ITALY I.E.S. BIDEBIETA BH1 SPAIN FINLAND ČESK est. gymnzium, Přbor Project Socrates-Comenius

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  • Cheltenham BournsideSchoolSixth Form CentreWarden Hill RoadCheltenhamGlos GL515EFENGLANDrjn@bournside.gloucs.sch.uk

    Liceo Scientifico Statale Vito VolteraVia G.B. Milani, 3760044 Fabriano (AN) ITALYisvolterra@tiscalinet.it

    I.E.S. BIDEBIETA BH1Lehendakari Agirre 9748970 Basauri BizkaiaSPAINsergiofc@euskalnet.net

    Kiuruveden ylasteNiuemistenkatu 974700 KiuruvesiIT SuomiFINLANDlea.saukkoniinimaki@kiuruvesi.fi

    Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Results - May 2005 1

    Masarykovo gymnzium, PborJinsk 528742 58 PborESK REPUBLIKAmgp@gypri.cz

    Cheltenham Bournside

    School

    Sixth Form Centre Warden Hill Road

    Cheltenham

    Glos GL515EF

    Liceo Scientifico Statale Vito VolteraVia G.B. Milani, 3760044 Fabriano (AN) ITALY

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Questionnaire (circle chosen answer)

    Sex male female

    Residence town/city village

    Form: 1st. 2nd. 3rd. 4th.

    Highest education achieved by parents: Father: primary vocational training secondary higherMother: primary vocational training secondary higher

    From the questions choose one which best corresponds to your feelings and opinions (points of view)

    1. I decided to study at the grammar school (I was mostly influenced by?)a) myselfb) parents advicec) my older friends adviced) my teachers advice at the primary school and careers advisor e) visiting Masarykovo gymnziums Open day

    2. Transition: primary school to secondary schoola) I didnt notice any differences in preparation for lessons b) My preparation for lessons is a bit longer than for lessons at the primary

    schoolc) My preparation for lessons is more intensive nowd) It takes me 3 hours or more to prepare myself for lessonse) I dont need to prepare for school except to do my homework

    3. Relations to classmatesa) I didnt have any problems with making new friendsb) Ive missed my previous classmates from the private schoolc) I made new friends quite quickly d) I have my best friends in other classes/groups at this grammar schoole) My best friends are from other schools, they dont study at this grammar

    school

    4. Did anybody help you to overcome transition difficulties?a) No, I didnt need any helpb) Yes, the teachers at the grammar school helped mec) Yes, my class teacher and the careers advisor at this grammar schoold) Yes, my parents, relatives and friendse) Nobody helped me , even if I needed the help

    Results - May 2005 2

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    5. After graduating grammar school I would like toa) Continue to study at university in the Czech Republicb) Continue at university abroadc) Continue at a higher education colleged) Find a job in the Czech republic e) Find a job abroad to improve my language skills

    6. Information about studying at university Ive receiveda) From mass media [magazines, internet]b) From consultations with careers advisor c) From teachers d) From Open days at the universitiese) From my relatives [parents, friends/schoolmates]

    7. My seminars / optional subjects I chose / will choosea) According to information gained from older classmatesb) According to my teachers recommendation c) According to consultations with the career adviser about my future career d) According to my parents recommendation e) Independent of on any recommendations -only according to my own favourite

    subjects

    8. With the study at MGP I ama) Very happyb) Happyc) satisfiedd) unhappye) I wouldnt choose MGP again (= very unhappy)

    9. In connection with the university entrance exams I find the study at MGP a) Adequate preparation for the university entrance examsb) In addition I take consultations with teachersc) In addition I attend preparatory courses to university entrance exams, pay

    for extra private lessons

    d) Its very important for me to be accepted at university so I use all the above possibilities

    e) I dont prepare myself for university entrance exams

    10. Why Ive chosen the study to study at this particular school (MGP)

    a) I consider this grammar school to be very good at preparation for the university entrance exams

    b) This grammar school is closest to my homec) I wasnt accepted at my first choice of secondary school d) I didnt care about what type of secondary school I had

    Results - May 2005 3

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    e) I didnt want to study at MGP

    11. Which extra international curricular activities, that you were involved with, will help you

    make the transition to university (project activities Socrates project 2001-2004, Yomag

    project; exchange stays; class trips England Germany, France; seminars in Marienberg)

    If circle, write the mark 1-5-( the rate:1,2,3,4,5:* 1-the best, 5-the worst)

    a) Socrates project 2001-2004b) Yomag.net projectc) exchange stays (England, Italy)d) school trips (England, Germany, France)e) seminars in Marienbergf) others

    12. Extra-curriculum activities I have taken part in, have helped me :

    If circle, write the mark 1-5-( the rate:1,2,3,4,5:* 1-the best,2-the worst)

    a) To show the importance of learning/mastering a foreign languageb) To develop independence, tolerance, self-confidencec) To improve your computer skills (Information Technology)d) To develop awareness of world-wide problems (health, environment)e) To be prepared to dealing with unknown/new surroundings

    Results - May 2005 4

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Total

    Czech RepublicBoys Girls Total

    33 45 78

    FinlandBoys Girls Total

    25 21 46

    EnglandBoys Girls Total

    33 46 79

    SpainBoys Girls Total

    18 5 23

    ItalyBoys Girls Total

    42 42 84

    Results - May 2005 5

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Residence

    Czech RepublicTown Village

    44 34

    FinlandTown Village

    22 24

    EnglandTown Village

    7 71

    SpainTown Village

    19 4

    ItalyTown Village

    53 31

    Results - May 2005 6

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Level of education - FATHER

    Czech RepublicPrimary Voc. Secondary Tertiary

    0 21 28 29

    FinlandPrimary Voc. Secondary Tertiary

    4 30 1 1

    EnglandPrimary V.O.C. Secondary Tertiary

    24 23 2 20

    SpainPrimary Voc. Secondary Tertiary

    0 6 9 3

    ItalyPrimary Voc. Secondary Tertiary

    10 12 35 25

    Results - May 2005 7

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    Level of education - MOTHER

    Czech RepublicPrimary Voc. Secondary Tertiary

    0 13 35 30

    FinlandPrimary Voc. Secondary Tertiary

    0 21 4 11

    EnglandPrimary Voc. Secondary Tertiary

    0 18 31 25

    SpainPrimary Voc. Secondary Tertiary

    0 21 28 29

    ItalyPrimary Voc. Secondary Tertiary

    9 7 43 23

    Results - May 2005 8

  • Masarykovo gymnzium, Pbor Project Socrates-Comenius

    INTRODUCTORY COMMENTS PUPIL COMPOSITION, LOCATION & BACKGROUND

    Extrapolating from the responses given by those students sampled in the questionnaire, the 5 schools involved in the project showed certain differences when it came to their composition.

    The Spanish school was the only one to have a higher percentage of boys to girls, with a very marked ratio of 3:1. In Italy, the Czech Republic and Finland the gender break-down was roughly equal, while in England there was a slightly higher number of girls.

    The sample of pupils from the Spanish school indicated a largely urban in-take of students while the situation was completely reversed in England with under 10% resident in towns. The Czech, Finnish and Italian schools would seem to attract pupils from both their own town and the surrounding area. (There may well be a degree of inconsistency in these results as the understanding of what constitutes a village or town will obviously vary from one country to the next.) As to the educational background of the students parents, there were distinct cultural or national differences. In Finland the vast majority of parents had received a vocational education, while in England there was three-way split between vocational training, secondary and tertiary studies. In the Italian school the most common level of education received was at secondary level, with less than a third of parents having had a tertiary education, and only one in eight having been vocationally trained. The Czech school alone showed a preponderance of parents who had enjoyed a third-level education, particularly amongst the fathers. (No results were available on this topic from the Spanish school.)

    Results - May 2005 9

  • Masarykovo gymnzium, Pbor

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