Google generation has no need for rote learning
For most older adults, one of the lasting memories from elementary school is of our teacher using flash cards to teach us some important facts. Whether one was learning to read or remember their basic math facts, flash cards were often the tool to help us remember the information our teacher deemed important and later, to test our recall of those facts. Such devices carried over to later grades and were used for learning key historical dates and information like the state capitals. In high school I even made my own set of cards for science and mathematics. There were cards to help me remember the periodic table and the key symbols related to that chart as well as the trigonometric functions and other more sophisticated aspects from advanced math.However, the general consensus today is that such recall may no longer be as important as once thought. In fact, today’s technology has folks insisting that school children “should no longer be forced to memorize facts and figures because such information is readily available on the internet.” Murray Wardrop, in “Learning by heart is ‘pointless for Google generation,’” notes that such recall has actually been the definer for academic success in the past. However, Wardrop offers the thoughts of businessman Don Tapscott who insists that “for today’s youngsters, tedious rote learning is pointless because such basic facts are only a mouse click away via Google, Wikipedia and online libraries.” Tapscott is the author of the best-selling book Wikinomics. He also is a person firmly supporting the net generation phenomena or notion that today’s hard-wired kids demand different teaching methodologies. Tapscott insists that it is time “to teach children to think creatively so they could learn to interpret and apply the knowledge available online.” While the notion that recall should be obsolete is one that most educators would differ with, there is one component where Tapscott is unequivocally correct. “Teachers are no longer the fountain of knowledge; the internet is.”The explosion of knowledge available by way of the Internet truly means that no educator could possibly hold all the requisite knowledge in any one field anymore. In fact, once students move beyond the most basic of materials, the idea that children should have subject knowledge experts like science teachers or history teachers may well be one of the major adjustments coming down the educational highway.Tapscott goes on to state:“Kids should learn about history to understand the world and why things are the way they are. But they don’t need to know all the dates.“It is enough that they know about the Battle of Hastings, without having to memorize that it was in 1066. They can look that up and position it in history with a click on Google.” Tapscott is focusing his argument on the notion that “the ability to learn new things is more important than ever” because in today’s world everyone must “process new information at lightning speed.” And in contrast, remembering facts is simply old-fashioned, a concept designed for education back in the industrial age. Tapscott adds: “This might have been good for the mass production economy, but it doesn’t deliver for the challenges of the digital economy, or for the ‘net gen’ mind. “Children are going to have to reinvent their knowledge base multiple times. So for them memorizing facts and figures is a waste of time.”In addition, Tapscott is firmly behind the notion that the brains of today’s net generation youngsters work differently than that of their parents. Today’s net generation kids are “multi-tasking with digital devices” using the “the internet while listening to their MP3 players.” Therefore, there is little doubt that educators should focus on the development of critical thinking skills. In contrast, a number of experts insist that for students to climb Bloom’s Taxonomy and develop higher order thinking skills, students mush have some basic knowledge and know some critical facts. Otherwise, there can be no synthesizing of information or true conceptual understanding. Ofsted,the Office for Standards in Education, Children’s Services and Skills in the UK, seeks to inspect education and training for learners of all ages. The office disagrees with Tapscott. Wardrop notes that “Ofsted has reported that pupils’ knowledge and understanding of key historical facts is not good enough to enable them to ‘form overviews and demonstrate strong conceptual understanding.’” The writer also goes on to quote Michael Gove, the Shadow Children, Schools and Families Secretary, who “recently attacked ‘the move away from fact-based learning,’ arguing that ‘knowledge, intellectual capital, is what makes educational progress possible.’” The debate is reminiscent of the one that emerged as whole language reading teaching methodologies were introduced amidst great fanfare. Soon, phonics became a bad word for educators. Many years later, it is clear that both concepts have relevance, and that when truly examined, they are almost inseparable. Today, neither is the be-all or end-all for teaching children how to read. The idea that facts will no longer be relevant to the learning process appears to be a similar argument. Technology does offer greater educational opportunities for children and harnessing its enormous potential will demand new teaching methodologies. Clearly, teachers should emphasize rote learning less and replace the time spent on memorization with a greater focus on the need for higher order thinking skills. But it is not entirely clear that dismissing all forms of rote learning will in fact make students stronger in the long run. In fact, before castigating rote learning in the same manner that experts once did with phonics, we may want to wait until further brain research is done. Because many an elementary teacher insists that the process of rote learning may well serve as a catalyst to the development of the brain as a whole, leading the way to the possibility of higher order thinking down the road.
2) Modern approaches to the education
n recent years the modernization of educational content observes clear trends in the search for new approaches to methodological activities. We regard blogging as one of the effective ways to solve this problem. The article presented is a kind of certain experience summing up: how to implement the idea of using blogs as a motivating tool for both teachers and students of higher education institutes. Keywords: Blog, methodical work, methodological seminar, professional development, innovative technologies, creative approach, educational process, teaching skills
The transformation of all spheres of modern reality (economics, politics, social environment, and culture) resulted in the necessity for a change not only the content of education, but academic technologies as well, since the society requires highly competitive creatively thinking professionals who are able to adapt in a rapidly changing world. New approaches to teaching methodology and management of the educational system that will allow to motivate faculty members and develop their creative abilities are of great importance nowadays. So the recent special urgency issues are about the development of advanced orientation in the didactic activities and introducing innovative technologies, which are aimed at improving the quality of the studies in universities. It is written a lot about optimization of the learning process by using Web 2.0 tools. Social networks such as Facebook (http://www.facebook.com/), Twitter (http://twitter.com/) and others are often used as means of communication in educational purposes. Wiki-pages and blogs are also a good helping hand for storing and processing materials, as each participant aside from an access to the information can also take part in its changes, replenishment, etc. Blogs are considered as our particular interest here. What is it? An answer we can get easily, surfing the Internet: a blog (an English word blog, from Web log, a virtual ‘online journal or diary of events’) – a website the main content of which is regularly added records, posts, comments, images or multimedia. So it is definitely a suitable platform for any discussions or various competitions and quizzes for students, a publication of questions and tasks for examinations or surveys, audio and video links to additional materials and resources on the topic. It also provides an opportunity for the questionnaires, interviews, advice and more knowledge. It’s seems obvious, that working as the lecturers of the Chair of Foreign Languages in the University our first experience of blogs using was exactly in this very area. It began with attempts to use it as a platform for showcase speaking assignments within the online course ‘From the Internet to USE (Universal State Exam)’, organized by The Goethe-Institut (German cultural institution operating worldwide). For this purpose, among a series of free service sources for blogging (such as www.livejournal.com, www.blog.ru, www.diary.ru, www.liveinternet.ru, http://blogs.mail.ru, http://my.ya.ru, http://blogspot.com) the last was chosen: http://sprechenege.blogspot.com/. Involvement of various multimedia tools gave an opportunity to expand its range of features. For example, with a voice avatar (http://www.voki.com/) we published sounded version of a speaking task in the blog that allowed students not only to read the task, but also to listen to foreign-language speech. We liked the idea, appreciated its creative realization and a possibility to use it further. Next step in our blog exploration functions was the competition of students’ videos on the topic ‘Why I need a foreign language’ that we suggested on the platform Blogger.com (http://studentvideo2011.blogspot.com/). The announcement of the contest, its conditions, and at the end – the results were written in the first blog posts. Since the activity was performed in two categories – «German» and «English» – students’ video were placed on two different pages in accordance with the target language. The best works were chosen during the online voting, which took place in each category in the blog. We should say that in the very beginning students’ reaction for this form of the competitive materials presentation was a bit wary. But gradually the competition attracted the considerable interest, and at the stage of voting a large number of visitors was recorded in the statistics of the blog on a daily basis. To be fair, the blogging turned to be not very easy and we had to face some difficulties, both in terms of structure and design issues. However, the overall experience was positive, but it revealed some details, that led to the reflection on the possible changes or additions. It has allowed us to make certain conclusions and suggested a plan of further blog developing and expanding the range of its application in the process of education. Thus the idea to use the blogosphere as an option to traditional methodological seminar on professional development, held regularly at every faculty chair, was born. In consideration of the new educational purposes the opportunities provided by the technology of Web 2.0, in our opinion, will suggest a new way of organizing this scope of work. It isn’t necessary to mention again the importance and necessity of these seminars for teachers. The methodical work is a holistic system of collective and individual activities aimed at improving teaching skills, creativity, and as a consequence at making the quality and effectiveness of the educational process much better. There is a huge variety of forms of the methodical work organizing: pedagogical councils, panel discussions, author’s seminars, model lessons, master classes, specialized workshops, retreats, separate consultations, work on curriculum plans, guidelines for managing the process of education, self-study, etc. Traditionally, all of these forms of the professional development were supposed to create the necessary methodological framework in any faculty chair and intended for the accumulation of knowledge about new techniques and methods of teaching, work on the pedagogical programs, curriculum choices, changes in the state educational standards, etc. We suggest а modern view of the problem and consider the idea of methodological seminars on the basis of a blogosphere as a creative approach to the educational practice of the chair. So it is possible to speak of the definite advantages of this type of work as it will help to achieve the following objectives: 1) to improve the methodical activity level and to use the Internet recourses rationally to upgrade teaching skills; 2) to help educators to adapt successfully to modern situation of the total ‘Internetalization’ and apply Web 2.0 technology as a part of the classes effectively; 3) to organize a system of the experience exchange with colleagues from other universities in the home country as well as with foreign ones; 4) to make optimal conditions for educators creative potential expression. The central part of the blog could be devoted to discussion of some methodological issue. It is expedient to publish a plan for the seminar and reports of all participants. So a blogosphere as an alternative form to a chair seminar, obviously, gives several benefits for the teachers. Firstly, numerous technical possibilities of the blogosphere can present not only the text of a report, but also good visual examples: pictures or video, etc. For this purpose, there are many web-based applications allowing to diversify and to visualize the information provided or create own materials and publish them in blogs, for example: • as scratch-animation (http://scratch.mit.edu), • voice avatars (http://www.voki.com/), • or a variety of services to make smart cards MindMaps (http://mind42.com/, http://bubbl.us/, etc.), • online-presentations (http://www.viewbook.com/, http://www.flyinside.com, http://prezi.com/, http://www.slideshare.net/,etc.). Secondly, the dialogue supposed can be carried out in the form of comments for each post-report. This form of networking has several advantages in comparison to e-mail or chat rooms, for instance. All comments are available to be read for each participant and anyone registered in the blog can join the discussion. In addition, the communication in the forum is available at any time. Thirdly, the discussion of methodological issues is accompanied with the direct involvement of teachers in the new Internet technologies used at the present stage of the educational process development. It promotes the fastest practical understanding and mastery of this innovation. It is also important that the use of Web 2.0 tools is possible without special knowledge and skills in computer science, so anyone can learn them without training. Fourthly, the technical options of the blog, as well as a wide range of technologies Web 2.0, which can be combined with each other, would create, for example, constantly updated bank of inventive methods and techniques introduced by the educators of any chair in the educational process. It should be also taken into account the characteristics of blogging, knowing of which would help to overcome the main difficulties in the creating of the so-called "methodological blog". The theme and materials of the blog is supposed to be relevant and interesting for all participants, both teachers of the chair and moderators; they should also attract new visitors and provide a keen dialogue. All of this will solve the challenges that we set for ourselves, using this form of activity. The structure of the blog must be carefully considered and clear to each participant. In addition to posts-reports it could be possible to publish and themes and plans to be discussed as separate gadgets or a separate unit, where teachers could formulate their demands or interests in topics or share their impressions of the debate, etc. At the same time by subscribing to the newsletter, you can receive information on the timing of the next discussion topic. A separate site can be devoted to students. Here you can advertise on the contests and quizzes, links to material that promote foreign languages materials intended for students preparing for training abroad. All this will provide a natural connection between the classroom and extracurricular activities of learners. Technically correct blogging and easy navigation contributes to the successful implementation of the assigned tasks. But we must not forget also about individuality and creativity in design. But what is also important is to determine the conditions or rules for participation in the blog activity immediately. On the one hand, you can publish a number of topics for discussion, without any time limits for ongoing debate. This form will bring to the dialogue many colleagues, both Russian and foreign universities with whom the teachers of the chair have established close contacts, and it would be a good chance to exchange experiences. On the other hand we can talk about a subject relevant only to members of the chair, and in this case it is essential not to delay the dispute, so we can determine the time frame for this. Thus, we believe the introduction of blogs in the pedagogical practice is a challenging type of work. This approach to the methodological topics discussing opens up new creative ideas for the tuition. The methodical work organized this way requires a great deal of preparatory efforts, but, as a matter of fact, it can be very useful and valuable. So, according to our experience, suggestions, and conclusions blogging as a form of an educational activity can perform a great role in the academic development, since a technically well-composed, thought-out blog structure and a stimulating content will upgrade teaching skills, give a opportunity to knowledge sharing, raise students’ interest and improve the effectiveness of the educational process in general.
Russia’s education system
INSTITUTION TYPES & CREDENTIALS
Types of higher education institutions:
Universitet (University)
Technicheskiy Universitet (Technical University)
Academia (Academy, University Level)
Institut (Institute, University Level)
Konservatoria (Conservatory)
Kolledž (College, Non-University Level Higher Education Institution)
Technikum (Non-University Level Higher Education Institution)
Uchilische (Technical Institution)
School leaving and higher education credentials:
Attestat o Srednem (Polnom) Obshchem Obrazovanii
Diplom o Srednem Professionalnom Obrazovanii (Higher Vocational Education Diploma)
Diplom o Nepolnom Visshem Obrazovanii (Incomplete Higher Education Diploma)
Bakalavr
Specialist Diploma
Magistr
Kandidat Nauk
Doktor Nauk
STRUCTURE OF EDUCATION SYSTEM
Pre-higher education:
Duration of compulsory education:
Age of entry: 6
Age of exit: 15
Structure of school system:
Primary
Type of school providing this education: Primary General School
Length of program in years: 4
Age level from: 6 to: 10
Basic
Type of school providing this education: Basic General Secondary School
Length of program in years: 5
Age level from: 10 to: 15
Complete Secondary
Type of school providing this education: Secondary (Complete) General School, Upper-Secondary School
Length of program in years: 2
Age level from: 15 to: 17
Certificate/diploma awarded: Attestat o Srednem (Polnom) Obshchem Obrazovanii (Certificate of Secondary Complete General Education, School Leaving Certificate).
Vocational
Type of school providing this education: Technikum, Kolledz, Uchilishe (Non-university level higher education)
Length of program in years: 4
Age level from: 15 to: 19
Certificate/diploma awarded: Diplom
School education:
General secondary education lasts for nine years. Graduates of this level may continue their education at secondary (Complete) General School for two years. They may also enter a vocational school or non-university level higher education institutions. Graduates from a Secondary (complete) General School may apply for entrance to a higher education institution. Complete secondary education leads to the award of the Attestat o Srednem (Polnom) Obshchem Obrasovanii (School Leaving Certificate).
Higher education:
Higher education is provided by state and non-state higher education institutions (HEIs). Approximately half of the State HEIs students pay for their studies. In non-state HEIs all students have to pay tuition fees. Higher education is within the Ministry of Education and Science's juridiction. The Federal Service of Supervision in Education and Science is responsible for quality assurance in education. There are three levels of higher education: 1) incomplete higher education (2 years at least); 2) 4-year programmes leading to the Bakalavr's degree, the first final university degree; 3) postgraduate studies with duration of 1-2 years leading to the Specialist Diploma or the Magistr degree. HEIs are authorized to award the Magistr's degree after the completion of 2 years of study or the Specialist Diploma after 1 year of study following upon the Bakalavr's degree. Scientific degrees in Russia traditionally include two levels of doctoral degrees: the Candidate of Sciences (the first level, equivalent to PhD) and the Doctor of Sciences (the second, highest level). There are 721 state (including 45 regional public HEIs) and 369 accredited non-state HEIs in Russia. The Federal Agency for Education finances 338 state HEIs. The rest is financed by other Ministries or local authorities.
Main laws/decrees governing higher education:
Decree: Decree no 1323 on State Accreditation of HEIs Year: 1999
Decree: Decree no 1766 on the Managerial structure of the state educational standards elaboration Year: 2001
Concerns: All types of HEIs
Decree: Decree no 314 on the System and Structure of Executive Boards Year: 2004
Concerns: All types of HEIs
Decree: Decree no 686 on the Approval of the new state educational standards" Year: 2000
Concerns: All types of HEIs
Decree: Decree no 796 on Education Licensing Year: 2000
Decree: Decree no 940 on Standard regulations of Higher Education Year: 1994
Concerns: to all type of HEIs
Decree: Law no 125-FZ on Higher and Postgraduate Professional Education Year: 1996
Concerns: all types of HEIs
Academic year:
Classes from: Sep to: Jun
Long vacation from: 1 Jul to: 31 Aug
Languages of instruction: Russian
Stages of studies:
Non-university level post-secondary studies (technical/vocational type):
Non-university level:
Basic General Secondary School (9 grades) and Secondary (Complete) General School leavers (+ 2 grades in upper-secondary school) can enrol in lower post-secondary vocational education and non-university level higher education. Lower post-secondary vocational education lasts for 1-2 years and leads to qualified workers qualifications. State, municipal and non-state non-university level HEIs comprise tekhnikums/uchilishche and kolledzes. They train middle-level specialists such as technicians and skilled nurses. They confer Diplomas after at least 2 years of study following upon the Secondary (Complete) General Education and after 3 to 4 1/2 years following upon the Basic General secondary School. Advanced level courses last for one more year. They confer Diplomas after 2 years' study on the basis of Secondary (complete) general education and after three to four-and-a-half years on the basis of Basic general education. If a holder of the non-university level Diploma enters a university-level higher education institution in the same field of study, up to two years of previous studies could be counted by HEIs' authorities as a transferred period of study. Such students follow a shorter period of training whilst completing university level programmes.
University level studies:
University level first stage:
The first stage consists of at least two years of a higher education study programme. On leaving the university, students may ask for the Diploma O Nepolnom Vysshem Obrazovanii (Diploma of Incomplete Higher Education) which entitles them to obtain jobs that require some HE training but not a degree and to continue their studies.
University level second stage: Bakalavr:
Bakalavr (Bachelor's) degree programmes last for at least 4 years of full-time university-level study. The programmes are elaborated in accordance with the State Educational Standards which regulate 50% of the content, the other 50% being developed by the university. The programmes include professional and special courses in Science, the Humanities and Socioeconomic disciplines, professional training, completion of final research paper/project and sitting for State final exams. Having obtained the Bakalavr degree, students may apply to enter the Magistr programmes or continue their studies in the framework of the Specialist Diploma programmes. The Bakalavr degree is awarded in all fields except Medicine after defending a Diploma project prepared under the guidance of a supervisor and sitting for final exams. In Medicine, the first stage lasts for six years.
University level third stage: Magistr, Specialist Diploma:
Holders of the Bakalavr are admitted to enter the Specialist Diploma and Magistr programmes. Access to these programmes is competitive. The Magistr degree is awarded after successful completion of two years of full-time studies. Students must complete advanced studies, prepare and defend a thesis and sit for final examinations.The Specialist Diploma can be earned in two ways: upon completion of at least 1 year's study after the Bakalavr programme or upon completion of five to six years' continuous study beyond the Attestat o Srednem (Polnom) Obshchem Obrazovanii. The Specialist Diploma is a professional qualification that gives the right to exercise professional activities and to apply for doctoral programmes. It is conferred after the students have completed advanced studies, prepared and defended a thesis and sat for final examinations.
University level fourth stage: Kandidat Nauk (Aspirantura programmes), Doktor Nauk (Doktorantura programmes):
Access to the Aspirantura is competitive. Applicants must hold a Specialist Diploma or a Magistr degree. Studies last for 3 years. The Aspirantura programmes train for research and teaching activities. Students must learn research and teaching methods, ICTs, and pass qualifying (Kandidat Nauk) exams in certain fields of study. After carrying out independent research, preparing and defending a dissertation in public, they are awarded the Kandidat Nauk scientific degree. The Doctor Nauk programme duration is not fixed (from 5 to 15 years). It follows the Kandidat Nauk degree; The Doctor Nauk scientific degree is awarded after the public defence of a dissertation. It does not always have an equivalent in other countries.
Teacher education:
Training of pre-primary and primary/basic school teachers
Non-university level educational institutions (technikums, kolledzes) train teachers for pre-primary and primary schools. The duration of the course is two-and-a-half to four-and-a-half years. Some university level teacher training institutions train teachers for primary schools. The courses last for five years. Graduates of these two types of educational institutions may exercise the profession.
Training of secondary school teachers
Teacher training is carried out in teacher training university-level institutions. The programmes last for at least five years. Graduates may enter the profession.
Training of higher education teachers
University teachers must have followed post-graduate training. A scientific degree (Kandidat Nauk at least) is compulsory to obtain a lecturer's post in HEIs.
Non-traditional studies:
Distance higher education
Distance learning is regarded as ICT utilisation for provision of a wide variety of education programmes or parts (blocks) of programmes in higher professional education, vocational education, school education, lifelong education and upgrading.
Lifelong higher education
Short part time courses (from two to eight weeks) are offered by HEIs to graduates and postgraduates wanting to improve their knowledge and skills in their profession or other areas.
Higher education training in industry
Upgrading courses for industrial workers and professionals in different branches of the national economy are available.
My own educational experience
5) Studying abroad – pros and cons
or most students, studying abroad is a rewarding experience that they are happy to have undertaken. However for others, the experience is one that they wish had been different in some way or even regretted completely. Understanding the tradeoffs of studying abroad is an important part of making the best choices of where and how to study in another country -- or even whether to leave one's own country. To help students make these choices, this article explores the pros and cons of international studies.
Degree Value
Unfortunately, there is no worldwide standard for higher education degrees.
Students who earn a degree overseas need to be aware of potential differences in how their degree will be valued in their home country and elsewhere. Unfortunately, there is no worldwide standard for higher education degrees and thus evaluation of degrees is not easy. European degrees have recently been standardized but elsewhere around the world, degrees can vary in length, content and quality. At the graduate level, master's and doctoral degrees differ in their thesis and/or research requirements. There are a number of agencies which specialize in evaluating foreign degrees to determine whether they are equivalent to a degree earned in the person's home country. Students may want to contact one of these agencies before committing to a degree program if they are unsure how it will be valued at home.
Value to Employers
Studying abroad is usually highly valued by employers.
In general, studying abroad is highly valued by employers. A study abroad experience is assumed to have benefitted the student in ways that will make them a more valuable employee than someone who did not study abroad. Qualities such as self-motivation, maturity, confidence and open-mindedness may be assumed in such students regardless of where they studied abroad or for how long. Beyond these general qualities, certain employers will be looking to hire individuals who have specific language skills, cultural awareness or experience working with people from specific parts of the world.
In some cases, however, an employer may not consider a study-abroad experience to be a positive attribute. For instance, if a student in a rigorous program at a highly respected school studies abroad at a school without the same quality level, some employers may worry the student has missed out on important aspects of their education. Similarly, if a student has earned an entire degree abroad at a school the employer is unfamiliar with, the degree may not be valued as highly as a degree from even a mediocre college in the person's home country. Finally, some employers have the perception that studying abroad is just "play time" rather than a valuable learning experience.
Quality of Education
The quality of education available around the world varies considerably between countries and also within countries.
The quality of education available around the world varies considerably between countries and also within countries. Students who plan to enroll directly in a university abroad need to do some research to make sure the school they choose meets their standards. The various world university rankings such as the QS World University rankings and the Academic Ranking of World Universities can be helpful although small institutions which may have high-quality instructors but less emphasis on research will typically not rank highly. Prospective students need to verify the school is accredited properly and should talk to present and past students to gather first-hand feedback.
Students who study abroad through an exchange program will not have to worry as much about quality since their home school will have verified this already. These students still need to pick their courses carefully. As a general rule, it is better to take elective courses when studying abroad especially if the student is concerned that the quality of instruction may not be quite as high as at their home school or if they'll be taking the course in a foreign language. Courses that have specific relevance to the location of the school may be of higher quality than those offered at home since the instructors may have first-hand knowledge of the subject-matter.
Personal Benefits and Challenges
Positive outcomes include increased maturity, independence and self-reliance.
Studying abroad can be a life-changing experience that impacts a student's life in many positive ways. Increased maturity, independence, self-reliance and openness to new experiences are some of the positive outcomes many students experience. Students often make long-lasting friendships and become more aware of their own values and culture and accepting of those whose values and lifestyles differ from their own.
For some students however, studying abroad can be a challenging experience. Some students have great difficulty acclimating to a new environment where everything from the food to the language to the style of instruction may be different from what they are used to. Students who choose to study abroad independently, especially at a school with few foreigners from their home country, may have the most difficulty. A student's own personality and level of comfort being in an unfamiliar place will also have an impact on their experience. Safety is another challenge in some locations so students need to take personal safety seriously and understand how to stay safe given the local risks.
Quick Tips
Student needs to evaluate their own level of adaptability and made choices that match it.
Talking to others who have studied abroad can give students realistic information about what to expect.
Friends who choose to study-abroad together need to have the same goals and level of adaptability.
A great study-abroad experience for one person may be a miserable experience for another.
The length of stay, choice of housing, size of school and other factors will affect a student's experience.
6) How to write a successfull CV
What is a cv?
Curriculum Vitae: an outline of a person's educational and professional history, usually prepared for job applications (L, lit.: the course of one's life). Another name for a CV is a résumé.
A CV is the most flexible and convenient way to make applications. It conveys your personal details in the way that presents you in the best possible light. A CV is a marketing document in which you are marketing something: yourself! You need to "sell" your skills, abilities, qualifications and experience to employers. It can be used to make multiple applications to employers in a specific career area. For this reason, many large graduate recruiters will not accept CVs and instead use their own application form.
An application form is designed to bring out the essential information and personal qualities that the employer requires and does not allow you to gloss over your weaker points as a CV does. In addition, the time needed to fill out these forms is seen as a reflection of your commitment to the career.
There is no "one best way" to construct a CV; it is your document and can be structured as you wish within the basic framework below. It can be on paper or on-line or even on a T-shirt (a gimmicky approach that might work for "creative" jobs but not generally advised!).
When should a CV be used?
When an employer asks for applications to be received in this format
When an employer simply states "apply to ..." without specifying the format
When making speculative applications (when writing to an employer who has not advertised a vacancy but who you hope my have one)
What information should a CV include?
Personal details
Normally these would be your name, address, date of birth (although with age discrimination laws now in force this isn't essential), telephone number and email.
Education and qualifications
Your degree subject and university, plus A levels and GCSEs or equivalents. Mention grades unless poor!
Work experience
Use action words such as developed, planned and organised.
Even work in a shop, bar or restaurant will involve working in a team, providing a quality service to customers, and dealing tactfully with complaints. Don't mention the routine, non-people tasks (cleaning the tables) unless you are applying for a casual summer job in a restaurant or similar.
Try to relate the skills to the job. A finance job will involve numeracy, analytical and problem solving skills so focus on these whereas for a marketing role you would place a bit more more emphasis on persuading and negotiating skills.
"All of my work experiences have involved working within a team-based culture. This involved planning, organisation, co-ordination and commitment e.g., in retail, this ensured daily sales targets were met, a fair distribution of tasks and effective communication amongst all staff members."
Interests and achievements
Keep this section short and to the point. As you grow older, your employment record will take precedence and interests will typically diminish greatly in length and importance.
Bullets can be used to separate interests into different types: sporting, creative etc.
Don't use the old boring cliches here: "socialising with friends".
Don't put many passive, solitary hobbies (reading, watching TV, stamp collecting) or you may be perceived as lacking people skills. If you do put these, than say what you read or watch: "I particularly enjoy Dickens, for the vivid insights you get into life in Victorian times".
Show a range of interests to avoid coming across as narrow : if everything centres around sport they may wonder if you could hold a conversation with a client who wasn't interested in sport.
Hobbies that are a little out of the ordinary can help you to stand out from the crowd: skydiving or mountaineering can show a sense of wanting to stretch yourself and an ability to rely on yourself in demanding situations
Any interests relevant to the job are worth mentioning: current affairs if you wish to be a journalist; a fantasy share portfolio such as Bullbearings if you want to work in finance.
Any evidence of leadership is important to mention: captain or coach of a sports team, course representative, chair of a student society, scout leader: "As captain of the school cricket team, I had to set a positive example, motivate and coach players and think on my feet when making bowling and field position changes, often in tense situations"
Anything showing evidence of employability skills such as teamworking, organising, planning, persuading, negotiating etc.
Skills
The usual ones to mention are languages (good conversational French, basic Spanish), computing (e.g. "good working knowledge of MS Access and Excel, plus basic web page design skills" and driving ("full current clean driving licence").
If you are a mature candidate or have lots of relevant skills to offer, a skills-based CV may work for you