Mininterno.net FORUM - Concorso DIRIGENTI SCOLASTICI 2017

NB: La redazione di mininterno.net non si assume alcuna responsabilità riguardo al contenuto dei messaggi.

Concorso DIRIGENTI SCOLASTICI 2017
95465 messaggi, letto 4153078 volte
Discussione chiusa, non è possibile inserire altri messaggi

Registrati per aggiungere questa o altre pagine ai tuoi Preferiti su Mininterno.

Torna al forum

ATTENZIONE!
Clicca qui per il SIMULATORE D'ESAME GRATUITO, con i 4000 QUIZ UFFICIALI della BANCA DATI, o per scaricare il SOFTWARE di esercitazione e Simulazione d'Esame per Windows!

Pagina: 1, 2, 3, 4, 5, 6, ..., 1457, 1458, 1459, 1460, 1461, 1462, 1463, 1464, 1465, 1466, 1467, ..., 3178, 3179, 3180, 3181, 3182, 3183 - Successiva >>

Da: Ds 20/10/2018 14:08:24
@mah
Al De Nicola c 'erano le aule per i ricorrenti, vero? La prova è iniziata tardissimo, allora! Hanno sequestrato qualunque testo? E pensare che, l'indomani, l'usr ha dichiarato che tutto si è svolto secondo regole e serenità!

Da: Philia 20/10/2018 14:13:51
Al termine dei 150 minuti il sistema si spegnerà automaticamente acquisendo solo quanto salvato e confermato fino a quel momento. Compresa l'ultima pagina. Queste le parole ( più o meno) indicate nelle istruzioni. Quindi non ho speranze!

Da: Marchoss 20/10/2018 14:14:38
@Sono due tempi diversi: nella domanda relativa ai Mobile device, alla risposta 2, io ho messo "portability", che mi sembrava più pertinente a quanto affermato nel testo.

Da: Lolyyy 20/10/2018 14:15:07
Non mi pare che avremmo potuto ricorrere prima dell'espletamento del concorso, ad ogni buon conto, comunque, se si fa un ricorso contro la lingua potri essere interessato pure io in quanto ho risposto a due sole domande e poi mi si è annerito lo schermo.
Alle domande risposte non sapevo rispondere e quindi credo di averle anche sbagliate.
Postate sul forum se si ricorre, saro dei vostri.
Corsi e ricorsi storici, che si può fare?
Fanno bandi assurdi, tempi e modalità davvero opinabili.
Vogliamo parlare poi del fatto che in venti minuti devi esporre sinteticamente un problema la cui risoluzione richiede riflessione e tempi maggiori per analizzare correttamente le possibilinsoluzioni.
Io non amo i ricorsi e nella mia vita non ne ho mai fatto uno preferendo la tranquillità al trambusto che inevitabilmente crea un ricorso, però devo dire che questo bando e le procedure fino ad ora messe in campo dal Miur ben si prestano ad ogni tipo di ricorso.

Da: Sono due tempi diversi 20/10/2018 14:16:35
Ok @Marchoss, infatti in quella potrei aver sbagliato. E le altre, quelle che io non ricordo?

Da: Marchoss 20/10/2018 14:18:28
@Sono due tempi diversi: Non le ricordo neanch'io... quella della "portability" mi è venuta in mente grazie all'elenco che hai postato tu...

E' disponibile l'App ufficiale di Mininterno per Android.
Scaricala subito GRATIS!

Da: Sono due tempi diversi 20/10/2018 14:20:32
Tra poco posto i testi originali che ho trovato a posteriori cercando nel quadro di riferimento per la prova scritta. Volley in corso, aspetta!!!

Da: Marchoss 20/10/2018 14:21:30
Una delle risposte che ho dato al testo relativo al sistema olandese era "available"; e credo fosse corretta, perché il testo diceva questo. Ma non ricordo in quale posizione si trovasse quella domanda.

Da: Taviana 20/10/2018 14:22:21
Ma risalendo al testo ci sono anche le domande? Non credo.....

Da: Sono due tempi diversi 20/10/2018 14:22:24
aspetta @Marchoss, finalmente qualcuno/a collabora. Tra poco posto i testi. Dammi tempo, non andare via

Da: Maga Ciccia 20/10/2018 14:23:07
@MAINSOMMA
@SOLITITOLI
Scusate cè stato un errore non sono quelle giuste.
Confermo
1) mobile device
2) olanda

Da: Mah 20/10/2018 14:23:41
Al De Nicola è successo di tutto. Cose gravissime..... e hanno fatto bene le colleghe a chiamare i carabinieri.

Da: Sono due tempi diversi 20/10/2018 14:24:17
Allora, per il mobile Device dovrebbere (più o meno) essere questo. E' ovvio @taviana che non ci sono le domande. Serve solo a noi a ritrovare la nostra memoria, ed autovalutarci nelle domande a risposta chiusa e di inglese...

THE FUTURES OF LEARNING 3:
WHAT KIND OF PEDAGOGIES
FOR THE 21st CENTURY?
http://unesdoc.unesco.org/images/0024/002431/243126e.pdf

ed in particolare era qualcosa simile a questo:

Interaction with digital technologies is now commonplace
among young people. However, mobile technologies still
play only a minor role in education. When used appropriately,
technologies can offer multiple forms of learning, rather than
functioning as mechanisms to replace teachers. Solis (2014)
argues that the use of mobile technology has the potential to
improve the dynamics of learning. However, the key is to view
technology not as the sole solution, but as an enabler within a
culture of learning and collaboration.

UNESCO (2013a) notes that initiatives which transform mobile
devices into tools for learning, and which support equitable
opportunities for students who cannot afford them, generally
provide   affordable   solutions   to   educational   challenges.
Research by Redecker et al. (2011) suggests that a mix of
different technologies will transform learning by offering a
diversity of learning activities, tools and materials, and by
providing   tools   that   enable   continuous   monitoring,   and
support   diagnostic,   formative   and   summative   assessment
(p. 62).   Making   educational   resources   openly   available   is
another gain for learners (p. 12). As web-based multimedia
production and distribution tools incorporating text, audio,
photo and video capabilities continue to grow, teachers at
all levels will be faced with new opportunities to integrate
social media and technologies into teaching, learning and
assessment   (McLoughlin   and   Lee,   2010,   p.   28).   However,
pairing this technology with new teaching practices is essential
to realize its potential (Brown, 2005).
Future   learning   processes   will   inevitably   take   place   in
environments in which learners select their own modes of
learning   and   bring   personal   technologies   into   education.
Mobile   devices   will   facilitate   learning   by   reducing   the
boundaries between formal and informal learning. By using
a   mobile   device,   learners   can   independently   and   easily
access supplementary materials to clarify ideas and share
that knowledge with others (UNESCO 2013a, p. 21). UNESCO
(2012)   believes   that   the   portability   and   widespread   use
of mobile devices will make them ideal tools to influence
teaching and learning in ways that surpass the use of personal
computers. Likewise, the World Wide Web also continues
to evolve in response to new technologies and changing
user expectations. The next phase (Web
3.0) will analyse the question, search the internet for all possible answers and
then organize the results, it will act like a personal assistant
(Strickland, 2008). Bates (2011) adds that twenty-first century
mobile devices can provide 'instant access to vast libraries of
expert and amateur-sourced information, creating seekers,
communicators and self-directed problem-solvers from youth
already using technology outside of school' (p. 2). Due to
their portability, mobile devices can also provide remarkable
opportunities for 'situated learning' (i.e.
learning in the field, at
the point of contact, in settings that maximize understanding).
Site-specific mobile applications can now facilitate learning
in varied disciplines. Students studying botany, for example,
can use mobile devices and discipline-specific applications
to learn about particular plants while inspecting them in their
natural habitats (UNESCO, 2012, 2013a). The evolving capacity
of Web3.0 will soon allow learners to make such connections.

Da: Cds 20/10/2018 14:25:46
No , non hanno sequestrato anzi hanno dato..... E lì è successo il bello.

Da: Ds 20/10/2018 14:26:20
@mah
Ma si è riusciti al de nicola? Ho saputo di ricorrenti che sono andati via e prova iniziata alle 13,30? È vero?

Da: Sono due tempi diversi 20/10/2018 14:26:45
Per il sistema olandese (Dutch) ecco:

PISA 2015 Results
POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS
VOLUME II

Si puo' scaricare da https://www.oecd-ilibrary.org/education/pisa-2015-results-volume-ii_9789264267510-en

Devi cliccare su
Click to download PDF - 7.82MB PDF

Poi andare a pagina 172
Ne riporto qui una parte:

Box II.5.2
Stratification policies in the Netherlands: Context matters

The education system in the Netherlands provides an opportunity to consider stratification policies from an equity
perspective. The Dutch system makes extensive use of early tracking (horizontal stratification; Figure II.5.8) and
school choice (OECD, 2012) and is above the OECD average in grade repetition rates (vertical stratification;
Figure II.5.3). Yet the country is a consistently high performer in international assessments and shows satisfactory
levels of academic equity. In particular, the Netherlands has policies and practices in place to mediate the effects
of early tracking.
As in many other countries, most students in the Netherlands start secondary education at the age of 12. What
distinguishes their path through education from that of their counterparts in many other countries is that, after
completing primary school, they no longer follow a unified curriculum. Instead, they are selected into one of eight different programmes that will prepare them for vastly different occupations later in life. For those who are educated
in comprehensive systems, these choices are typically made much later, at the age of 15 or 16, once students have
had more time to develop and explore their academic potential and their career interests (OECD, 2016a).
The eight programmes available to Dutch students are largely organised within four orientations: practical training,
which lasts four years; pre-vocational programmes, which also last four years; senior general education, which lasts
five years and prepares students for applied studies at the university level; and pre-university secondary education,
which lasts six years and prepares students for tertiary education. Nearly half of students enrol in pre-vocational
programmes, 28% in general education, 19% in the pre-university track and 2% in practical training. Special
secondary education is also available; in 2010, 3% of primary school leavers enrolled in special programmes
(OECD, 2016a; Nusche, D. et al., 2014).
Given the high number of education tracks available in the country and the early age at selection into them, one
would expect to see considerable discrepancies in academic performance between schools. In fact, the Netherlands'
score on the PISA 2015 measure of academic inclusion across schools confirms this: 58% of the variation in
students' science performance is attributable to the variation between schools - the highest percentage among all
PISA-participating countries and economies (the OECD average is 30%; Figure II.5.12). But these results are not
entirely surprising, given students' early selection into tracks based on their performance, the different curricula
they follow in distinct tracks and likely peer effects.
However, the country's score on the PISA 2015 index of social inclusion is near the OECD average (Figure
II.5.12). Specifically, 22% of the variation in students' socio-economic status lies between schools, compared
to the OECD average of 23%. The low academic inclusion in the Netherlands is not associated with greater
socio-economic segregation of students across schools. This could be one of the reasons why, despite using grade
repetition and placing students in different academic programmes at an early age, only 12.5% of the variation in
science performance is attributed to students' socio-economic status (Table I.6.12a), compared to 12.9% on average
across OECD countries. It may also explain why the proportion of low performers in science (those who score
below proficiency Level 2) among disadvantaged students is smaller in the Netherlands than the OECD average.
Specifically, in the Netherlands, 30% of students in the bottom quarter of the PISA index of economic, social and
cultural status are low performers in science compared with 34% on average across OECD countries.
Almost universal pre-primary education. Although compulsory education begins at age 5, enrolment in early
childhood education and care at age 4 is nearly universal in the Netherlands. Unlike many other countries, a
substantial proportion (nearly one-third) of spending on pre-primary education comes from public funds. Day
care centres and pre-kindergartens also offer free supplementary programmes for disadvantaged children between
the ages of 2.5 and 6 years for up to four days per week. These programmes, called VVE (voor en vroeg schoolse educatie), focus on Dutch language development and are publicly funded.
Compulsory education with autonomy and accountability. Education is compulsory from the age of 5 to 18. Primary
school lasts 8 years, typically from the age of 4 to 12. There is no national curriculum; instead, there are national
attainment targets and reference levels for literacy and numeracy, which gives schools and teachers considerable
freedom in selecting content and teaching methods. At the end of primary school, students are selected into one
of the education tracks offering practical training, pre-vocational, general and pre-university secondary education.
Students are assigned to various tracks based on their performance on a national examination at the end of primary
school and on their primary teachers' recommendation. Responsibility over national education policy, examinations
and standards of quality lies with central authorities while matters concerning school management and school
policies are largely decided at the local level by school boards and schools. Teachers are evaluated every three or
four years, and the results of their appraisal can have an impact on their career advancement.
School choice. Parents have considerable freedom in selecting their child's school, but schools may also establish
their selection criteria, especially at the secondary level. School choice is valued and abundant, particularly in
densely populated areas, where nearly 90% of primary school children live within one kilometre of their school
(OECD, 2016a).
Equitable allocation of funds
. Public funds account for most of the spending on educational institutions at all levels.
With the exception of some schools funded entirely by private sources, public funds are allocated equitably between
public and private schools, provided that certain criteria are met. This may help prevent serious imbalances in
school resources and in schools' socio-economic profile. The Netherlands is one of the PISA-participating education
systems where principals in socio-economically disadvantaged schools are not more concerned than principals
in advantaged schools about the resources at their school (see Tables II.6.2 and II.6.15 in Chapter 6). It is also one
of the education systems where principals in public schools are equally concerned about the material and human
resources at their school as principals in private schools.
Additional funding mechanisms.
Schools receive block grants based on their student population, and special funds
are available to schools that serve disadvantaged students as well as those with special needs. At the primary level,
schools receive grants from the government based on the educational background of the parents. At the secondary
level, schools also receive extra funds for disadvantaged students; those funds, however, are not based on the
educational background of the parents, but on school location. Targeted funding is also available to schools for
special purposes (e.g. dropout prevention) and weighted formulas are used to ensure social diversity in schools.
At the tertiary level, even though students pay a tuition fee, they are entitled to grants and loans based on their
family's socio-economic status. Performance-based budgeting is another option for schools to help boost the
performance of students, teachers and school leaders at these levels.

Da: Marchoss 20/10/2018 14:35:41
@Sono due tempi diversi: il primo testo che hai postato (quello sui mobil devices) è simile a quello presente all'esame, ma non è lo stesso, quindi non mi azzarderei a dare indicazioni; il secondo (quello sul sistema olandese) è lo stesso testo, anche se all'esame era più corto (molte parti erano state omesse). Io ricordo solo una domanda, quella in cui si chiedeva, più o meno: "i fondi per scuole con alunni svantaggiati o con bisogni speciali sono:". Io ho risposto "available", perché il testo dice: "special funds
are AVAILABLE to schools that serve disadvantaged students as well as those with special needs". Non ricordo molto altro...

Da: Qui, Napoli 20/10/2018 14:42:21
Potete, per cortesia, raccontare cosa è successo al "De Nicola"?

Da: Marchoss 20/10/2018 14:45:31
Riguardo ai quesiti sul sistema olandese, erano certamente giuste le risposte che facevano riferimento agli "eight tracks" (gli "otto indirizzi" della secondaria) e al fatto che l'Olanda abbia una situazione di "no national curriculum". Però non saprei essere più preciso, perché l'Alzheimer avanza e la memoria, dopo due mesi di rimbecillimento su numeri legislativi, è stata messa a dura prova...

Da: Luna crescente 20/10/2018 14:45:37
Anche io ho risposto Available. In quella sulla frequenza della scuola prima della primaria ho risposto che viene frequentata da tanti bambini o qualcosa di simile, e in quella sul curriculum nazionale che non c'è ho risposto che ci sono i National atteinment. Quella At the end of primary non ricordo cosa ho scritto.

Da: Ma chi me lo ha fatto fare 20/10/2018 14:47:26
Comunque secondo me un bel ricordo sull' inadeguatezza termini potrebbe starci

Da: SOLI TITOLI 20/10/2018 14:48:09
Per Marchoss: anche io ho fatto AVAILABLE...E nn ho fatto ACTRACTIVESS ma PORTABILITY alla luce dell'osservazione botanica!

Da: Francese 1 1 - 20/10/2018 14:49:23
Per francese è possibile avere indicazioni?

Da: mason1 20/10/2018 14:52:48
anch'io ho risposto come te

Da: Giuseppina92 20/10/2018 14:54:54
Confermo available

Da: Giuseppina92 20/10/2018 14:56:14
Io ho messo acctrativeness

Da: Artemisia 20/10/2018 14:56:40
Scusate... Nel testo sul sistema olandese molte parole erano omesse, in particolare diceva"into one of the education tracks... Ma il numero 8 scomparso??? Io ho sbagliato perché non ho letto nulla nel testo che si riferisse a 8...era nelle risposte, ma mi ha mandato in tilt!!!

Da: Deluso2018 20/10/2018 14:56:47
Una aveva tra le opzioni " new teachers", io ho risposto imploved

Da: Ida62 20/10/2018 15:00:51
@mah de Nicola che città

Pagina: 1, 2, 3, 4, 5, 6, ..., 1457, 1458, 1459, 1460, 1461, 1462, 1463, 1464, 1465, 1466, 1467, ..., 3178, 3179, 3180, 3181, 3182, 3183 - Successiva >>

Torna al forum

Da: Ds	20/10/2018 14:08:24
@mah Al De Nicola c 'erano le aule per i ricorrenti, vero? La prova è iniziata tardissimo, allora! Hanno sequestrato qualunque testo? E pensare che, l'indomani, l'usr ha dichiarato che tutto si è svolto secondo regole e serenità!

Da: Philia	20/10/2018 14:13:51
Al termine dei 150 minuti il sistema si spegnerà automaticamente acquisendo solo quanto salvato e confermato fino a quel momento. Compresa l'ultima pagina. Queste le parole ( più o meno) indicate nelle istruzioni. Quindi non ho speranze!

Da: Marchoss	20/10/2018 14:14:38
@Sono due tempi diversi: nella domanda relativa ai Mobile device, alla risposta 2, io ho messo "portability", che mi sembrava più pertinente a quanto affermato nel testo.

Da: Lolyyy	20/10/2018 14:15:07
Non mi pare che avremmo potuto ricorrere prima dell'espletamento del concorso, ad ogni buon conto, comunque, se si fa un ricorso contro la lingua potri essere interessato pure io in quanto ho risposto a due sole domande e poi mi si è annerito lo schermo. Alle domande risposte non sapevo rispondere e quindi credo di averle anche sbagliate. Postate sul forum se si ricorre, saro dei vostri. Corsi e ricorsi storici, che si può fare? Fanno bandi assurdi, tempi e modalità davvero opinabili. Vogliamo parlare poi del fatto che in venti minuti devi esporre sinteticamente un problema la cui risoluzione richiede riflessione e tempi maggiori per analizzare correttamente le possibilinsoluzioni. Io non amo i ricorsi e nella mia vita non ne ho mai fatto uno preferendo la tranquillità al trambusto che inevitabilmente crea un ricorso, però devo dire che questo bando e le procedure fino ad ora messe in campo dal Miur ben si prestano ad ogni tipo di ricorso.

Da: Sono due tempi diversi	20/10/2018 14:16:35
Ok @Marchoss, infatti in quella potrei aver sbagliato. E le altre, quelle che io non ricordo?

Da: Marchoss	20/10/2018 14:18:28
@Sono due tempi diversi: Non le ricordo neanch'io... quella della "portability" mi è venuta in mente grazie all'elenco che hai postato tu...

Da: Sono due tempi diversi	20/10/2018 14:20:32
Tra poco posto i testi originali che ho trovato a posteriori cercando nel quadro di riferimento per la prova scritta. Volley in corso, aspetta!!!

Da: Marchoss	20/10/2018 14:21:30
Una delle risposte che ho dato al testo relativo al sistema olandese era "available"; e credo fosse corretta, perché il testo diceva questo. Ma non ricordo in quale posizione si trovasse quella domanda.

Da: Taviana	20/10/2018 14:22:21
Ma risalendo al testo ci sono anche le domande? Non credo.....

Da: Sono due tempi diversi	20/10/2018 14:22:24
aspetta @Marchoss, finalmente qualcuno/a collabora. Tra poco posto i testi. Dammi tempo, non andare via

Da: Maga Ciccia	20/10/2018 14:23:07
@MAINSOMMA @SOLITITOLI Scusate cè stato un errore non sono quelle giuste. Confermo 1) mobile device 2) olanda

Da: Mah	20/10/2018 14:23:41
Al De Nicola è successo di tutto. Cose gravissime..... e hanno fatto bene le colleghe a chiamare i carabinieri.

Da: Sono due tempi diversi	20/10/2018 14:24:17
Allora, per il mobile Device dovrebbere (più o meno) essere questo. E' ovvio @taviana che non ci sono le domande. Serve solo a noi a ritrovare la nostra memoria, ed autovalutarci nelle domande a risposta chiusa e di inglese... THE FUTURES OF LEARNING 3: WHAT KIND OF PEDAGOGIES FOR THE 21st CENTURY? http://unesdoc.unesco.org/images/0024/002431/243126e.pdf ed in particolare era qualcosa simile a questo: Interaction with digital technologies is now commonplace among young people. However, mobile technologies still play only a minor role in education. When used appropriately, technologies can offer multiple forms of learning, rather than functioning as mechanisms to replace teachers. Solis (2014) argues that the use of mobile technology has the potential to improve the dynamics of learning. However, the key is to view technology not as the sole solution, but as an enabler within a culture of learning and collaboration. UNESCO (2013a) notes that initiatives which transform mobile devices into tools for learning, and which support equitable opportunities for students who cannot afford them, generally provide affordable solutions to educational challenges. Research by Redecker et al. (2011) suggests that a mix of different technologies will transform learning by offering a diversity of learning activities, tools and materials, and by providing tools that enable continuous monitoring, and support diagnostic, formative and summative assessment (p. 62). Making educational resources openly available is another gain for learners (p. 12). As web-based multimedia production and distribution tools incorporating text, audio, photo and video capabilities continue to grow, teachers at all levels will be faced with new opportunities to integrate social media and technologies into teaching, learning and assessment (McLoughlin and Lee, 2010, p. 28). However, pairing this technology with new teaching practices is essential to realize its potential (Brown, 2005). Future learning processes will inevitably take place in environments in which learners select their own modes of learning and bring personal technologies into education. Mobile devices will facilitate learning by reducing the boundaries between formal and informal learning. By using a mobile device, learners can independently and easily access supplementary materials to clarify ideas and share that knowledge with others (UNESCO 2013a, p. 21). UNESCO (2012) believes that the portability and widespread use of mobile devices will make them ideal tools to influence teaching and learning in ways that surpass the use of personal computers. Likewise, the World Wide Web also continues to evolve in response to new technologies and changing user expectations. The next phase (Web 3.0) will analyse the question, search the internet for all possible answers and then organize the results, it will act like a personal assistant (Strickland, 2008). Bates (2011) adds that twenty-first century mobile devices can provide 'instant access to vast libraries of expert and amateur-sourced information, creating seekers, communicators and self-directed problem-solvers from youth already using technology outside of school' (p. 2). Due to their portability, mobile devices can also provide remarkable opportunities for 'situated learning' (i.e. learning in the field, at the point of contact, in settings that maximize understanding). Site-specific mobile applications can now facilitate learning in varied disciplines. Students studying botany, for example, can use mobile devices and discipline-specific applications to learn about particular plants while inspecting them in their natural habitats (UNESCO, 2012, 2013a). The evolving capacity of Web3.0 will soon allow learners to make such connections.

Da: Cds	20/10/2018 14:25:46
No , non hanno sequestrato anzi hanno dato..... E lì è successo il bello.

Da: Ds	20/10/2018 14:26:20
@mah Ma si è riusciti al de nicola? Ho saputo di ricorrenti che sono andati via e prova iniziata alle 13,30? È vero?

Da: Sono due tempi diversi	20/10/2018 14:26:45
Per il sistema olandese (Dutch) ecco: PISA 2015 Results POLICIES AND PRACTICES FOR SUCCESSFUL SCHOOLS VOLUME II Si puo' scaricare da https://www.oecd-ilibrary.org/education/pisa-2015-results-volume-ii_9789264267510-en Devi cliccare su Click to download PDF - 7.82MB PDF Poi andare a pagina 172 Ne riporto qui una parte: Box II.5.2 Stratification policies in the Netherlands: Context matters The education system in the Netherlands provides an opportunity to consider stratification policies from an equity perspective. The Dutch system makes extensive use of early tracking (horizontal stratification; Figure II.5.8) and school choice (OECD, 2012) and is above the OECD average in grade repetition rates (vertical stratification; Figure II.5.3). Yet the country is a consistently high performer in international assessments and shows satisfactory levels of academic equity. In particular, the Netherlands has policies and practices in place to mediate the effects of early tracking. As in many other countries, most students in the Netherlands start secondary education at the age of 12. What distinguishes their path through education from that of their counterparts in many other countries is that, after completing primary school, they no longer follow a unified curriculum. Instead, they are selected into one of eight different programmes that will prepare them for vastly different occupations later in life. For those who are educated in comprehensive systems, these choices are typically made much later, at the age of 15 or 16, once students have had more time to develop and explore their academic potential and their career interests (OECD, 2016a). The eight programmes available to Dutch students are largely organised within four orientations: practical training, which lasts four years; pre-vocational programmes, which also last four years; senior general education, which lasts five years and prepares students for applied studies at the university level; and pre-university secondary education, which lasts six years and prepares students for tertiary education. Nearly half of students enrol in pre-vocational programmes, 28% in general education, 19% in the pre-university track and 2% in practical training. Special secondary education is also available; in 2010, 3% of primary school leavers enrolled in special programmes (OECD, 2016a; Nusche, D. et al., 2014). Given the high number of education tracks available in the country and the early age at selection into them, one would expect to see considerable discrepancies in academic performance between schools. In fact, the Netherlands' score on the PISA 2015 measure of academic inclusion across schools confirms this: 58% of the variation in students' science performance is attributable to the variation between schools - the highest percentage among all PISA-participating countries and economies (the OECD average is 30%; Figure II.5.12). But these results are not entirely surprising, given students' early selection into tracks based on their performance, the different curricula they follow in distinct tracks and likely peer effects. However, the country's score on the PISA 2015 index of social inclusion is near the OECD average (Figure II.5.12). Specifically, 22% of the variation in students' socio-economic status lies between schools, compared to the OECD average of 23%. The low academic inclusion in the Netherlands is not associated with greater socio-economic segregation of students across schools. This could be one of the reasons why, despite using grade repetition and placing students in different academic programmes at an early age, only 12.5% of the variation in science performance is attributed to students' socio-economic status (Table I.6.12a), compared to 12.9% on average across OECD countries. It may also explain why the proportion of low performers in science (those who score below proficiency Level 2) among disadvantaged students is smaller in the Netherlands than the OECD average. Specifically, in the Netherlands, 30% of students in the bottom quarter of the PISA index of economic, social and cultural status are low performers in science compared with 34% on average across OECD countries. Almost universal pre-primary education. Although compulsory education begins at age 5, enrolment in early childhood education and care at age 4 is nearly universal in the Netherlands. Unlike many other countries, a substantial proportion (nearly one-third) of spending on pre-primary education comes from public funds. Day care centres and pre-kindergartens also offer free supplementary programmes for disadvantaged children between the ages of 2.5 and 6 years for up to four days per week. These programmes, called VVE (voor en vroeg schoolse educatie), focus on Dutch language development and are publicly funded. Compulsory education with autonomy and accountability. Education is compulsory from the age of 5 to 18. Primary school lasts 8 years, typically from the age of 4 to 12. There is no national curriculum; instead, there are national attainment targets and reference levels for literacy and numeracy, which gives schools and teachers considerable freedom in selecting content and teaching methods. At the end of primary school, students are selected into one of the education tracks offering practical training, pre-vocational, general and pre-university secondary education. Students are assigned to various tracks based on their performance on a national examination at the end of primary school and on their primary teachers' recommendation. Responsibility over national education policy, examinations and standards of quality lies with central authorities while matters concerning school management and school policies are largely decided at the local level by school boards and schools. Teachers are evaluated every three or four years, and the results of their appraisal can have an impact on their career advancement. School choice. Parents have considerable freedom in selecting their child's school, but schools may also establish their selection criteria, especially at the secondary level. School choice is valued and abundant, particularly in densely populated areas, where nearly 90% of primary school children live within one kilometre of their school (OECD, 2016a). Equitable allocation of funds . Public funds account for most of the spending on educational institutions at all levels. With the exception of some schools funded entirely by private sources, public funds are allocated equitably between public and private schools, provided that certain criteria are met. This may help prevent serious imbalances in school resources and in schools' socio-economic profile. The Netherlands is one of the PISA-participating education systems where principals in socio-economically disadvantaged schools are not more concerned than principals in advantaged schools about the resources at their school (see Tables II.6.2 and II.6.15 in Chapter 6). It is also one of the education systems where principals in public schools are equally concerned about the material and human resources at their school as principals in private schools. Additional funding mechanisms. Schools receive block grants based on their student population, and special funds are available to schools that serve disadvantaged students as well as those with special needs. At the primary level, schools receive grants from the government based on the educational background of the parents. At the secondary level, schools also receive extra funds for disadvantaged students; those funds, however, are not based on the educational background of the parents, but on school location. Targeted funding is also available to schools for special purposes (e.g. dropout prevention) and weighted formulas are used to ensure social diversity in schools. At the tertiary level, even though students pay a tuition fee, they are entitled to grants and loans based on their family's socio-economic status. Performance-based budgeting is another option for schools to help boost the performance of students, teachers and school leaders at these levels.

Da: Marchoss	20/10/2018 14:35:41
@Sono due tempi diversi: il primo testo che hai postato (quello sui mobil devices) è simile a quello presente all'esame, ma non è lo stesso, quindi non mi azzarderei a dare indicazioni; il secondo (quello sul sistema olandese) è lo stesso testo, anche se all'esame era più corto (molte parti erano state omesse). Io ricordo solo una domanda, quella in cui si chiedeva, più o meno: "i fondi per scuole con alunni svantaggiati o con bisogni speciali sono:". Io ho risposto "available", perché il testo dice: "special funds are AVAILABLE to schools that serve disadvantaged students as well as those with special needs". Non ricordo molto altro...

Da: Qui, Napoli	20/10/2018 14:42:21
Potete, per cortesia, raccontare cosa è successo al "De Nicola"?

Da: Marchoss	20/10/2018 14:45:31
Riguardo ai quesiti sul sistema olandese, erano certamente giuste le risposte che facevano riferimento agli "eight tracks" (gli "otto indirizzi" della secondaria) e al fatto che l'Olanda abbia una situazione di "no national curriculum". Però non saprei essere più preciso, perché l'Alzheimer avanza e la memoria, dopo due mesi di rimbecillimento su numeri legislativi, è stata messa a dura prova...

Da: Luna crescente	20/10/2018 14:45:37
Anche io ho risposto Available. In quella sulla frequenza della scuola prima della primaria ho risposto che viene frequentata da tanti bambini o qualcosa di simile, e in quella sul curriculum nazionale che non c'è ho risposto che ci sono i National atteinment. Quella At the end of primary non ricordo cosa ho scritto.

Da: Ma chi me lo ha fatto fare	20/10/2018 14:47:26
Comunque secondo me un bel ricordo sull' inadeguatezza termini potrebbe starci

Da: SOLI TITOLI	20/10/2018 14:48:09
Per Marchoss: anche io ho fatto AVAILABLE...E nn ho fatto ACTRACTIVESS ma PORTABILITY alla luce dell'osservazione botanica!

Da: Francese 1	1 - 20/10/2018 14:49:23
Per francese è possibile avere indicazioni?

Da: mason1	20/10/2018 14:52:48
anch'io ho risposto come te

Da: Giuseppina92	20/10/2018 14:56:14
Io ho messo acctrativeness

Da: Artemisia	20/10/2018 14:56:40
Scusate... Nel testo sul sistema olandese molte parole erano omesse, in particolare diceva"into one of the education tracks... Ma il numero 8 scomparso??? Io ho sbagliato perché non ho letto nulla nel testo che si riferisse a 8...era nelle risposte, ma mi ha mandato in tilt!!!

Da: Deluso2018	20/10/2018 14:56:47
Una aveva tra le opzioni " new teachers", io ho risposto imploved