisor, who serves as a coordinator of sorts and is required to have experience in the Anglo education system, preferably with field experience in the United Kingdom. This individual is in charge of conveying educational strategies to the teaching staff, and planning an integrated curriculum combining the Spanish coursework with elements of the British system. But this role does not in fact exist in Spain’s public bilingual schools – instead, there is a coordinator who is typically the school teacher with the strongest English skills.
English version by Susana Urra.
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