UK colleges

 

 

UK colleges

 

The system of education in UK colleges is diverse 

and structured to provide a wide range of 

academic, vocational, and professional qualifications.

Here is an overview of the key features:

 

In UK colleges, a variety of teaching methods 

and assessment strategies are employed to 

facilitate effective learning and to evaluate 

student progress. Below is an overview of 

common approaches:

 

 

Methods of Teaching in 

UK Colleges:

 

1. Lectures and Seminars: 

    Traditional classroom lectures supplemented by

    interactive seminars encourage discussion and 

   critical thinking.

    

    

2. Practical and Vocational Training: 

   Hands-on activities, workshops, and labs provide

    experiential learning, especially in technical

    and vocational courses.

    

    

3. Work-Based Learning: 

   Placements, internships, and industry projects

    enable students to apply theoretical knowledge

    in real-world settings.

    

E-Learning and Blended Learning:

Use of online platforms, virtual classrooms,

and digital resources complement face-to-face

teaching, offering flexibility and access to 

 

diverse materials.

Group Work and Collaborative Projects:

Promotes teamwork, communication skills, 

and peer learning.

Tutorials and One-to-One Support:

 

Personalized guidance helps address individual

 

student needs and progress.

Flipped Classroom:

Students review materials beforehand,allowing

 

 class time for discussion and problem-solving 

 

activities.

 

 

Types of Colleges:

Further Education (FE) Colleges:

Offer qualifications such as A-levels, vocational courses, 

apprenticeships, and access courses. They typically serve 

students aged 16 and above

Sixth Form Colleges:

Specialize in A-levels and equivalent qualifications, mainly 

for students aged 16-19.

Higher Education Colleges:

Focus on higher education qualifications like foundation 

degrees, Higher National Diplomas (HNDs), and some 

degree coursesin partnership with universities.

Specialist Colleges:

Focus on specific areas such as arts, technology, or sports

Levels of Education:

Pre-16 Education:

Usually provided by secondary schools; some colleges

 may also admit younger students for specific programs

Post-16 Education:

Colleges prepare students for universityentrance or 

employment through A-levels or vocational qualifications.

Higher Education:

Colleges offering higher qualifications like foundation 

degrees, HNDs, or partnerships with universities to deliver 

undergraduate and postgraduate degrees.

 

 

Means of Assessment 

and

Evaluation in 

UK Colleges:

Formative Assessment:

Ongoing assessment methods such as quizzes,

assignments, and in-class activities provide feedback to 

improve learning

Summative Assessment:

1. Final evaluations like exams, projects, portfolios,

    and coursework determine overall achievement 

   at the end of a course or module.

Practical Assessments:

Demonstrations, practical exams, and workplace 

assessments evaluate skills application, especially in 

vocational courses.

Continuous Assessment:

1.  Regular assessments throughout the course 

   enable monitoring progress and identifying 

   areas for improvement.

2. 
   

    Self and Peer Assessment:
   

3. Encourages reflective learning and critical evaluation skills.

4. 
   

    

5. Use of Grade Descriptors and Qualification
   

1. Frameworks: 

   Assessments are aligned with frameworks like 

   the Regulated Qualifications Framework (RQF) 

   and include grading systems (pass, merit, distinction).

    

    Feedback Mechanisms: 

    

    Constructive feedback from tutors helps students 

    

    understand their strengths and areas for development 

   Qualifications Offered:

2.  

   Academic Qualifications: 

    

   GCSEs, A-levels, International Baccalaureate (IB).

    
   

    Vocational Qualifications: 

    BTECs, NVQs, City & Guilds, apprenticeships.
   

3.  

   Higher Education Qualifications: 

   Foundation degrees, HNDs, bachelor's degrees, 

   postgraduate diplomas.

    

4. Curriculum and Assessment:

1.  Curriculum is designed to meet national 

   standards set by regulatory bodies like Ofqual

    (Office of Qualifications and Examinations Regulation).
   

    

    Assessment methods include exams, coursework, 

   practical assessments, and portfolio work depending

    on the qualification.

    

    

2. Funding and Governance:

    

3. Colleges are funded by government bodies, tuition

4.  fees, and other sources.

    

   They are regulated by agencies such as Ofsted

    (Office for Standards in Education) for quality assurance.

    

    

5. Transition to Higher Education or Employment:

    

    Many colleges have strong links with universities 

   and industries to facilitate smooth progression into

    higher education or employment

Evaluation of Teaching

Student feedback surveys

Course evaluations

External audits and inspections (e.g., Ofsted)

Academic performance data analysis

Peer review and lesson observations

 

 

Summary:

 

UK colleges utilize diverse teaching methods 

tailored to course content and learner needs, 

combined with a comprehensive mix of assessment 

strategies to ensure quality education and accurate 

measurement of student achievement. Continuous 

evaluation of teaching practices further enhances

 educational standards.

 

This system aims to be inclusive and flexible, 

catering to diverse student needs and promoting

 lifelong learning.

I wait for your comments, suggestions, questions and evaluation.

 

Thanks a lot.

 

Signature,

 

Mr. / Girgis.

My site Link

 

www.bchmsg.yolasite.com

My Blog Link    

     

https://mrgirgis.blogspot.com/

 

 

Other Links

1-Assessment and Evaluation.

2-How to teach writing.

3-Talented, gifted and slow learners.

4-Classroom Technology.

5-The Real Active Teaching.

6-Inductive and deductive methods.

7-Teaching Social Skills.

8-Teaching Resources.

9-Brainstorming.

10-Storytelling classroom..

11-British Curriculum VS Egyptian one

12-Practical Education

( www.bchmsg.yolasite.com ) talks about education, tea...

 

  

 

Education

 

Certainly! Here's a comprehensive overview of education 

covering its meaning, vision, mission, types, aims, and 

results:

 

1. Meaning of Education

 
Education is a systematic process of facilitating learning, 

acquiring knowledge, skills, values, attitudes, and 

competencies.

It involves the development of an individual's intellectual, 

moral, social, and emotional capacities to contribute 

effectively to society.

 

2. Vision of Education

 
The vision of education is to create a knowledgeable, 

skilled, ethical, and responsible individual who can 

contribute positively to personal development and

 societal progress. It aspires to foster lifelong learning,

 innovation, and global understanding.

 

 

3. Mission of Education

 
The mission of education is to provide equitable

access to quality learning experiences that develop

critical thinking, creativity, and moral values. 

It aims to prepare individuals to meet societal 

challenges, pursue their aspirations, and promote 

sustainable development.

 

 

4. Types of Education

 Formal Education:

  Structured learning within institutions like schools,

 colleges, and universities leading to certifications.

 

 

 Informal Education:

Unstructured, spontaneous learning through

daily activities, social interactions, and media.

 

 

 Non-formal Education:

Organized educational activities outside formal 

settings, such as adult education, vocational 

training, and community programs.

 

 

 

 Universal Education:

Education accessible to all segments of society 

egardless of socio-economic background.

 

 

 

 

 

5. Aims of Education

 

 To impart knowledge and skills.

 To develop critical thinking and problem-solving abilities.

 To foster moral and ethical values.

 To promote social and cultural awareness.

 To prepare individuals for employment

 To cultivate responsible citizenship.

 

 

6. Results of Education

 

 Personal Development: Improved self-awareness, 

confidence, and emotional stability.

 Societal Benefits: Reduced poverty, increased social 

cohesion, and civic participation.

 Economic Growth: Skilled workforce leading to

 increased productivity and innovation.

 Cultural Preservation and Progress: Appreciation

 of cultural heritage and adaptation to change.

 Global Understanding: Enhanced communication

 skills and awareness of global issues.

 

Education and AI:

Exploring the Intersection

Artificial Intelligence (AI) is transforming education in

 profound and diverse ways. From personalized learning 

to administrative efficiency, AI's integration into educational

 systems offers numerous opportunities and challenges

. Here's an overview of how AI is shaping education:

 

 

 

 

1. Personalized Learning

 Adaptive Learning Platforms:

 

AI-powered systems analyze individual student

 performance and tailor content accordingly, 

 allowing learners to progress at their own pace.

 

 

 Customized Feedback:

Intelligent tutoring systems provide real-time, personalized

 feedback, helping students understand concepts more deeply.

 

 

2. Automated Administrative Tasks

 Grading and Assessment:

AI automates grading for multiple-choice and 

even essay-based assessments, saving 

educators time.

 

 

 Enrollment and Scheduling: 

Automated processes streamline administrative workflows, 

reducing errors and increasing efficiency.

 

 

3. Intelligent Tutoring and Support

 24/7 Availability:

AI chatbots and virtual assistants offer

support outside traditional classroom hours,

 answering queries and guiding learners.

 

 

 Language Translation: 

 

AI facilitates multilingual education by translating content 

in real-time, making education accessible globally.

 

 

4. Data-Driven Insights

 Learning Analytics:

 AI analyzes data on student engagement and 

performance to identify at-risk students and inform 

instructional strategies.

 

 

 Curriculum Development: 

 

 Insights from AI can help educators design more effective, 

evidence-based curricula.

 

 

5. Challenges and Ethical Considerations

 

 Data Privacy:

 Protecting student data is paramount as AI systems 

often require large amounts of personal information.

 

 Bias and Fairness:

 AI models can perpetuate biases if not carefully

 designed and validated.

 

 Equity of Access: 

 

Ensuring all students benefit from AI tools requires

 addressing disparities in technology access.

 

 

6. Future Directions

 Lifelong Learning:

AI supports continuous education, reskilling,

and upskilling in a rapidly changing job market.

 

 Augmented Reality and Virtual Reality:

Combining AI with immersive technologies to create

 engaging, experiential learning environments.

 

 

Conclusion:

 
AI has the potential to revolutionize education by making

 learning more personalized, efficient, and accessible. 

However, realizing its full benefits requires careful 

consideration of ethical, privacy, and equity issues. 

As AI continues to evolve, its role in education will

 likely expand, fostering innovative teaching and 

learning experiences worldwide.

 

I wait for your comments, suggestions, questions and evaluation.

Thanks a lot.

 

Signature,

 

Mr. / Girgis.

My site Link

 

www.bchmsg.yolasite.com

My Blog Link    

     

https://mrgirgis.blogspot.com/

	View Resources: 1-Critical Thinking 1 2- Critical thinking 2 4-Critical Thinking Test. 5- Learning outcomes. 6-Quality Education. 7-Environmental Education. 8-The Educational Technology 9-Classroom Technology. 10-Teaching Resources.

Learner-Centered 

 

Teaching

 

 

مرحبا بكم فى موقعى التربوى العالم

Hi and a warm welcome to my personal international 

 

education website, my new and returning learners, 

 

teachers, mentors, senior teachers, advisors, 

 

supervisors, experts, researchers and reviewers 

Learner - centered teaching

Translate This Page

تدعمه ترجمة

“The sufferings of this present time are not worth 

 

comparing with the glory that is to be

 

 revealed to us.”

 

—Romans 8:18 

 

 

Humor:

Teacher: George, go to the map and find North America. 

Gorge: Here it is!

Teacher: Correct. Now, class, who discovered America? 

Class: George! 

 

 

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Use the language selector above to go through my 

 

whole site using any native language you speak, 

 

then you can enjoy my YouTube channel.

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منهج الانجليزى ثانوية عامة / و شكل و طريقة

 

 

امتحا ن نظام التعليم الجديد  والتصحيح الكترونيا

     

A brief Summary

      for:

 

My Researching

 

 Project

                             in

Learner-Centered 

 

 Teaching 

Title

 

Learner-Centered Teaching

 

Corresponding Authors:

1-Mr. / Girgis Hanna Haroun, the researcher.

2- 3 of my assistant Colleagues.

Editor

Edited by: Mr./ Girgis Hanna Haroun

Supervisor:

Public supervisors of English in Egypt.

The site published on:

www.bchmsg.yolasite.com

My Blog address

https://mrgirgis.blogspot.com/

Subject:

Learner centered teaching

Online since :  March, 2023

Affiliation:

The Ministry of Education in Egypt.

 

Drawing upon findings from a  funded study of an

academic leadership in Egypt (Ministry of Education)

and provided by (full) professors, this research

focuses on Learner-Centered Teaching as

 perceived by those on the receiving end of it.

My research is supervised  by my senior and public

supervisors of education in Egypt. Research on

(Learner-Centered Teaching) is defined as the

 influence of one or more people on the research

-related behaviour, attitudes or intellectual

capacity of others.

Fifteen specific features or keywords of my professorial

 research about leadership are identified and examined.

They a

re the conflicts of interest in my research.

They include:

( Activity-based learning method, GTM, a traditional

 method of teaching, critical thinking skills, activities,

analysis, synthesis, evaluation, innovation, imagination,

 creation, Inductive Method, practice, environment,

group work and technology ).

 

 Abstract

Change is an inevitable part of organizational life and

 if you have any leadership role, you'll soon be called

upon to help lead it. But, we often fear change.

This leads to resistance. So, managing and leading

change is a challenging role. It will take you outside

of your comfort zone and beyond your existing

management and supervision tool-set.

But change is predictable.

You can anticipate how people will respond, and what

 

 you need to do to engage them positively.

 

 You can plan, prepare, and handle the resistance

 

 that will certainly come. To do that, you need

 

 practical tools and models.

Summary

  The findings of our research revealed that this

 researching study is designed to develop thoughtful

 and highly skilled learners, educators, administrators,

 policy analysts, and academic practitioners.

I can say that (Learner -centered teaching) must

replace the teacher-based learning. The teacher

must change from a dictator or a lecturer into a guide,

 advisor and an organizer.

The learner must change from being a passive

 listener, a learner by heart, a container into a

positive participant and good interactor,

A learner must think, pair and share.

 A learner must do, research, dialogue and discover

the information by himself.

Learner learns through pair, group work, experiencing,

 observation, analysis, synthesis and evaluation.

This can be done through using the activity-based

 learning method.

 

 

 

Research Content

1-Introduction

1-The Research Vision, Mission and Objectives

The vision is (Developing our Education system)..

The mission is Doing research theses about active

 learning.

 

The Objectives are:Solving problems that arise

 from education Curriculum which creates passive

 learners that can't solve problems.

2-A problem needs a solution

 We faced a problem that needs a an urgent solution.

 The problem is: We, the researching group, noticed

 that the learning outcomes of high schools and

colleges are low.Learners learn through recitation,

 learning by heart. They don't use their critical

thinking skills.

It has been known for decades that teachers

 can have a profound effect on the students they teach.

Education policies can make a significant difference

 in a teacher’s work, which in turn affects their students.

 When expert teachers are actively engaged in the

 development of education policy and initiatives,

 achieving the intended outcomes and avoiding

unintended consequences is more likely.

3-Reasons for the research:

 

The reason for doing such research is that I and my

colleagues noticed that some organizations did not

work as efficiently as they could, and senior managers

 have encountered various problems. Complaints

 were numerous. People worked in terms of only

firm accountability and punishment.

There was no vision, no mission, no objectives,

no team work, no love or respect and no good

 performance. We have been asked to estimate

the situation, analyze it, and come up with solutions

 which could increase efficiency and productivity;

in other words, increase organizational performance.

  The teachers worked individually without any

 collaboration with their managers or school leaders

Teachers did't like change.

They used traditional method of teaching like the

GTM method. Learners were just listeners or stores

 waiting for being filled with some information that

were learnt by heart.

Learners knew nothing about any critical thinking

 like practice, analysis, synthesis, evaluation,

imagination, creation or innovation. They didn't use

 technology in learning. There were no meeting

areas between the organization managers and the

 people who  working with them.

4- The researching questions:

 

How do organizational leadership, active learning,

and communication affect productivity and efficiency

 of schools and educational organization?

How we make education organizations perform well

 and learning outcomes high?

 

5-The problem solutions

Employers, Headteachers, Teachers, and employees

 must learn academically and practice actually the

 roles played by the activity-based learning methods

 and leave the GTM method of teaching.

6-Objectives:

1- To study the different teaching learning strategies

in language learning.

2- To study the perception of teachers regarding

use of activity based strategy in language teaching.

3-To use critical thinking

4-To observe, experience, collect data and find a

solution for rhe problem through team work.

Why activity based learning method?

In the process of learning, learners experience,

 memorize and understand. Students need to be

provided with data and materials necessary to focus

 their thinking and interaction in the lesson for the

 process of analyzing the information.

Teachers need to be actively involved in directing

 and guiding the students’ analysis of the information.

 

2-Materials and Methods

 In order to find out the answer to the research

 question and to fulfill both purposes of the research,

we have conducted a qualitative research.

We used types of qualitative research

methods like an in-depth interview, focus groups,

 ethnographic research, content analysis and case

 study research that are used.

This has been done by interviewing twenty schools

managers and 20 educational leaders or administers

 beside 50 teachers and senior teachers working at

schools and education zones and supervision.

We have tried to talk to representatives of different

 layers of the organizations to make our research

more diversificated and complete.

These semi-structured interviews resulted in qualitative

data, which had been processed and analyzed using

 coding technique.

My critical thinking workshops lead my participants to

 be more rational and disciplined thinkers.

  It reduces their bias which will provide a greater

 understanding of their environment. 

My workshops provide my participants the skills to

observe collect data, find a proof, propose solutions. 

They analyze, synthesize, evaluate, identify, and

 distinguish between relevant and irrelevant information

which will provide an incredible boost in performance.

Our research used 2 methods:

One of academic character, and one of practical character.

1-The academic purpose is in investigating relationship

 between organizational structure, leadership, and

 communication and organizational performance,

 i.e. efficiency and productivity.

2-The practical purpose is in giving analysis-based

 recommendations about possible ways to increase

productivity and efficiency to our educational

organizations.

3-We used interviews, lectures, debates,

experiencing, observations, analysis, synthesis,

assessment, feedback and evaluation.

4-We held workshops, modeling, training units

 authentic field practice in actual fields and we

assessed, followed and evaluated what we

recommended academically before. It took 3

 months to conduct our experiences that we

acquired from our professors in East Anglia

 University, England.

 

 

 3- Main Findings / Results

 

 (Learner-centered Teaching)

The results section is where I reported the findings

 of my study based upon the  methodologies I applied

 to gather information. I used case studies, interviews

 and gathered data at the organizations of schools,

 associations and zones of education. I reached 

to some findings.

       Findings and results:

 We wrote a report that included our data, solutions

and recommendations we presented to answer the

 research question. Our teachers, senior teachers,

schools managers and education organizations

 leaders learnt the following key findings and

secondary findings we presented .

 I will Present a result and then explain it, before

presenting the next result then explaining it,

and so on, then end with an overall synopsis.

This is the preferred approach as I have multiple

 results of equal significance.  It is more common

in longer papers because it helps the reader to

better understand each finding.

 

 

Finding result  1:

The GTM Method:

 In the traditional approach to college teaching,

most class time is spent with the professor lecturing

 and the students watching and listening.

The teacher translates the text and explains the

 grammatical structure without any practice.

 It is a teacher -centered learning method.

 The students work individually on assignments,

and cooperation is discouraged.

In the traditional approach to college teaching, most

class time is spent with the professor lecturing and

 the students watching and listening. The students

 work individually on assignments, and cooperation

is discouraged.

Finding result  2:

Active learning:

Student-centered learning, also known as

learner-centered education, broadly encompasses

 methods of teaching  that shift the focus of instruction

 from the teacher to the student.

In original usage, student-centered learning aims to

 develop learner autonomy and independence by

putting responsibility for the learning path in the

hands of students by imparting them with skills

and basis on how to learn a specific subject and

schemata required to measure up to the specific

performance requirement.

Student-centered instruction focuses on skills and

 practices that enable lifelong learning and independent

 problem-solving.  Student-centered learning theory

and practice are based on the constructivist

theory that emphasizes the learner's critical role in

 constructing meaning from new information and prior

experience.

Finding result  3 :

 How do you practise active Learning:

1-The above mind-mapped presentation shows you

that in "Active  Learning ", the teacher enables his

learners to think, pair and share. 

A-The word"Think" means that the teacher should

 encourage the process of critical thinking of his learners.

The learners must think of solutions to the problems

 they study by themselves under the guide and support

 of the teacher . The learner asks questions like

" What, how, how come, why, where...?". 

Then, he must think of his plan to work by himself

 as an independent learner to do practical learning.

This approach addresses the long memory learning.

 B-The teacher also, encourages his learners to

 "pair", namely, the learner can share his task with

 his pair as a kind of co-operative learning to reach

the lesson objectives. Working in pairs creates

 communication, exchanging views and mutual

evaluation as standards of critical thinking.

C-How lovely is the word "share" in all fields of life!!!

 In education, the word" Share" means that the teacher

 enables his learners to work in group work or a team

 work composed of 6 learners for each group.

The group includes 6 members that play the roles

 of a leader, presenter, a dictator, a writer , a timer

 and an organizer.  These roles can be exchanged.

 There is a good saying.  It says:  " To share, is to care. "

 

2-Active learning directs the learner to dialogue with

 himself to explore knowledge by himself and dialogue

 with others to communicate till they reach the solutions

 of their problems, researches, cases or projects at the

 time they resort to experimental learning to do, to

 observe the results, to evaluate the results ,

 to reach the truth and to carry out their projects.

3-Activities inside the class through pair work, group

 work and sometimes individual work take place

 through the process of the learner's interaction

with the teacher, with the course content, with his

 pair, with his peers, with the environment and with

 the internet network.

There are activities outside the classroom.

 Resorting to the library to consult the dictionaries,

 encyclopedias and other scientists' works beside

working with actual situations in real life represent

 the learner's activities outside the classroom. 

Outside school activities enable learners to

 communicate with the society and environmentally directly.

 

Finding result  4 :

 

Characteristics of learning environment are:

Aligned with constructivist strategies and evolved from

traditional philosophies.

Promoting research based learning through investigation

 and contains authentic scholarly content.

Encouraging leadership skills of the students through

self-development activities.

Creating atmosphere suitable for collaborative learning

 for building knowledgeable learning communities.

Cultivating a dynamic environment through interdisciplinary

 learning and generating high-profile activities for a better

 learning experience.

4- Results / Secondary Findings

Secondary Finding Result  1 :

Inductive methods:

 Inductive methods include inquiry-based learning,

 case-based instruction, problem-based learning,

 project-based learning, discovery learning, and

 just-in-time teaching.

Learner-centered methods have repeatedly been

 shown to be superior to the traditional teacher-centered

approach to instruction, a conclusion that applies

whether the assessed outcome is short-term mastery,

 long-term retention, or depth of understanding of

 course material, acquisition of critical thinking or

 creative problem-solving skills, formation of positive

attitudes toward the subject being taught, or level of

 self-confidence in knowledge and skills.

 

5-Discussion

The purpose of the discussion is to interpret and

describe the significance of our findings in light of

what was already known about the research problem

 being investigated and to explain any new

understanding or insights that emerged as a result

of our study of the problem.

 
The discussion will always connect to the introduction

 by way of the research questions or hypotheses

I posed and the literature I reviewed, but the

 discussion does not simply repeat or rearrange

the first parts of my paper; the discussion clearly

 explains how my study advanced the reader's

 understanding of the research problem from

where I left them at the end of my review of prior research.

DISCUSSION provides the explanation and interpretation

of results or findings by comparing with the findings in

 prior studies. Then, I can say that: compared to the

 previous study about (Education and Development),

 I say that my research is different .

My research recommended the following:

Role of a Teacher

A planner, an organizer and evaluator.

Facilitator.

Decision maker.

Knowledge

Disciplinarian

6-Limitations

 

 “The empirical results reported herein should be

 considered in the light of some limitations.”

 Here are these limitations:

1-Time constraints

Just as researchers have deadlines to turn in their

class papers, academic researchers also must meet

the deadline for submitting a research manuscript

 to a journal.

Therefore, the time available to study a research

 problem and to measure change over time is

 constrained by the deadline of my “assignment.”

I should have Made sure I choose a research

 problem that I will be able to complete well

 before the assignment’s deadline. If time

constraints negatively impacted my study in

any way, acknowledge this impact by mentioning

 a need for a future study (e.g., a longitudinal

 study) to answer this research problem.

2-Conflicts arising from cultural bias and

other personal issues

Researchers might be biased views due to their

cultural backgrounds or perspectives of certain

 phenomena, and this can affect a study’s legitimacy.

 Also, it is possible that researchers will have biases

toward data and results that only support their

 hypotheses or arguments.

In order to avoid these problems, the author(s) of

a study should examine whether the way the

 problem was stated and the data-gathering process

 were carried out appropriately. I found a difficulty ,

 but I did it .

3-More study:

 I suggest additional studies in the future as the

subject of my    research is of a national importance

 to my great country. Leading a multicultural team is

 very important.

 

7-Conclusion

  In conclusion, I provide a brief conclusion that ties each

 of the findings together and provides a narrative bridge

to the discussion section of the your paper. We reached

 to the objectives we set before and the vision we dreamed

of through implementing our mission, goals and objectives.

 Through conclusion, I give my recommendations.

 All people at any organization should know and practice

 their work according to the organization principles,

 values, vision, mission, goals and objectives.

All people became loyal to their organization in terms of

communication, responsibility, tolerance, understanding,

good relation, teamwork, love, respect, the ideal

 atmosphere that paved the way to creation and innovation.

Also, the leaders worked in terms of communication,

 sharing, mercy, rewards, listening to complaints and

 speaking, justice, responsibility, equality, solving problems,

Democracy, commercial awareness and technical skills.

 

8-Acknowledgements

I would like to express my very great appreciation to

 those people who helped me during my work on this

 thesis. They gave advice and assistance in keeping

 my progress on schedule.

I would like to express my very great appreciation to

Dr Rod in East Anglia University for his valuable and

constructive suggestions during the planning and

development of this research work. His willingness

to give his time so generously has been very much

 appreciated.

 

I thank:

 (The Main supervisor,The Second

supervisor,The Other academic staff

in my department

I want to thank my people in charge of the

education system in my country for

 Funding and inviting me to work on

this project.

I would like to thank the schools, companies,

associations and other educational associations

for their assistance with the collection of my data : 

personnel of schools ( Affiliated Institutions ) for their

 direct technical help, time statistics/data  and effort.

Special thanks to my colleagues, for their help and support.

I wish to acknowledge the help provided by my public

 supervisor for his help, guidance, and advice in times

 when I needed it most.

I am particularly grateful for the assistance given by

 my professors in East Anglia University for their

general supervision and general administrative support.

 My special thanks are extended to the staff of my

team for their writing assistance, technical editing,

language editing, and proof-reading.”

Finally, I wish to thank my parents for their

support and encouragement throughout my study.

 

9-References

 

1-Some texts from publications of my professors in East

Anglia University, Norwich, Norfolk, England, UK.

2-Some quotations from online sites.

3-Some recommendations, guide and advice from

 my colleagues who worked with me collaboratively

and shared in collecting data, analyzed

them and synthesized them

I wait for your comments, suggestions, questions and evaluation.

 

Thanks a lot.

 

Signature,

 

Mr. / Girgis.

My site Link

 

www.bchmsg.yolasite.com

My Blog Link    

     

https://mrgirgis.blogspot.com/

 

 

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