Schooling In Hungary

In Hungary, schools and kindergartens are established and maintained by the state, local governments, minority local governments, legal entities (foundations, churches, etc.) as well as natural persons. The state provides maintainers with a budget subsidy for the performance of their services. About 90 per cent of children attend public sector institutions.

Administrative control related tasks and management responsibilities are shared among the central (national) government, local (county and district level) authorities and the education institutions. Overall responsibility lies with the Ministry of Human Resources, which is in charge of education, culture, social affairs, health care, youth and sport. However, school-based VET and adult training is within the competence of the Ministry for National Economy.

Participation in education is mandatory between the age of 3 and 16.

Pre-primary schools (in Hungarian: óvoda)

In Hungary, most parents regard pre-primary schools as an essential part of education. As of 2014, pre-primary school became compulsory from the age of three. Public and private pre-primary schools both make an effort to meet the growing parental demand for extra courses, such as computer use, language learning or sports activities.

Primary schools (in Hungarian: általános iskola)

All children start their education in a primary school. Traditionally, the primary school has 8 grades, but there are some with 4 or alternatively 6 grades, after which pupils continue their education in another 8-grade or 6-grade secondary school of a type of their choice.

General secondary schools (in Hungarian: gimnázium)

Most pupils who plan to continue their studies in higher education pursue their secondary education in a general secondary school, which provides general education and concludes with the so-called maturity examination. General secondary schools offer four, six or eight-year-long courses and have diverse curricula.

Secondary vocational schools (in Hungarian: szakközépiskola)

Secondary vocational schools currently provide general and pre-vocational education at upper secondary level in grades 9 to 12 (or 9 to 13 in bilingual and other programmes starting with a ‘language preparatory year’), and lead to a secondary school leaving examination, which qualifies for higher education entry (ISCED level 3A). After passing such exams, students can also choose to stay in vocational education and training (VET) to pursue further studies in post-secondary non-tertiary education (ISCED level 4C).

Pursuant to the new VET Act of 2011, as of September 2013, secondary vocational schools will provide VET parallel to general education from grade 9, leading to a ‘vocational secondary school leaving examination’.

Vocational schools (in Hungarian: szakiskola)

This school type typically provides general and pre-vocational education in grades 9 and 10, normally followed by three or two years of VET. At the end of their studies, students will acquire a qualification (ISCED 2C or mostly 3C).

At the same time, three-year ‘early VET’ programmes providing VET from grade 9 were introduced in 2010.

The new VET Act of 2011 provides for the introduction of a new, uniform three-year (grades 9-11) programme. This was launched in some schools in 2012, and as of September 2013 vocational schools can only offer this type of training. As this school type does not award a secondary school-leaving certificate, graduates can currently continue their studies at post-secondary non-tertiary level or in higher education only if they complete three more years of a full- or part-time general education programme in order to pass the secondary school leaving examination. In the new structure of vocational education which was introduces in 2013, graduates are able to obtain the secondary school leaving certificate within two years, and even those who do not have this certificate but have passed the master craftsman examination (in Hungarian: mestervizsga) and concurrently have five years of work experience are allowed to enter post-secondary VET.

Football In Kuwait

In 1982 Kuwait  took the confederation's sole World Cup spot. Just as Australia had managed to do on their tournament debut eight years earlier, the Kuwaitis came away from Spain with a single point, earned in a draw against Czechoslovakia. Their two other games - against England and France - both ended in defeat. The latter is remembered for one of the World Cup's most infamous moments - when Sheikh Fahad al-Ahmed stormed onto the ground mid pitch to protest a French goal that the Kuwaitis claimed only occurred after they stopped upon hearing a whistle. Remarkably, the goal was overturned.

Two years before they made it to that grand stage, Kuwait had enjoyed their other great day in the sun, the triumph on home soil at the 1980 Asian Cup. The Kuwaitis also won nine of the first 14 Gulf Cup of Nations tournaments between 1970 and 1998, and again raised the trophy in 2010.

The rise of east Asian powers Japan and South Korea, and the emergence of China and Saudi Arabia pushed Kuwait back among the also-rans of the confederation.

Kuwait had held the record for the biggest international win, a 20-0 romp over Bhutan in 2000, before that mark was bettered the following year when the Socceroos put 22 past Tonga, and then 31 in the back of American Samoa's net two days later.

The visitors have tasted success on Australian soil before. They won their very first clash against the Socceroos in a World Cup qualifier in Sydney in 1977, and came away from Canberra with a 1-0 win in an Asian Cup qualifier against A-League opposition six years ago. The Socceroos have played Kuwait three other times since joining the AFC in 2006, with a win, a draw and another defeat to go with that disappointing night in the capital.

Their opponents may be ranked 124 in the world, but Australia need only look back at previous clashes with Kuwait to know that they can pose danger, even with a newly appointed coach.

Football In Belgium

No one can say for certain when the tipping point was reached. When Belgian football looked deep into its soul and discovered an empty hollow.
Some say the European Championship of 2000 was the watershed. Co-hosts of  the tournament with Holland, Belgian aspirations were high.
They would go on to reach a sixth successive World Cup in 2002, they were a nation to be reckoned with.
Shock: Belgium were humiliated when they were knocked out of the group stages of their own tournament
Shock: Belgium were humiliated when they were knocked out of the group stages of their own tournament
Shock: Belgium were humiliated when they were knocked out of the group stages of their own tournament
Change: The days of Enzo Scifo (right, with England's Paul Gascoigne) were over
Change: The days of Enzo Scifo (right, with England's Paul Gascoigne) were over
Different style: And although there was some encouragement when reaching the World Cup in 2002, one man knew something had to be done...
Different style: And although there was some encouragement when reaching the World Cup in 2002, one man knew something had to be done...
 Game changer: Michel Sablon had a simple, but effective, idea to inspire a footballing nation
Game changer: Michel Sablon had a simple, but effective, idea to inspire a footballing nation
But the days of Enzo Scifo and Franky Vercauteren had gone. When Turkey pipped the co-hosts as qualifiers from their first-round group at Euro 2000, there was humiliation. But no real surprise.
Their best young players were heading elsewhere. To France and the Netherlands. The Jupiler pro league was no longer seen as a place for young players to blossom and grow.
At the glass-fronted offices of the Belgian Football Association on the outskirts of Brussels, the technical director, Michel Sablon, saw football moving on and  Belgium failing to move with it.
‘Our professional clubs were failing,’ he tells Sportsmail. ‘And the level of football from the national teams was not good enough.
‘We could not compete with the major countries like Spain and France.
‘So, in 2002 we started to look closely at France and had meetings with them twice a year. We did the same with Holland. Sometimes we met with Germany as well and tried to improve what we were doing.
‘At that time we were nowhere. Our Under-17 and Under-19 teams were ranked between 23 and 28 in the world. We really were nowhere. Now? We are top 10.’
It was hardly an overnight journey.
Time: Slowly but surely, players started to be produced, some in Belgium, like Vincent Kompany (left, with Celtic's John Hartson
Time: Slowly but surely, players started to be produced, some in Belgium, like Vincent Kompany (left, with Celtic's John Hartson
Technique: While Eden Hazard plied his trade in France with Lille
Technique: While Eden Hazard plied his trade in France with Lille
A FRIGHTENING SQUAD...
Belgium squad for World Cup qualifers:
Goalkeepers: Koen Casteels (Hoffenheim), Thibaut Courtois (Atletico Madrid), Simon Mignolet (Liverpool).

Defenders: Toby Alderweireld (Atletico Madrid), Laurent Ciman (Standard Liege), Guillaume Gillet (Anderlecht), Nicolas Lombaerts (Zenit St. Petersburg), Sebastien Pocognoli (Hanover 96), Daniel van Buyten (Bayern Munich), Jelle van Damme (Standard Liege), Jan Vertonghen (Tottenham Hotspur)

Midfielders: Nacer Chadli (Tottenham Hotspur), Steven Defour (Porto), Moussa Dembele (Tottenham Hotspur), Marouane Fellaini (Manchester United), Timmy Simons (Club Bruges), Axel Witsel (Zenit St. Petersburg)

Forwards: Zakaria Bakkali (PSV Eindhoven), Christian Benteke (Aston Villa), Kevin de Bruyne, Eden Hazard, Romelu Lukaku (all Chelsea), Dries Mertens (Napoli), Kevin Mirallas (Everton).
Sablon, a member of the Belgian coaching team at the World Cup finals in Mexico, Italy and the United States, sat down with a blank notepad. What he wrote down was hardly reinventing the wheel.
But the blueprint produced was enough to create stirrings of unrest and dissent amongst clubs for years to come. Relationships built up over many years in the Belgian game were tested.
‘We made a brochure,’ Sablon recalls.  It was more of a book, in fact.
‘We had a whole group of people around a table in the technical department and we decided to make a plan for three target groups.
‘First of all was the clubs, secondly the national team and third the coaches of the schools.
‘So we adopted the same vision for all three groups. We went to the clubs and asked them to play a certain way below Under-18 levels.
‘We asked them to play 4-3-3 with wingers and three midfielders and a flat back four. In the old days, it was always a flat back three, so this was brand new to them.
‘It took more than five or six years before everyone could bring themselves to accept it. Because for most of the coaches and the clubs, all they cared about was winning the game. Nothing else.
‘But that was absolutely wrong for the development of all the players. Totally wrong.
‘It wasn’t easy. In the beginning it was terrible. But eventually they began to see it. They went with us because they saw that what we told them worked. It made players better.
‘I knew the coaches over many years.  I convinced them that we were serious people.
‘That this was no b*******. We knew what we were doing.’
Destined for glory? Belgium now have a team of stars, many of whom play in the Premier League
Destined for glory? Belgium now have a team of stars, many of whom play in the Premier League
Even so, telling Anderlecht and Standard Liege how they should raise their young players and what formation they should play was a thorny,  complex issue. Calling in university boffins, Sablon asked the academics to film 1,500 youth games and analyse them.
The conclusion? That winning at all costs was over-rated. In response, the Belgian FA urged five against five games at youth levels, seven against seven for older kids and a delayed introduction to full-size pitches.
At youth international level, promising young players were moved up to the next level as quickly as possible, even when it meant weakening the chances of qualification for European championships.
Yet, in 2007, a youth team  featuring Eden Hazard and Christian Benteke made the last four of the European Under-17 championships for the first time in Belgium’s history.

Education System In Kenya

In 2003, the government of Kenya instituted a free primary education for all program, and then did the same for secondary education in 2008. As a result, nearly three million more students were enrolled in primary school in 2012 than in 2003 and the number of schools has grown by 7,000. Between 2003 and 2012, the secondary gross enrollment ratio increased from 43 percent to 67 percent, as graduates from the new free primary program moved their way through the system. More recently, the impact of the 2003 education for all program has been seen at the university level, where enrollment numbers have skyrocketed, more than doubling between 2012 and 2014 as the initial cohort of free primary school children have begun enrolling in university studies.

Nonetheless, much progress in educational quality and access remains to be made in Kenya. In 2010, one million children were still out of school, and while this was almost half the number in 1999, it is still the ninth highest of any country in the world. Issues related to educational quality persist, especially at the primary level, with illiteracy rates increasing among students with six years of primary schooling. Over a quarter of young people have less than a lower secondary education and one in ten did not complete primary school.

At the university level, student numbers grew by a massive 28 percent between 2013 and 2014 and similar growth is expected this year, yet funding was cut by 6 percent in the 2015 national budget. The mismatch between funding and enrollment growth will mean a heavier tuition burden for students, increasing the significant access issues that already exist for the marginalized, and adding to quality issues related to overcrowding, overburdened infrastructure and faculty shortages.
WENR-0615-CountryProfile-Kenya-v2

International Mobility

According to UNESCO data, there were 13,573 Kenyan students studying abroad in 2012, with 3,776 in the United States, 2,235 in the UK and 1,191 in Australia. These numbers have been declining significantly over the last decade.

The United States hosted just 3,500 Kenyans last year as compared to a high of 7,800 in 2003. The decline, which has been particularly precipitous at the undergraduate level, has been attributed to the tightening of visa policies in the post 9/11 era and the considerable expense of a Western education when compared to cheaper alternatives in neighboring East African countries. The number of Kenyans coming to the U.S. for a graduate education has declined significantly less, indicative of the generally poor opportunities for research degrees at Kenyan universities and the widening of domestic access at the undergraduate level.

While not captured in the UNESCO data, local Kenyan media reports suggest that the vast majority of internationally mobile Kenyan students are in neighboring countries. More than 20,000 Kenyan students are estimated to be studying in Ugandan universities, and approximately 5,000 in Tanzania.

Kenya-Student-Mobility-to-the-US-2000-2015

Education System

Kenya’s national education system is structured on an 8-4-4 model with eight years of basic education, four years of secondary education and a four-year undergraduate curriculum. This model replaced the 7-4-2-3 system in 1985.

Formal schooling begins at the age of six, with compulsory and free basic education running through to the age of 14. Students progress to the academic secondary cycle, technical schools or trade schools from the basic cycle. Secondary schooling is also free but not compulsory.

Basic Education

Primary education was made free to all students in 2003, a policy that increased attendance by almost 40 percent within four years, from 5.9 million in 2003 to 8.2 million in 2007.

The cycle is divided into lower (Standards 1-3), middle (Standards 4 & 5) and upper primary (Standards 6-8). At the end of the primary cycle, students take the national Kenya Certificate of Primary Education examination (KCPE), supervised by the Kenya National Examination Council (KNEC) under the Ministry of Education. The examination is used primarily to rank and stream students into secondary and technical schools. Students who perform well gain admission into national secondary schools, while those with average scores attend provincial schools.

The curriculum is uniform across the country and includes: English, Kiswahili, a local language, mathematics, science, social studies, religious education, creative arts, physical education, and life skills. Exams are held in five subjects: Kiswahili, English, mathematics, science and agriculture, and social studies.

Secondary Education

The secondary cycle lasts four years and is organized into two, two-year stages. At the end of the fourth year, students take examinations administered by the KNEC, which lead to the Kenya Certificate of Secondary Education (KCSE). The examination is also used for admissions into universities and training at other institutions of higher education in the technical and vocational stream.

Holders of the KCPE who do not enroll in secondary schools can attend youth polytechnics, which prepare students for Government Trade Tests, levels 1–3. Less than 50 percent of primary school students continue on to secondary school.

There are three types of secondary schools in Kenya – public, private and harambe. Students with the best scores on the KCPE attend national public schools, while lower scoring students tend to attend provincial and district level schools. Harambee schools do not receive full funding from the government and are run by local communities. These schools tend to be less selective than public schools.

Many private schools have religious affiliations and typically offer British or – less frequently – American curriculums and qualifications. Many also offer the Kenyan curriculum. Non-formal education centers provide basic education for children who are unable to access formal education, especially in impoverished urban and rural areas.

Students who fail examinations either repeat the final school year or pursue technical and vocational education, either at four-year technical secondary schools or three- to five-year trade schools. Since 2010, graduates of technical secondary schools are eligible for university entry.

Thirty subjects are currently offered at the academic secondary level, grouped into six learning areas:

Languages (English, Kiswahili, Arabic, German, French)
Sciences (mathematics, chemistry, physics, biology)
Applied Sciences (home science, agriculture, computer studies)
Humanities (history, geography, religious education, life skills, business studies)
Creative Arts (music, art and design)
Technical Subjects (drawing and design, building construction, power and mechanics, metal work, aviation, woodwork, electronics)
In the first two years of secondary education, students take as many as 13 subjects. This is narrowed down to eight subjects in the final two years, with three core and compulsory subjects taken by all students: English, Kiswahili and Mathematics. Students must also take two science subjects, one humanities subject, either one applied science or one technical subject chosen from the pool of subjects above. The subjects offered will depend on individual schools and what they can offer in terms of learning resources and teachers.

Students are tested in four subject groups for the KCSE school leaving examination. The three subjects in Group 1 (English, Kiswahili and mathematics) are compulsory. The final grade on the KCSE is an average of the scores achieved in the best eight subject examinations. Where a candidate sits for more than eight subjects, the average grade is based on the best eight scores. A final grade of C+ is required for university entry, although higher scores are required for some public universities. Admission to programs leading to certificates and diplomas at polytechnics requires a D+ or C- average, respectively.

Kenya-Secondary-Grading-Scale-with-US-Equivalency

English is the language of instruction in all secondary schools. Kiswahili is taught along with other subjects.

Higher Education

In recent years there has been a huge expansion of the higher education sector in Kenya. Where there were just five public universities in the country in 2005, today there are 22 with plans for as many as 20 new universities. Growth in the university sector has largely come about through the upgrade of already existing colleges. In addition, there are 17 private universities and 14 public and private university constituent colleges. An additional 14 institutions have letters of interim authority to operate. All of the above have the authority to award academic degrees.

Along with growth in the number of universities has come huge growth in enrollments. The latest enrollment figures for 2014 show that there were 443,783 students enrolled at universities across Kenya, more than double the 2012 enrollment number. Approximately 215,000 of those students were enrolled at private institutions.

In the non-university sector, students attend public and private technical and vocational polytechnics, colleges (teacher and medical colleges), and other tertiary-level TVET institutions (technical training institutes, institutes of technology, and technical and professional colleges). Typically, programs offered at these institutions are two to three years in length, leading to certificates, diplomas and higher national diplomas.

Current government plans call for the establishment of at least 20 new public universities, many in underserved regions, but recent budget cuts now call those plans into question. Meanwhile, lecturer shortages continue to hinder growth in quality standards and lead to ever growing student to faculty ratios.

JUDO The Japanese Art

Let's take a close look at Aikido, Judo, Karate and Jujitsu; the different forms of martial arts typically associated with Japan. It is difficult to make direct comparisons between martial arts. There are just too many different forms of martial arts to list, and many have only slight variations in strategy or tactics. Even the same style may sometimes vary between schools.

To start, most experts tend to divide the Eastern "unarmed" martial arts into two categories: 'hard' arts, where the major emphasis is on striking (punching & kicking); and 'soft' arts, which place greater emphasis on grappling (throws and holds). Karate is an example of what would be considered a hard art, as are most non-Japanese arts such as tae kwon do and kung fu.

The Japanese martial arts of Aikido, Judo, and Jujitsu are usually classified as soft arts, and are unique in the fact that they are the only well-known Eastern martial arts that fit that category. However, close examination will show that among all the different forms of martial arts, there is no such thing as a purely 'hard' or 'soft' art, and most modern martial arts now borrow techniques from each other.

Judo is without question the world’s most popular combative sport. It is practiced in almost every nation on earth. The sport we know as Judo was 'founded' approximately 1882, and was developed by Japanese educator Jigoro Kano (1860-1938).


Kano first started pursuing jujitsu, at the age of 17, when he gained a referral to study under Hachinosuke Fukuda, a master of the Tenjin-Shinyo ryu (school) of jujitsu. Little more than a year after Kano joined Fukuda's school, Fukuda took ill and died. Kano then became a student in another Tenjin-Shinyo jujitsu school, that of Masatomo Iso.

[Side Note: Ryu is the Japanese word for a school, style, or method of training in martial arts.]

Iso was impressed by Kano's dedication and Kano became assistant instructor to Iso at the age of 21. Iso, too, took ill, and Kano, feeling that he still had much to learn, took up another style, becoming a student of Tsunetoshi Iikubo of Kito ryu jujitsu. Kito ryu emphasized throwing techniques to a much greater degree than Tenjin-Shinyo ryu, which fascinated Kano, and his interest grew further.

Soon, Kano was devising new techniques by combining what he had learned from both styles. His thoughts were already on doing more than combining the canons of Kito and Tenjin-Shinyo ryu. With all the different forms of martial arts, Kano saw jujitsu as a disconnected bag of tricks, and as an educator, believed it needed a systematic approach to learning. Full of new ideas, in part as a result of his experience in education, Kano had in mind a major reformation of jujitsu, with techniques based on sound scientific principles.

Kano explains, "This led me to look for an underlying principle in jujitsu, one that applied when one hit an opponent, as well as when one threw him."

He found this principle in the notion of "maximum efficiency". His idea was to focus on development of the body, mind, and character of young men in addition to development of martial prowess. Jujitsu techniques which relied solely on superior strength were discarded or adapted in favor of those which involved redirecting the opponent's force, off balancing the opponent, or making use of superior leverage.

Education In Rural Nepal

A large and growing body of research supports the common-sense idea that quality early

Children in a Nepalese ECE classroom

childhood education (ECE – what we in the U.S. would call preschool and kindergarten) is very important for children’s development and later academic success.

In Nepal, despite the adoption of policies designed to promote universal access to education, ECE programs exist in some places but not others. Rural public schools in particular often do not have ECE programs. Therefore, many students enter Grade 1 unprepared to succeed, and their teachers are insufficiently trained to help them thrive. The results are predictable and unfortunate:

Grade 1 students repeat very frequently: in 2011/12, 21.3% of Grade 1 students nationwide had to repeat the grade.
Grade 1 students also drop out at high rates: in 2011/12, 7.9% of Grade 1 children nationwide dropped out. Obviously they have very little chance of living above the poverty level as adults if they have not even completed Grade 1.
Only about 70% of children who enroll in Grade 1 ever reach Grade 5.
Nepali is not the first language for many rural children, and it is especially difficult for them to succeed in Grade 1 (which is taught in Nepali) without the important preparation of ECE participation.
Although 92% of primary-level teachers nationwide had achieved the minimum training for their profession as of 2013, this minimum level is not very rigorous, and primary teachers are therefore not well equipped to cope with unprepared children.
Fortunately, these results are also preventable. Educate the Children has established ECE programs in dozens of schools in Nepal, and these programs continue to thrive many years later. This process is multifaceted and includes:

Building and furnishing/equipping the new classrooms. Because there are no existing ECE programs in the schools where we work, we build new classrooms and provide child-sized furniture and appropriate classroom materials such as games, charts, storage units, etc.
Training ECE teachers. Most of the new ECE programs’ teachers are young and inexperienced women who have not had the opportunity to learn extensively about best practices in working with children ages 3-6. Educate the Children provides ongoing training opportunities for ECE teachers, covering such important topics as classroom management, interactive teaching methods, and lesson planning.
Starting ECE teachers’ networks. We launch professional networks for ECE teachers, through which they can share successes and challenges and learn from one another.
Among the short- and long-term benefits of quality ECE, in our experience, are the following:

Quality ECE classes help children form good habits of regular attendance, paying attention, and socializing well with peers that will serve them well throughout their lives.
Proper ECE teacher training helps teachers encourage children’s holistic development and prepare them for higher grades.
For those children whose first language is not Nepali, participation in ECE helps them learn to cope with Nepali as the usual medium of instruction in later grades.
One reason girls often drop out of school is to care for younger siblings. However, if small children are in ECE programs, then their older sisters have a better chance to continue their own educations.
ECE students learn in small groupsIn schools where Educate the Children established ECE programs prior to 2009, the dropout rate for Grade 1 students is now only 0.19% – far lower than the national average. Graduation rates for children who started many years ago in our ECE programs are also far higher than the national average.

Educate the Children is delighted to have made a difference in improving educational opportunities for thousands of children, and we look forward to doing so for many more years to come.

Educate the Children’s mission is to work with women and children in Nepal to improve health, welfare, and self-sufficiency by building skills that families can pass down to later generations. Through our children’s education, women’s empowerment, and sustainable agriculture programs, we provide training and resources to help thousands of marginalized and impoverished people make better lives for themselves.

Football In Turkey

One of the world fake tag heuer exciting and popular sports, Football is known as a team sports usually with members of 11 18 in number, 2 teams, a wide clearing wherein the players are able to play the rough game yet in accordance to rules and regulations which usually is that of players making use of their body either by picking the ball up or by kicking.

Though more popular in England, since the game has been said to originate there, Turkey has also adapted to the modern sports lifestyle and played football as well, calling it: "Turkish Football".

Starting in 1875 because the Ottoman Empire did not authorize for the game to be played in Turkey, it was brought about in Thessaloniki by the English.
  Since the empire didn't approve of the abruptly rough game, the players are the consisted of Jewish, Greek and Armenian. The first Turk to play the sports, however, is Selim Sirri Tarcan who was able to study rolex replica saleabout the game in Izmir on 1898.
The historic Turkish Clubs known in the world of Football are the following:
Black Stockings FC,
iy FC,
Moda FC
Elpis, and
Imogene FC.

After a while, a league was born in Istanbul called the Istanbul or Constantinople Football League where the aforementioned four clubs have joined, thus, giving birth to:

Galatasaray S.K.
Fenerbahee S.K.
Besiktas S.K.
Rumblers
Altinordu, and
Telefoncular S.K.

In the period of 1962 -1963, because of the sports increasing popularity and prestige, the Fortis Turkey Cup was put into action. It incorporated clubs from every division of football in Turkey. On the other hand, its counterpart the Turkish Super Cup wherein it is incorporated amid the victors of the breitling replica Fortis Turkey Cup and TurkCell Super League. The TurkCell Super League includes 18 clubs as the highest Football division in Turkey.

However, before these two famous cups held, all obsolete includes:
President Cup
Ataturk Cup
Istanbul Cup
Chancellor Cup
TSYD Cup
Spor-Toto Cup
Fleet Cup

 
  Until today, representative teams include that of Galatasaray which was founded in Istanbul and known for its continuous success in Turkish Football. It was also declared as a Super Cup and UEFA Cup winner in 2000 defeating that of Arsenal F, England.

Galatasaray is also famous for its big titles ranging to that of most number of awards like the Turkish Cups and President Cup. Recently, it also won games with Milan, Barcelona. All in all, even in a not so sporty point of view of a person, the Galatasaray can be considered as Turkey legendary teams.

Another team omega replica is that of Fenerbahce or Fener, like the preceder, based in Istanbul on the region of Kadikoy. It is also fondly called: “The Yellow Canaries perhaps because of their sports wear that consists of shades of yellow.
  It also poses as a great rival to Galatasaray team especially to that of football, winning as runner rado replica uk ups in the Turkish Super League Championships from 2001-02, 2005-06, and 2007-08. It also holds the record of Guinness World Book of Records because of its 1134 titles, medals and cups won.
G 14 have also invited the team last January 11, 2007.
                 
  Last but not the least is the Besiktas team, in line with the big 2: Galatasaray and Fener, which was instituted last 1903. For the record, it has achieved at least 12 titles of the Super League and took part in the UEFA Championships League.

Turkey almost won too, in the World Cup 2006, however landing 3rd, narrowly missing by 2 places because of losing a play-off to Switzerland.

In Euro 2008, Turkey after 6 years has qualified to play in their 1st intercontinental competition with Czech Republic, Portugal and Switzerland. In the competition, they have gone semi finals with Germany with just a number of 14 outfield players because of deferments and injuries. After a while, Turkey was able to score first but later on, during the preceding minority seconds of the match, Germany attained a third goal, thus rendering Turkey eliminated.

All in all, the Turks have been able to prove themselves in the preceding matches, coming up close as winners and missing only on a few points or goals by minutes or seconds. In spite of the roughness of the game, the Turks have been able to execute excellence and sportsmanship all throughout and maybe so for the upcoming Football matches and events.

Mathematics In Nepal

Education as a system can be called the brain of any society and it is the backbone of any system. Mathematics is a vast adventure in ideas, an exact science and truly saying the mirror of civilization. According to Perry, mathematical education began because it was useful, it continues because of the usefulness of its results. Nowadays, even the social sciences are becoming increasingly mathematical. Most mathematical creations are the result of intuition. The direction of modem mathematics has been greatly influenced by the developments in other disciplines.
The mathematical sciences have changed significantly during the past few decades. The most obvious change is the enormous growth of mathematics. Even the latest scientific and technological developments have extended each branch of mathematics and have proved mathematics as a powerful tool for any scientific achievements. The history of teaching mathematics is as old as the human civilization. Mathematics shows much more durability in its attention to concepts and theories than do other sciences. These days history of mathematics is a powerful tool for a disseminating an understanding of mathematics. We look at history as a way of motivating the learner to see the significance of the area being studied. We consider to history as a route to help the learner understand the path of development to a mathematical concept or process. With the history of mathematics, students will come to know that mathematical science is a work of all civilizations, and teachers will find more confidence in teaching. However, the goals of mathematics education differ according to the country's socio-economic condition and the innovation of science and technology in the society and the existing educational status of a country. Nevertheless, mathematics is taught in all levels of education in every country in the world. The history of mathematics reflects some of the noblest thoughts of countless generations. Nepalese mathematical system is highly influenced by the development of world's mathematical system.
The chapter presents the main trends in the development of mathematics throughout the ages and of the social and cultural settings in which it took place.
7.2 Historical Background (Pre-1951)
Vedic Era (3000 BC): It is believed that the education in Nepal was started from "Gurukul" where religious teachers, Guru and priests used to teach various methods, techniques and procedures of education. The purposes and contents, the types of education that a learner should receive were decided by the teachers according to the nature, interest and needs of the learners. The different forms of education called Gurukul Shiksha, Rishikul Shiksha, Devkul Shiksha, Rajkul Shiksha and Pitrikul Shiksha were into existence. For example, Brahmans were allowed to study Ved, Vedang, Darshan, Nitishastra, Joytish Shastra, Pitrikul Shiksha and Grammar etc. The main job of educated Brahman was to do Puja Path at Jajman's house and temples to protect and to preserve the religion.
The education given to Chhetri was the Sastra Vidya and the methods and techniques of handling weapons that were necessary for security of the nation. Princes or Kings used to receive Sastra Vidya and Rajkul Shiksha needed to govern the nation. The agriculture skills and business types of education were given to Vaishyas and service oriented part of education was separated for Sudras.
"Ved" were studied and recited in Gurukul and called "Vedic Period". Among them, "Rig Ved" was concerned with mathematics. m Vedic education system mathematics was not studied separately but studied in conjunction with other subjects. At that time astrology was also studied and more emphasis was given in astrology and geometry.
In ancient period, it is believed that Janakpur was also known as centre for education. The place of education was Rishi-Ashram or Guru Ashram located at Jungle or lonely place, or religious temples "Gumba" and "Gurukul". The education was given to the learner for the protection and preservation of religion and learner has to stay at "Ashram", "Temples", "Gumba" and "Gurukul" and to follow strict discipline of the education institutions. The medium of instruction has been believed to have Sanskrit language. The expense of education was received through donation from people and income from Guthi established by Kings or people for that purpose.
Buddhist Era: The education centers of Buddhist education were Bihars, Gumbas and Buddhist temples, where Buddha Darshan and Buddha Upadesh were studied and recited. The learner has to stay at "Gumba", "Bihars" and to follow strict discipline of the Gumba and Bihars. The medium of instruction was Pali language. Methods of instruction were discussion, question-answer, and religious lectures by Buddhist monk. The purpose of education to produce Buddhist monk for the protection and preservation of Buddhist religion.
Lichchavi Era (143 - 1243 AD): Lichhivi period was concentrated in the development of cultures and arts. For people had belief that education is the religion and religion is the education. The people were attracted towards religion and spend more time in worship of god. They were not attracted in Grihastha Ashram and the population was decreased fairly. To increase population and to attract the people toward Grihastha Ashram, the kings of that period made different sexual Asans of woods and stones in the temples to give the impression to the people that the production of children is also one part of life. We can see such Asans in various temples of Kathmandu, and other parts of Nepal. The mathematics was used to collect tax from the people. The barter system and money were used in business. The simple arithmetic was used. Sumati Tantra and Sumati Siddhanta were found useful for astrologers.
Malla Era (1243-1741): In Malla period, the arts and architects at palaces, buildings and temples show that Malla were familiar in higher form of geometry. At that time, "hat" was used for measuring length, "mana", "pathi" for amount and "dhak" for weight. Malla were experts in making of soil pots. For future prediction and to make calendars easily, astrologers of Mall era also took the help to Sumati Tantra and Sumati Siddhanta. Many great astrologers made suitable calendars based on Surya Sidhhanta.
Shah era (1742-1846): This period is also called negligence period in the history of education of Nepal. Education did not flourished properly because the state was engaged in battles and wars for the unification of Nepal. However, "Gurukul" or teachers hired at home for education, or Banaras (Kashi) were the main places of education at that period.
Rana era (1846 - 1951): The modem education system in Nepal started in 1854 AD. Returning from Britain, Prime Minister Jung Bahadur Rana opened the Durbar School at the Gol Baithak, Thapathali and mathematics was taught at that school in English medium. This was the first formal school in the history of education in Nepal. Children from higher class Rana families were allowed to study in this school. Similar School was also opened at Hanuman Dhoka Durbar for the members of royal family. Durbar school was affiliated to Calcutta University. Arithmetic, algebra was taught by the Indian and European / British teachers. British type of education was given in this school. The medium of instruction was English. After the death of Jung Bahadur Rana, Durbar School was shifted to Rani Pokhari and opened for the children of other Rana families.
During the Prime-Ministerial time of Dev Shumsher, Durbar School was opened for common people. Many Bhasha Pathshalas were opened throughout the country. Education was made free and stationers were distributed freely.
7.2.1 Mathematics Education after Democracy (1951 - )
With the advent of democracy in Nepal in 1951, the political situation of the country influenced the education system. Various commissions, education boards, advisory committee such as National Education Planning Commission, 1954, All Round National Education, Committee, 1961, National Education System Plan, 1971, National Education Commission, 1992, Higher Level National Education Commissions, constituted in different period have given mathematics a significant place at all levels of school education.
National Education System Plan (NESP) was introduced in 1971 in Nepal. It was a revolutionary step made by those people who had some ideas about European and American system of education. Annual examination system was replaced by the semester system. New topics in mathematics were introduced and new books were prescribed. NESP was the milestone and pioneering work hi the history of education of Nepal. Mathematics was accepted an essential requirement for literacy. The organization of primary education was made from grade 1 to 3, lower secondary from grade 4 to 7 and secondary from grade 8 to 10. In 1981, the structure of education again changed into 5+3+2 type of school education, hi the process of the implementation of recommendations of NEC, 1992, the school education was structured 5+3+2+2 type of education e.g. primary level education was made from grade 1 to 5, secondary education has three tiers: lower secondary (classes 6-8), secondary (classes 9-10), higher secondary (classes 11-12). The mathematics carrying at least 100 marks has been is made compulsory from class one to class ten and optional in classes 11 and 12.
7.2.2 Mathematics Education at University Level
Higher education of modem mathematics in Nepal started from intermediate level at Trichandra College in 1918 (Arts) and in 1926 (Science). Mathematics classes in B. A. and B.Sc. were started in 1932 and 1942 respectively at the same college. The mathematics curriculum at Bachelor level at that time included topics from Algebra, Trigonometry, Analytical Geometry and Calculus. Classical English textbooks on these subjects were taught for many years. However, master level classes in mathematics were started in 1959 with the establishment of the Mathematics Department at Tribhuvan University.
Tribhuvan University introduced three-year bachelor program from the academic session of 1996 and two-year master program from the academic session of 1999. In this way, our country has embarked on a 10+2+3+2 type of education. A drastic change in mathematics curriculum has taken place in different levels from intermediate to post-graduate. Many new topics in different subjects are included in Bachelor and Master Levels that can corroborated the advanced syllabi of the universities of SAARC countries.
Since establishment of FOE, it has been producing trained teachers for primary, lower secondary, secondary and tertiary levels. Beyond this, FOE also prepares curriculum specialists, evaluation experts, supervisor and administrators for various governmental and non-governmental educational organizations. Faculty of Education has been launching PCL in education, three years B. Ed. one year B. Ed., M. Ed. and Ph. D. programme with specialization in Math Education.