فـي هـذا المـقـهـى سـتـجـدون الـمـسـاعـدة : كـيـف تـسـتـخـدم الحـاسـوب بـشـكـل صـحـيـح، كـيـف تـحـصـل عـلـى الـمـال عـبـر الأنـتـرنـيـت.أنـصـحـك ـ أخـتـي الـكـريـمـة أخـي الـكـريـم ـ بـتـتـبـع الـمـسـتـجـدات فـي كـل الـمجالات بـزيـارتـك الـمـسـتـمـرة لأفـضـل الـمـواقـع الـعـربـيـة عـلـى الإطـلاق،كـي تـطـور مـهـاراتـك فـي عـالـم الـمـعـلـومـيـات و تـسـتـغـلـها فـيـما يـنـفـعـك، وخـيـركـم مـن تـعـلـم وعـلـم،إلـيـكـم مـنـي ـ إخـوتـي أخـواتـي ـ أجـمـل تـحـيـة.و الـسـلام.

www.startimes2.com

www.bramjnet.com

Teacher

In education, teachers are those who teach students or from whom pupils learn, often in a school. The objective is typically a course of study, lesson plan, or a practical skill, including learning and thinking skills. The different ways to teach are often referred to as the teacher's pedagogy. When deciding what teaching method to use, a teacher will need to consider students' background knowledge, environment, and their learning goals as well as standardized curricula as determined by the relevant authority. The teacher should also be able to deal with students with different abilities and should also be able to deal with learning disabilities. Many times, teachers will have to do their job outside of the classroom by accompanying students on field trips. They also supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities.

Educational technology

Educational technology is a creative blending of "idea" and "product" technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is often associated with the terms instructional technology or learning technology. "Product" technologies are tangible; for example, computer hardware or software. "Idea" technologies are cognitive frameworks or schemes; for example, the Multiple Intelligence Theory proposed by Howard Gardner. When products are thoughtfully blended with subject matter content (such as mathematics or science concepts) for a specific audience in a specific educational context (such as a school), one is using "educational technology."

The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology. The particular case of the meaningful use of high-technology to enhance learning in K-12 classrooms and higher education is known as technology integration. Several universities have recently opened tracks for graduate programs in the field of Educational Technology.

Curriculum

In the first published textbook on “Curriculum” in 1918, John Franklin Bobbitt noted that the idea of curriculum has its roots in the Latin word for a race-course, and explained curriculum as the course of deeds and experiences in which children become the adults that they should be, for success in adult society. He explained, further, that curriculum must be understood as encompassing not only those experiences that take place within schools, but the entire scope of formative experience both within and outside of schools. Further, this includes experiences that are not planned or directed, as well as experiences that are intentionally directed (in or out of school) for the purposeful formation of adult members of society. (See image at right.)

Bobbitt saw curriculum as an arena for social engineering. His formulation suffers from at least two serious problems: 1) He assumed that "scientific" experts would be qualified and justified in designing curricula based on expert knowledge of what qualities are desirable in adult members of society, and what experiences would produce those qualities; and (2) in his definition of curriculum as the experiences that someone ought to have in order to become the kind of adult that they ought to become, he was defining curriculum as an ideal, rather than as the reality of whatever course of experience in actuality forms people as they do actually take form.

Contemporary views of curriculum would reject these features of Bobbitt's material, but they retain the basic notion of curriculum as the course of experience in which human being takes form. Moreover, the formation of human being through curriculum is studied not only at the level of the individual person, but also at the level of groups, cultures, and societies (as, for example, in the formation of a profession or an academic discipline through the course of its historical experience). The formation of a group is seen as taking place reciprocally with the formation of its individual participants.

Although it appeared formally in Bobbitt's definition, the notion of curriculum as the course of formative experience is also pervasive in the work of John Dewey (who seriously disagreed with Bobbitt on important issues), in Dewey's work on education spanning decades before and after Bobbitt's work. Although this understanding of "curriculum" may be different from some common uses of the word, it continues to be shared as a common understanding among curriculum professionals and researchers who take conflicting positions on a variety of other issues.

Autodidacticism

Autodidacticism (also autodidactism) is self-education or self-directed learning. An autodidact, also known as an automath, is a mostly self-taught person — typically someone who has an enthusiasm for self-education and a high degree of self-motivation. Such an ability has led to the success of many famous and successful individuals.

A person may become an autodidact at nearly any point in his or her life. While some may have been educated in a conventional manner in a particular field, they may choose to educate themselves in other, often unrelated areas. It should be noted that self-teaching and self-directed learning are not necessarily lonely processes. Some autodidacts spend a great deal of time in libraries or on educative websites. Many, according to their plan for learning, avail themselves of instruction from family members, friends, or other associates (although strictly speaking this might not be considered autodidactic). Indeed, the term 'self-taught' is something of a journalistic trope these days, and is all too often used to signify 'non-traditionally educated', which is entirely different.

Inquiry into autodidacticism has implications for learning theory, educational research, educational philosophy, and educational psychology.

Academia

Academia is a collective term for the scientific and cultural community engaged in higher education and peer-reviewed research, taken as a whole.

The word comes from the akademeia just outside ancient Athens, where the gymnasium was made famous by Plato as a center of learning. The sacred space, dedicated to the goddess of wisdom, Athene, had formerly been an olive grove, hence the expression "the groves of Academe".

By extension Academia has come to connote the cultural accumulation of knowledge, its development and transmission across generations and its practitioners and transmitters. In the seventeenth century, English and French religious scholars popularized the term to describe certain types of institutions of higher learning. The English adopted the form academy while the French adopted the forms acadème and académie.

An academic is a person who works as a researcher (and usually teacher) at a university or similar institution in post-secondary (or tertiary) education. He or she is nearly always an advanced degree holder who does peer-reviewed research. In the United States, the term academic is approximately synonymous with that of the job title professor. In the United Kingdom, various titles are used, typically fellow, lecturer, reader, and professor (see also academic rank), though the loose term don is often popularly substituted. The term scholar is sometimes used with equivalent meaning to that of "academic" and describes in general those who attain mastery in a research discipline. It has wider application, with it also being used to describe those whose occupation was scientific or pseudo-scientific research prior to mass organized higher education.

Academic administrators are not typically included in this use of the term academic.

Some sociologists have divided, but not limited, academia into four basic historical types: ancient academia, early academia, academic societies, and the modern university. There are at least two models of academia: a European model developed since ancient times, as well as an American model developed by Benjamin Franklin in the mid-eighteenth century and Thomas Jefferson in the early nineteenth century.

Secondary education

In most contemporary educational systems of the world, secondary education is a stage of formal education characterised by transition from the typically compulsory, comprehensive primary education for minors to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults. Depending on the system, schools for this period or a part of it may be called secondary schools, high schools, gymnasiums, lyceums, middle schools, colleges, vocational schools and preparatory schools, and the exact meaning of any of these varies between the systems.

The exact boundary between primary and secondary education varies from country to country and even within them, but is generally around the seventh to the tenth year of education. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education.

The purpose of secondary education can be to give common knowledge, to prepare for either higher education or vocational education, or to train directly to a profession.

Primary education

Primary or elementary education consists of the first years of formal, structured education that occur during childhood. In most countries, it is compulsory for children to receive primary education (though in many jurisdictions it is permissible for parents to provide it). Primary education generally begins when children are four to seven years of age. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age (adolescence); some educational systems have separate middle schools with the transition to the final stage of secondary education taking place at around the age of fourteen. In the United Kingdom, Ireland, New Zealand, Australia and South Africa, schools which provide primary education are referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior schools.

In Canada and the United States, schools providing primary education are more often referred to as elementary schools or e., 12th grade (American), grade 12 (Canadian).

people and education in morocco

PEOPLE
Moroccans are predominantly Sunni Muslims of Arab, Berber, or mixed Arab-Berber ancestry. The Arabs brought Islam, along with Arabic language and culture, to the region from the Arabian Peninsula during the Muslim conquests of the 7th century. Today, there remains a Jewish community of approximately 5,000, and a largely expatriate Christian population of 5,000, who enjoy religious freedom and full civil rights. Morocco is also home to a 300-500-person Baha’i community which, in recent years, has been able to worship free from government interference.

Arabic is Morocco's official language, but French is widely taught and serves as the primary language of commerce and government. Moroccan colloquial Arabic is composed of a unique combination of Arabic, Berber and French dialects. Along with Arabic, about 10 million Moroccans, predominantly in rural areas, also speak one of the three Moroccan Berber dialects (Tarifit, Tashelhit, and Tamazight). Spanish is also used in the northern part of the country. English is rapidly becoming the foreign language of choice among educated youth and is offered in all public schools from the fourth year on.

Most people live west of the Atlas Mountains, a range that insulates the country from the Sahara Desert. Casablanca is the center of commerce and industry and the leading port; Rabat is the seat of government; Tangier is the gateway to Spain and also a major port; "Arab" Fes is the cultural and religious center; and "Berber" Marrakech is a major tourist center.

Education in Morocco is free and compulsory through primary school (age 15). Nevertheless, many children--particularly girls in rural areas--do not attend school. The country's literacy rates reveals sharp gaps in education, both in terms of gender and location; while country-wide literacy rates are estimated at 39% among women and 64% among men, the female literacy rate in rural areas is only 10%.

Morocco is home to 14 public universities. Mohammed V University in Rabat is one of the country’s most famous schools, with faculties of law, sciences, liberal arts, and medicine. Karaouine University, in Fes, is a longstanding center for Islamic studies and is the oldest university in the Maghreb. Morocco has one private, English language university, Al-Akhawayn, in Ifrane, founded in 1993 by King Hassan II and King Fahd of Saudi Arabia. The curriculum is based on an American model.

education : Pre-school and primary

The new teaching organization comprises a pre-school teaching, a primary education teaching, a collegial teaching, a secondary education and a higher education.
This reorganization will be based on the joint bases, progressive specialization and the footbridges on all the levels.

Once the generalization of obligatory teaching sufficiently advanced, will be carried out to articulations and following regroupings, on the plans teaching and administrative, thus, the lesson pre-school and primary will be integrated to constitute a coherent educational base "the primary education" one 8 years duration, composed of two cycles: the basic cycle which will gather the pre-school one and the first cycle of the primary education, and the intermediate cycle which will be consisted of the second cycle of the primary education.

Are defined in the text which follows the objectives of the Moroccan system of education and training, which will be concretized and installation by the reform. Pre-school and primary education will aim at the achievement of the following general objectives:

a. to guarantee to all the Moroccan children, as of the possible youth, including by integrating the advanced part of pre-school, the maximum of equal opportunity of success in their school life and, thereafter in their professional life;

b. to ensure, with all, the teaching environment and the framing stimulants to support:

1- the full blooming of their potentialities.
2- the appropriation of the values religious, ethical, civic and human essential to become citizens proud of their identity and their inheritance, conscious of their history and socially integrated and active.
3-the training of knowledge and aptitudes of comprehension and expression, in Arab language, the support, if need be, on the regional languages and dialects.
4-the functional communication in a first language, then a second language foreign object of Lever 9 of this charter;
5-the acquisition of the fundamental knowledge and the capacities which develop the autonomy of learning.
6-control of the concepts and the methods of reflexion, communication, action and adaptation allowing to be useful, productive, able to evolve/move and continue to learn, lasting the life, in perfect harmony with the national and world environment.
7-The training of skills technical, professional, sporting and artistic basic directly related to the socio-economic environment of the school. Pre-school teaching will be connected to L ` primary education teaching which will be structured in two cycles, as envisaged in the articles below.

Pre-school teaching is opened to the old children of four year completed at six years. It will have as a general objective, during two years, to facilitate physical, cognitive and emotional blooming of the child, the development of his autonomy and its socialization, in particular through:

1-The development of the skills sensorio-motor coaches, space-time, semiological, imaginative and expressive.
2-L ` initiation with the values religious, ethical and civic basic.
3-The exercise with the practical and artistic activities elementary (drawing, modelling, painting, role plaies, songs and music...).
4-Activities of preparation to the training of the reading and the writing in Arab language, in particular through the control of oral Arabic, and while being based on the mother tongues.
5-The primary school, one six years duration, is opened to the children resulting from pre-school and, on a purely transitory basis, to the children who did not profit from it, six years old completed, like with the pupils coming from the traditional schools, in the level for which they are qualified. It is structured in two cycles.

The First Cycle of the Primary school, one two years duration, has as a principal objective the consolidation and the extension of the trainings of pre-school, to make acquire with all the Moroccan children, arriving at the eight years age, a common and harmonious base of instruction and socialization, preparing them to continue, with a maximum of their training, equal opportunity on the levels of later teaching.

In addition to, the deepening of the processes of instruction and socialization started with pre-school, this cycle will aim particularly:
The acquisition of knowledge and basic aptitudes of comprehension and expression written and oral in Arab language, initiation with the use of a first foreign language, the acquisition of the basic concepts of medical prevention and environmental protection.
The blooming of the iconic, graphic and ludic capacities, initiation with the concepts of order, classification and seriation, in particular through handling of concrete objects.
The appropriation of the rules of life in company and the values of reciprocity, co-operation and solidarity.

The Second Cycle of the Primary school, one four years duration, will be opened to the children resulting from the first cycle of this same school.
This cycle will have as principal objectives, in addition to what article 65 stipulates above, the thorough development of the abilities of the children and early blooming their capacities, in particular through:

1-The deepening and extension of the trainings acquired to the preceding cycles in particular on the religious, civic and ethical levels;
2-The development of the abilities of comprehension and expression, in Arab language, necessary to all the disciplinary trainings.
3-The training of the reading, the writing and the expression in the first foreign language.
4-The development of the operational structures of the practical intelligence, in particular by the application of the concrete operations of seriation, classification, numeration, calculation and space-time orientation, as well as working methods.
5-The discovery of the concepts, the concepts, the systems and the basic techniques applied to the environment natural, social and cultural immediate of the pupil, including the local and regional businesses.
6-The first initiation with modern technologies of information, communication and interactive creation.
7-L ` initiation with the functional use of a second foreign language, while centering, at the beginning, on the oral and phonetic familiarisation.

The end of the primary school is sanctioned by a certificate of primary studies. During the limited period, during the progressive installation of this new teaching organization of pre-school and primary education:
a. the 6 years old children completed will reach the first cycle of current fundamental teaching.
b. the progression of the children having followed a pre-school education will be accelerated, after one period of one quarter observation. This acceleration can involve their direct passage on a higher level of this same cycle, according to objective and precise teaching conditions'.
c. will be carried out to coordination, the modernization and the standardization of pre-school education as a whole and to the preparation of the integration of the four year old children completed to pre-school, new formula, progressively with its installation.