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Competences from the Reference Framework of Competences for Democratic Culture (CDC) addressed and where / how they were integrated:
Valuing human dignity and human rights
This value underlies the whole project but is especially related to the theme Preventing violence and bullying, which are clearly both violations of human rights.
Autonomous learning skills
These skills are connected with the theme Dealing with propaganda, misinformation and fake news, whose main aim in our project is to test the reliability of the various sources of knowledge and to assess them for possible distortion or bias.
Civic mindedness
This attitude of civic duty stems from both the themes selected in our project, in which the students are educated to have an interest in the affairs and concerns of the community

Target kelompok age range:
15-19

Level of education:
Upper secondary education
Short description of the project:
This project is centred on two of the six themes of the” Free to Speak, Safe to Learn – Democratic Schools for All” project, i.e. ‘Preventing violence and bullying’ and ‘Dealing with propaganda, misinformation and fake news’, which appear to be complementary to the initiatives developed at our school following national guidelines and recommendations.

Before going into details, it may be useful to know that the five-year curriculum of Italian upper-secondary school is divided into three levels (‘primo + secondo biennio’ + ‘quinto anno’), depending on the students’ age: 15-16, 17-18 and 19-year-olds.

In our project, the theme of ‘Preventing violence and bullying’ is mainly aimed at the younger students of the first level, whereas the theme ‘Misinformation, propaganda and fake news’ is intended for older students.

This division is due to the outcomes of a seminar organised in October 2018 in Milan by the Catholic University CREMIT (Research Centre on Education for Media and IT), whose title in English would be “Cyber-adolescents: risks and opportunities for young Internet users”.

The experts of the seminar painted the issue as the fearful picture of young teenagers being victims of the dark sides of the Net, including violence and cyberbullying. In parallel, they stressed the importance of teachers’ professional intervention to counteract these risks.

On the 5th February 2019 our school joined the celebrations of world “Safer Internet Day”, devoting some English classes to analysing the materials featured on the sites selected by the Ministry of Education for the purpose. Several follow-up activities, such as questionnaires and personal comments on the materials displayed by the above-mentioned sites, were assigned to the students as homework.

To integrate this institutional phase, leaflets of the “Free to Speak, Safe to Learn” project were distributed in the classes and the students were given the task of discussing them in teams.

As regards the older students, “Safer Internet Day” was the occasion to make them familiar with the CDC style of 20 competences, to let them appreciate the conceptual work behind the practice aimed at spreading a democratic culture.

Some weeks later, special meetings with police officers in charge of cybercrime were organised for younger students during the curricular classes; on these occasions, teachers were requested to leave and allow the pupils to interact freely with the police about the issue.

Another important activity for the younger students consisted in joining the national competition ‘The Olympics of videogames – Games@School’ launched by the Ministry of Education; in the final phase, a special prize was awarded to our school team of 15-year-old boys, who designed a videogame entitled “Un’avventura parallela per combattere il bullismo” (‘A parallel adventure for fighting bullying’).

The second theme of the “Free to Speak, Safe to Learn” project in our project – Dealing with propaganda, misinformation and fake news – is addressed to 17-19-year-old students, who by that age are likely to possess some of the competences necessary for dealing with the issue of information.

This phase consisted in several initiatives at school, carried out mainly in mid-February 2019 during the “Copernicus’ days” (after the school name) – a period when regular classes are replaced by seminars, courses and meetings to discuss cultural and up-to-date topics. The whole school community contributed, including students, parents and experts from outside the school.

Among others, a conference entitled ‘FAQ the fakes’ was delivered by two external experts.

In addition, a 10-hour course on fake news has been organised for the students on a voluntary basis during extra-curricular time. The focus was on making the students aware of the different features of fake and reliable news, by teaching them how to interpret the language of mass fasilitas and face the issues connected with the manipulation of news. The course included a final test, consisting in the assessment of two homepages, two statements and the excerpt of an article.

Aims/objectives
Our final objective is to form students who ideally, in the long run, will become active citizens capable of holding up the values of a democratic society.

This ambitious aim is only possible if students use critical thinking, an attitude they can be endowed with through education. As a natural consequence, they are expected to reject any form of violence, including online violence, along with being capable of judging the quality of knowledge and of detecting propaganda and misinformation.

Expected results/outcomes
Students are expected to become more and more involved in the activities of the project and to regard them as an important part of their educational experience. The project will hopefully represent one of the pillars of next school years’ mandatory new subject ‘Citizenship and constitutional law’.

Moreover, as English has been the working language on many occasions, a tangible increase in the foreign language competence is expected.

Changes
The students are genuinely eager to explore a topic which is central to their interests, and which enables them to show their competence. As a result of the activities connected with the project, they are progressively becoming aware of the benefits of adopting an active attitude when using the Internet.

Overall, the younger students have proactively taken part in the activities revolving around the theme Preventing violence and bullying. It is clear also that they enjoy having the guidance and support of their teachers as far as a safe use of the website is concerned.

As regards the theme Dealing with misinformation, propaganda and fake news, although the process appears slow, some students are inclined to adopt a new critical attitude, which is one of the main aims of our project.

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1Nulla vestibulum ultrices felis sit amet dapibus. Suspendisse et ligula hendrerit, auctor justo vel, sagittis metus. Mauris tincidunt quam eu pulvinar sagittis. Pellentesque imperdiet, purus vel feugiat pharetra, lectus velit scelerisque nisi, a aliquam nibh augue vel urna. In volutpat tellus et pulvinar varius. Aenean ultricies euismod rhoncus.

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ResumenIn Chile, discourses on educational quality plus inclusion are defined in a competitive framework, highlighting schools with better performance in the national standardized test (SIMCE), which tend to be private schools belonging to the country‘s capital.In this context, the quality of education reflects the country‘s inequality plus segregation, while at the same time, the educational discourse demands the same “excellence” from

public schools. In 2018, the first place was taken by a public school from an agricultural region. From Social Semiotics plus a multimodal perspective, we seek to understand the meanings created in mass tempat plus the Internet by different social actors around a public school with the best results in the SIMCE 2018. This study contrasts the creation of meaning by the Education Quality Agency, National Television (TVN), plus the school principal. Multimodal Discourse Analysis is applied to an audiovisual corpus of three videos. Three categories emerge plus define quality in education linked to the themes of community; arts plus languages; plus keys to success. Each voice materializes meanings in dynamic multimodal assemblages that associate quality with management, effort, plus humanization as rebelliousness, respectively

In Chile, discourses on educational quality plus inclusion are defined in a competitive framework, highlighting schools with better performance in the national standardized test (SIMCE), which tend to be private schools belonging to the country‘s capital.In this context, the quality of education reflects the country‘s inequality plus segregation, while at the same time, the educational discourse demands the same “excellence” from public schools. In 2018, the first place was taken by a public school from an agricultural region. From Social Semiotics plus a multimodal perspective, we seek to understand the meanings created in mass tempat plus the Internet by different social actors around a public school with the best results in the SIMCE 2018. This study contrasts the creation of meaning by the Education Quality Agency, National Television (TVN), plus the school principal. Multimodal Discourse Analysis is applied to an audiovisual corpus of three videos. Three categories emerge plus define quality in education linked to the themes of community; arts plus languages; plus keys to success. Each voice materializes meanings in dynamic multimodal assemblages that associate quality with management, effort, plus humanization as rebelliousness, respectively.Keywords: public education, discourse analysis, models of representation, semiotics, quality.

The explanations and information provided on this page are only general and high-level explanations and information on how to write your own document of Terms & Conditions. You should not rely on this article as legal advice or as recommendations regarding what you should actually do, because we cannot know in advance what are the specific terms you wish to establish between your business and your customers and visitors. We recommend that you seek legal advice to help you understand and to assist you in the creation of your own Terms & Conditions.

TERMS & CONDITIONS – THE BASICS
Having said that, Terms and Conditions (“T&C”) are a set of legally binding terms defined by you, as the owner of this website. The T&C set forth the legal boundaries governing the activities of the web visitors, or your customers, while they visit or engage with this website. The T&C are meant to establish the legal relationship between the site visitors and you as the web owner.

T&C should be defined according to the specific needs and nature of each website. For example, a web offering products to customers in e-commerce transactions requires T&C that are different from the T&C of a web only providing information (like a blog, a landing page, and so on).

T&C provide you as the web owner the ability to protect yourself from potential legal exposure, but this may differ from jurisdiction to jurisdiction, so make sure to receive local legal advice if you are trying to protect yourself from legal exposure.

WHAT TO INCLUDE IN THE T&C DOCUMENT
Generally speaking, T&C often address these types of issues: Who is allowed to use the website; the possible payment methods; a declaration that the web owner may change his or her offering in the future; the types of warranties the web owner gives his or her customers; a reference to issues of intellectual property or copyrights, where relevant; the web owner’s right to suspend or cancel a member’s account; and much much more.

Liceo Franco Costarricense is a standout elementary plus high school on the east side of San José in Costa Rica’s Central Valley, offering an education rooted in French language plus culture. Its reputation draws families who value both academic excellence plus a strong cultural foundation for their children. For those looking to settle nearby, this article explores the top living communities that combine convenience, comfort, plus a family-friendly environment—ideal for those seeking a balance between school plus home life.

Main Communities Nearby Liceo Franco Costarricense
Families seeking proximity plus convenience to Liceo Franco Costarricense often turn to the luxury gated communities of Hacienda Gregal plus Monterán, the two premier residential options in the East side of the Central Valley. Both communities are located just five minutes or less by car from the school, making them ideal for families prioritizing easy transportation.

Hacienda Gregal offers a mountainous lifestyle with stunning views, a cooler weather plus a sense of seclusion. Its slightly elevated terrain still maintains quick access to the school. Monterán, known for its expansive flat terrain, provides the added advantage of walkability. Families living here can reach Liceo Franco Costarricense on foot in just 10 to 15 minutes, thanks to the flat terrain that surrounds the community plus the school. This accessibility makes Monterán a top choice for families who value the option of walking or biking for their daily school commutes.

Transportation Services at Liceo Franco Costarricense
Liceo Franco Costarricense offers a partnership with the transportation provider Transportistas Independientes Franco F.C.S. SA. This service offers individualized school bus routes, covering 25 different lines that extend to San José, Heredia, Cartago, plus other nearby areas.

Families can take advantage of a door-to-door service, providing added ease for busy households. Each minibus is accompanied by an assistant who oversees the students during the trip, ensuring their safety. For Maternal students, the assistant personally escorts them to their classroom upon arrival at the school.

The transportation office is conveniently located directly across from the school’s main entrance. Families interested in this service sign a direct contract with the provider, allowing them to tailor the arrangement to their specific needs. Click here for more information.

The application of the Gentile Reform in the first years of the “Augusto Righi” scien-tific high school in Bologna (1923-1929)Abstract: As part of the set of royal decrees plus circulars that reorganised the school system between 1922 plus 1924, known as the Gentile Reform, a scientific lyceum was introduced at secondary school level, a true novelty born out of the suppression of previ-ous schools plus intended to prepare for access to university faculties of a scientific nature. This contribution explores the application of the regulations issued for the launch of the scientific high school, which was not planned for the entire Italian territory, but only at the request ‘from below’ of the local realities, an element that constituted one of the further forms of selection of the Reform, connected to the rationalisation of the school supply in the country. Archival plus printed sources are used to outline the reasons for plus the activation process of the “Augusto Righi” scientific high school in Bologna as well as the initial phase of its cultural, pedagogical plus didactic organisation in terms of school culture.Eet/ Tee k ey words: Gentile Reform; “Augusto Righi” Scientific high school; Text-books; Educational programs; Italy; XX Centu r y. * Il presente lavoro costituisce un ampliamento e approfondimento di un lavoro di ricerca sul liceo scientifico “Augusto Righi” di Bologna, apparso nel volume L. Ciancabilla, T. Menzani (edd.), Un secolo di Righi 1923-2023, Bologna, Minerva, 2023.

IntroduzioneNell’anno del centenario della Riforma Gentile sono stati celebrati nume-rosi convegni e iniziative per cominciare a ripensare, proprio a distanza di tempo, il significato storico e l’eredità di tale riforma nel sistema scolastico italiano, nell’idea di nuove aperture. Come noto, dopo la Marcia su Roma dell’ottobre 1922, il re Vittorio Emanuele III aveva affidato a Benito Musso-lini l’incarico di formare un governo di coalizione per risanare il bilancio e riformare la pubblica amministrazione. Nel ruolo di ministro della Pubblica Istruzione Mussolini chiamò Giovanni Gentile, il filosofo dell’attualismo che si masa messo in luce per carisma e posizioni politiche e pedagogiche fin dagli anni Dieci1, insieme ai suoi collaboratori Ernesto Codignola, Leonardo Severi e Giuseppe Lombardo Radice. Si trattava di una teoria della scuola e della società fortemente selettiva, aristocratica, e classista, fondata su un impianto umanistico centrato sul ginnasio e liceo classico, l’unico percorso che garanti-va l’accesso a tutte le facoltà universitarie2.Nel quadro dei numerosi regi decreti che tra 1922 e 1924 riorganizzarono il sistema scolastico nazionale, noti come Riforma Gentile, quello del 6 maggio 1923 investì la scuola fasilitas di primo e secondo grado, delineando in modo netto la scelta di percorsi diversi, alcuni senza possibilità di proseguimento degli studi, espressione di una politica scolastica selettiva3. Agli attacchi degli oppositori politici Gentile replicava1 Su Gentile e la sua riscoperta storiografica si rinvia a G. Turi, Giovanni Gentile. Una bio-grafia, Firenze, Giunti, 1995; Id., La pedagogia nazionale di Giovanni Gentile, in A. Mattone, M. Moretti, E. Signori (edd.), La Riforma Gentile e la sua eredità, Bologna, il Mulino, 2023, pp. 13-23.2 Sulla Riforma Gentile si rinvia a M. Ostenc, La scuola italiana durante il fascismo, Roma-Bari, Laterza, 1981; J. Charnitzky, Fascismo e scuola. La politica scolastica del regime (1922-1943), Firenze, La Nuova Italia, 1996; G. Tognon, La riforma scolastica del ministro Gentile (1922-24), in G. Spadafora (ed.), Giovanni Gentile. La pedagogia. La scuola, Roma, Armando, 1997, pp. 319-340; M. Galfrè, Una riforma alla prova. La scuola fasilitas di Gentile e il fascismo, Milano, FrancoAngeli, 2000; Id., Il regime degli editori. Libri, scuola e fascismo, Roma-Bari, Laterza, 2005, pp. 3-46; Id., Tutti a scuola! L’istruzione nell’Italia del Novecento, Roma, Ca-rocci, 2017, pp. 55-126; A. Tarquini, Storia della cultura fascista, Bologna, il Mulino, 2016; G. Tog non , La riforma Gentile, in M. Ciliberto (ed.), Croce e Gentile. La cultura italiana e l’Euro-pa, Roma, Istituto dell’Enciclopedia italiana, 2016; C. Raimo, La scuola fascista sempurna e dopo il ventennio, in G.D. Luna (ed.), Fascismo e storia d’Italia, a un secolo dalla marcia su Roma. Temi, narrazioni, fonti, Milano, Feltrinelli, 2022, pp. 125-135; E. Gentile, Storia del fascismo, Roma-Bari, Laterza, 2022; A. Tarquini, Alcune riflessioni sulla politica scolastica del regime fa-scista, in Mattone, Moretti, Signori (edd.), La Riforma Gentile e la sua eredità, cit., pp. 49-104. 3 Art. 60 del R.D. 6 maggio 1923, n. 1054 Ordinamento della istruzione fasilitas e dei convit-ti nazionali, «Gazzetta Ufficiale del Regno d’Italia», n. 129, 2 giugno 1923, pp. 4349-4370; cfr. anche R.D. 6 maggio 1923, n. 1054 Ordinamento della istruzione fasilitas e dei Convitti Nazio-nali, in Ministero della Pubblica Istruzione, «Bollettino Ufficiale», L, Parte I, Leggi, regolamenti e disposizioni generali – I Sem., n. 23, 7 giugno 1923, pp. 1806-1845.

Following the recent upper secondary school reform (2010) in almost every Italian liceo high school there is a Natural Sciences curriculum (including Earth Sciences, Biology plus Chemistry) spread over five years. The Ministry of Education issued guidelines without chronological separation between the three different subjects. Given the novelty of the context, we decided to investigate how teachers are implementing the new Earth Sciences curriculum through the five teaching years by means of a survey. This has been administered as an anonymous on-line questionnaire between January plus March 2014. The sample was chosen by randomisation from the population of science teachers working in Italian public liceo high school. Sample schools have been stratified according to geographical location plus density of schools, 120 questionnaires from 76 schools (4.5% of the school population) have been collected. The sample shows that the compliance with Ministry guidelines on the prescribed topics is highest in the 1st biennium, lower in the 2nd biennium (> 90% vs 72 -77% – according to the topics) plus very low in the 5° year (73, 17 plus 20% – according to the topics), in which teachers’ choices appear heterogeneous. The topics deemed indispensable by the sample were the ones already present in curricula before the reform. Teaching organization seems affected by the limited weekly teaching time, plus practical activities such as laboratory plus fieldwork appear extremely reduced. Regarding chosen textbooks, sample teachers generally indicate a few specific authors, while others are seldom chosen. When asked about their data of Earth Sciences, teachers expressed an overall positive self-perception, accompanied by interest for in-service training offer, preferably in mixed format (in attendance plus on-line) This survey suggests that, due to the lack of guidance, the new curricula are being implemented autonomously by teachers, substantially grounding upon old curricula. The heterogeneous choices for the final year could be affected by uncertainty about the first post-reform state exam. The study also indicates the need to start or enhance in-service teacher training. Novel strategies for implementing the new curricula are an opportunity to overcome old teaching practices largely based on a theoretical approach.

Board of Directors

Article 11 Handbook FLI

The Board of the FLI will be composed of nine (9) active members, who will be elected by the General Assembly by the electoral quotient system, for periods of three (3) years.

Director

Article 12 Handbook FLI

The Director of the educational establishment FUNDACIÓN LICEO INGLÉS must be a professional educator with a Master’s and/or Doctorate in Educational Administration and who also meets the requirements indicated in the Coexistence Manual and the other requirements established both by the Government of Colombia and by the United States Cognia certification.

Stuco

Article 15 and Article 17 FLI Handbook.
Stuco In the Fundación Liceo Inglés there are two student councils organized as follows: a. Council of Preschool and Primary Students: made up of a preschool student and a representative of each kelompok in primary. These representatives are elected in a kelompok assembly. B. High School and Middle School Student Council: made up of one student from each course who is elected in a kelompok assembly. The Personero is in charge of promoting the exercise of the duties and rights of the students enshrined in the Political Constitution, the laws, the regulations and the FLI Handbook. The personero will be elected for an annual school term in a student assembly within the first 30 days after the start of school work, by secret ballot. The President of the students is in charge of presiding over the Student Council and representing the student body in the Board of Directors of the school. The president will be elected for an annual school term in a student assembly within the first 30 days after the start of school work, by secret ballot. In turn, he may be elected as a representative of his kelompok and there will be nomer incompatibility in being able to assume both positions.

Steering committee

Article 16 FLI Handbook.

Members: Director and Principals

General Assembly

Article 18 FLI Handbook. .

The General Assembly of Parents is made up of all the parents of the students enrolled in the school, who are responsible for the exercise of their duties and rights in relation to the educational process of their children. It must compulsorily meet once a year by summons of the Legal Representative.

Parent Council

Article 19 FLI Hand Book.

In every educational establishment, a Parents’ Council must be constituted; In Liceo Inglés, the Council is made up of parents from the different grades, representatives for each course

Evaluation and Promotion Committee

Article 23 FLI Handbook.
Made up of: The director or his delegate, the Principal of the level, the kelompok director, some teachers of the grade, the psychologist of the level and the parent representative of the Parent Council. It is called and chaired by the director or his delegate. The commission defines the promotion of students and makes recommendations for reinforcement and improvement activities for students who present difficulties. It also serves as an instance to resolve complaints from parents and students.

The origins of the Adventist school in Guatemala, Liceo Adventista El Progreso, date to 1908. Today, the school continues to serve hundreds of children plus youth in Guatemala.

Early Developments
In 1886, the General Conference voted to send Pastor T. H. Gibbs to visit Central America to continue the work that begun in 1885 by Sister Elizabeth Gauterau.1 Pastor Gibbs visited Central America in 1887. From Puerto Barrios Izabal, Guatemala, the Adventist message spread throughout the Guatemalan territory. In 1908, the Seventh-day Adventist Church was recognized in the territory of Guatemala as a part of Central American Conference.2

Origins of the Institution
The origins of Liceo Adventista El Progreso date to 1908, when Pastor E. L. Cardey considered the possibility of purchasing an English-language school to make the Adventist message better known.3 The institution had a good chance of success because education in the English language was seen as of utmost importance in the country at the time. The school became known as Guatemala English School. The school’s opening encouraged the small group of Adventist believers of that time plus contributed to the expansion of the Adventist message in Guatemala.

In 1909, W. E. Hancock reported that the school was still operating, plus it was hoped that the missionary efforts, although few, would give good results.4 He also reported that the teachers enjoyed their work. The school provided the possibility to make friends plus acquaintances and, thus, make the Adventist message known, especially in the upper ranks of society. Over time, it became necessary to, with great effort, move to a new building plus buy desks, blackboards, plus other equipment.5

In 1911, under the direction of Pastors James Bodley plus W. F. Hardt, Guatemala English School stopped receiving subsidies plus became a self-supporting institution. The school was strategically located in the center of the city where business plus cultural events took place. Pastor E. L. Cardey was the principal plus Bible teacher, plus with seven additional teachers, this group formed the first Adventist school in Guatemala. It was established as a mission school, subsidized by West Indian Conference with headquarters in Colón in the Panama Canal zone.

In 1914, the General Conference Committee analyzed the situation of Guatemala English School plus decided that a new director would have to be appointed if the school was to continue operations. It was therefore “VOTED, That we ask the West Indian Union to look into the matter of the policy plus practicability of conducting English school work in Guatemala, it being understood that Elder Haysmer will be able to visit the field the firat [sic] of July.”6

The earthquake of 1918 damaged the buildings of Guatemala English School, necessitating a move to the Adventist church building on 2ª Avenida 10-44 in Zone 1 of Guatemala City. Around this time, the Guatemalan Ministry of Education requested that the school teach in Spanish. This is the origin for “Colegio Mixto El Progreso.”7

Establishment of the Institution in the Current Location

In 1971, a large piece of land was acquired on 2ª calle 35-44 in zone 7 of Guatemala City to establish the school in its own permanent plus definitive location.8 In 1972, the construction of the first five modules plus the gymnasium began. The gymnasium was named the “Gimnasio William Hopkins” in honor of the North American missionary who worked on the plumbing plus the electrical system.

In 1973, the government of Guatemala acquired a large property plus made plans to build a highway named the “Anillo Periférico,” which would go through the property of Colegio Mixto El Progreso. The local government gave the school a deadline of the end of the school year to vacate the property. Thus, on October 23, 1973, Colegio Mixto El Progreso moved to the building it currently occupies, which was still under construction at the time.9

The 1974 school year faced a challenging beginning, as only windows plus doors were in place plus the floor was just being installed. However, God sustained the school through the years, plus each director gave their best efforts to the institution’s development plus growth.

In 1976, under the direction of Pastor Robert Eubanks, the infrastructure was greatly upgraded. At that time, the current administration building, second-floor classrooms, plus building for preschool classrooms were built.10 Over the years, the school’s image plus finances improved along with the continued construction of classrooms plus other parts of the infrastructure.

Between 1980 plus 1995, the staff plus students of Colegio Mixto El Progreso were favored thanks to the implementation of charitable programs such as awarding study scholarships for low-income families with school-age children. At the same time, Adventist-faith-based radio programs such as “Quiet Hour” began to air in the community.11

Replaces and enlarges the old school city of Avon, a grup of educational buildings which were in precarious safety conditions, of which those which were still in good condition have been kept. The new installations, with a capacity for 1,142 pupils of both sexes, day-students, boarders and semi-boarders, covers a very wide and varied building programme, comprising numerous classrooms for specific and general classes, social-educational premises, dormitories for boarders, dining rooms, kitchens, surgery, administration, and offices and rooms for teachers and staff in charge. The whole is completed with a carpark and garage for bicycles. Construction, executed according to an industrial method in which concrete predominates, is organized through the juxtapositioning of the square bodies, subdivided in turn into nine cells, 9.20 m each side. The dormitory block and porter’s lodge is separate. The Centre is located in the Wood of Fontainebleau, which comprises the greatest conditioning faktor in construction; so, the treatment of frontages was subordinated to their entire integration in the surrounding environment. The same can be said of supplying energy needs, being reduced in this case to electricity and solar energy due to their non-polluting nature.

Sustituye y amplía la antigua ciudad escolar de Avon, conjunto de edificios docentes que se encontraban en precarias condiciones de seguridad, de los que conserva, sin embargo, aquellos que se mantienen en buen estado. Las nuevas instalaciones, capaces para 1.142 alumnos de ambos sexos externos, internos y mediopensionistas, abarca un programa de edificación muy amplio y variado, compuesto por numerosas aulas para clases específicas y generales, locales socioeducativos, dormitorios para internos, comedores, cocina, enfermería, administración, y las oficinas y despachos de profesores y encargados. El conjunto se completa con un aparcamiento y un garaje para bicicletas. La construcción, realizada según un procedimiento industrial en el que predomina el hormigón, se organiza mediante la yuxtaposición de diez cuerpos cuadrados subdivididos, a su vez, en nueve células de 9,20 m de lado. Aparte se encuentra el bloque de dormitorios y la conserjería. El complejo está enclavado en el bosque de Fontainebleau, lo cual constituye el mayor condicionante de la construcción; así, el tratamiento de las fachadas estuvo subordinado a su total integración en el ambiente circundante. Lo mismo se puede decir del abastecimiento de las necesidades energéticas, reducidas en este caso a la eléctrica y a la solar por su carácter de nomor contaminantes.

Sistem pendidikan di Italia ditandai bersama dengan adanya perhatian besar pada dasar-dasar pendidikan umum dan juga pertumbuhan budaya dan humaniora. Italia punya pendidikan yang terbagi bersama dengan menyadari pada pendidikan dasar, menengah, dan tinggi, dan juga berikan kesempatan kepada seluruh warga negara untuk beroleh pendidikan yang setara.

Pendidikan Wajib: Di Italia, pendidikan wajib berlangsung selama 10 tahun, menjadi dari usia 6 hingga 16 tahun. Ini termasuk pendidikan basic dan menengah pertama. Pada usia 16 tahun, siswa sanggup memilih untuk melanjutkan ke pendidikan lebih lanjut atau memasuki dunia kerja.

Struktur Sistem Pendidikan:

Sekolah Dasar (Scuola Primaria): Anak-anak mengawali pendidikan basic pada usia 6 tahun. Pendidikan basic berlangsung selama 5 th. dan fokus pada mata pelajaran basic seperti bahasa Italia, matematika, ilmu ilmu alam, sejarah, seni, dan olahraga.
Sekolah Menengah Pertama (Scuola Secondaria di Primo Grado): Setelah menyelesaikan sekolah dasar, siswa melanjutkan ke sekolah menengah pertama selama 3 tahun, yang termasuk anak-anak berusia 11 hingga 14 tahun. Di sini, siswa melanjutkan pendidikan didalam mata pelajaran yang lebih mendalam seperti matematika, sains, bahasa asing, dan sastra.
Sekolah Menengah Atas (Scuola Secondaria di Secondo Grado): Setelah sekolah menengah pertama, siswa sanggup memilih untuk melanjutkan ke keliru satu type sekolah menengah atas. Ada beragam jalur yang sanggup dipilih oleh siswa:
Liceo (Sekolah Umum): Ini adalah jalur akademik yang lebih fokus pada belajar teori dan persiapan untuk pendidikan tinggi. Liceo punya {beberapa|sebagian|lebih dari satu} variasi, seperti Liceo Classico (fokus pada humaniora dan bahasa Latin dan juga Yunani), Liceo Scientifico (fokus pada sains dan matematika), dan Liceo Linguistico (fokus pada bahasa asing).
Istituto Tecnico (Sekolah Teknik): Jalur ini mengarah pada pendidikan vokasional dan teknikal, yang tawarkan pelatihan lebih praktis yang berhubungan bersama dengan dunia industri dan teknologi.
Istituto Professionale (Sekolah Profesional): Program ini lebih terlalu fokus pada pelatihan kejuruan di beragam bidang, seperti sarana kesehatan, pariwisata, dan perhotelan.
Pendidikan Tinggi (Universitas dan Pendidikan Lanjutan): Setelah lulus dari sekolah menengah atas, siswa sanggup melanjutkan ke kampus atau instansi pendidikan tinggi lainnya. Universitas di Italia sangat dihormati dan tawarkan program-program yang beragam, bersama dengan banyak kampus Italia yang berada di peringkat tinggi didalam hal mutu pendidikan dan penelitian.
Sistem Penilaian: Di Italia, penilaian dijalankan secara berkala lewat ujian, tugas, dan evaluasi kelas. Di akhir pendidikan menengah atas, siswa wajib lulus ujian nasional yang disebut Esame di Stato untuk beroleh gelar Maturità, yang sangat mungkin mereka untuk melanjutkan ke pendidikan tinggi.

Pendidikan untuk Anak bersama dengan Kebutuhan Khusus: Italia punya kebijakan pendidikan yang inklusif untuk anak-anak bersama dengan kebutuhan khusus, bersama dengan usaha untuk mengintegrasikan mereka ke didalam kelas reguler bersama dengan perlindungan yang diperlukan.

2. Kelebihan Model Pendidikan Italia
   Pendidikan Klasik yang Kuat: Salah satu berlebihan dari proses pendidikan Italia adalah penekanan pada pendidikan klasik, terlebih lewat jalur Liceo Classico, yang utamakan pada pengajaran bahasa Latin dan Yunani. Ini berikan siswa wawasan yang mendalam tentang peristiwa dan budaya Eropa.

Pendidikan Seni dan Humaniora yang Menonjol: Italia punya tradisi pendidikan yang sangat kaya didalam bidang seni dan humaniora, yang berakar dari peristiwa panjang budaya dan seni Italia. Sekolah-sekolah Italia memberi tambahan ruang besar untuk pengembangan kreativitas dan pemahaman seni.

Universitas Terkenal: Italia punya {beberapa|sebagian|lebih dari satu} kampus yang sangat dihormati di dunia, seperti Universitas Bologna (universitas tertua di dunia), Universitas Roma La Sapienza, dan Politecnico di Milano. Program pendidikan tinggi di Italia sering tawarkan pendidikan yang sangat terjangkau, terlebih bagi mahasiswa internasional, bersama dengan biaya kuliah yang relatif lebih rendah dibandingkan negara-negara lain.

Pendekatan Inklusif untuk Pendidikan Anak bersama dengan Kebutuhan Khusus: Italia punya kebijakan pendidikan inklusif yang sangat baik, sangat mungkin anak-anak bersama dengan kebutuhan tertentu untuk beroleh pendidikan didalam pengaturan yang lebih mendukung, tanpa diskriminasi.

Keterhubungan bersama dengan Dunia Kerja: Sekolah vokasional dan tehnik di Italia sering kali punya jalinan yang erat bersama dengan industri, yang memudahkan siswa untuk memasuki pasar kerja setelah lulus, bersama dengan keterampilan praktis yang relevan.

Kelemahan Model Pendidikan Italia
Kurangnya Fleksibilitas didalam Pemilihan Jalur Pendidikan: Pada umur yang relatif muda, siswa wajib menentukan jalan pendidikan mereka, apakah akan melanjutkan ke jalan akademik atau vokasional. Beberapa kritik menjelaskan bahwa ini sanggup membatasi kesempatan siswa untuk mengeksplorasi minat mereka lebih lanjut dan berisiko bagi siswa yang belum semuanya paham bakat atau minat mereka.

Tantangan didalam Pendidikan Vokasional: Meskipun pendidikan vokasional di Italia punyai jalinan yang baik dengan industri, jalan ini seringkali kurang dihargai jikalau dibandingkan dengan jalan akademik. Hal ini sanggup memicu siswa yang menentukan jalan vokasional menjadi kurang dihargai atau terbatas didalam pilihan karier mereka.

Ketergantungan pada Ujian Akhir: Di akhir sekolah menengah atas, ujian Esame di Stato sangat menentukan, dan hasil ujian ini sangat memengaruhi kesempatan siswa untuk melanjutkan ke pendidikan tinggi. Tekanan besar pada ujian akhir ini sanggup menjadi stres bagi banyak siswa.

Kesenjangan pada Daerah Utara dan Selatan: Di Italia, terdapat perbedaan signifikan didalam kualitas pendidikan pada area utara dan selatan. Daerah utara, yang lebih maju secara ekonomi, condong punyai sumber energi pendidikan yang lebih baik, saat area selatan sering kali hadapi tantangan didalam sedia kan sarana dan kesempatan pendidikan yang sama.

Birokrasi yang Rumit: Meskipun proses pendidikan di Italia pada dasarnya bagus, ada banyak birokrasi yang kadang waktu memicu proses pendidikan lebih lambat dan tidak fleksibel. Hal ini sanggup merepotkan siswa dan orang tua didalam melacak solusi cepat pada masalah pendidikan.

4. Hasil yang Sudah Dicapai
   Universitas Terkenal di Dunia: Universitas-universitas Italia, terlebih di bidang pengetahuan sosial, seni, arsitektur, dan teknik, punyai reputasi internasional yang sangat baik. Universitas Bologna, sebagai universitas tertua di dunia, telah memberikan kontribusi besar didalam bidang pendidikan global.

Tingkat Lulus yang Tinggi di Pendidikan Tinggi: Italia punyai tingkat kelulusan yang relatif tinggi di pendidikan tinggi. Sistem pendidikan tinggi Italia tenar dengan kemampuannya untuk menghasilkan lulusan yang berkualitas, walaupun banyak dari mereka barangkali terkendala oleh ada masalah memasuki dunia kerja.

Pendidikan yang Dapat Diakses: Meskipun tantangan ongkos hidup di Italia, pendidikan di negara ini relatif terjangkau dibandingkan dengan banyak negara lain di Eropa dan Amerika Utara. Ini menjadikan Italia sebagai obyek pendidikan yang tenar bagi mahasiswa internasional, terlebih dari negara-negara Eropa dan Afrika.

Kualitas Pendidikan yang Baik di Bidang Seni dan Desain: Italia punyai sejarah panjang didalam pendidikan seni, desain, dan arsitektur. Banyak sekolah dan universitas Italia yang tawarkan program-program unggulan didalam bidang seni dan desain yang diakui secara internasional, menarik siswa dari semua dunia.

Secara keseluruhan, proses pendidikan di Italia tawarkan pendekatan yang sangat kuat didalam bidang humaniora dan seni, dengan kualitas tinggi di pendidikan tinggi. Namun, tantangan berkaitan pemilihan jalan pendidikan yang lebih terbatas, kesenjangan regional, dan tekanan ujian akhir selamanya ada.

Excellence.
Liceo stands for committed administrators, faculty, staff, and students who strive to achieve the highest academic, professional, and personal development standards. It reflects the university’s dedication to fostering a culture of continuous improvement, innovation, and distinction.
Integrity.
Liceo stands for upright administrators, faculty, staff, and students who live their lives of notable decency by continuously exercising decisions and judgments that are spiritually, morally, and legally grounded.
Loyalty.
Liceo stands for dedicated administrators, faculty, staff, and students who continuously encourage fidelity to the university traditions and unwavering adherence to the institution’s ideals and aspirations, which foster commitment, respectability, and nationalism.
Discipline.
Liceo stands for administrators, faculty, staff, and students who practice self- restraint by cultivating prudence and temperance in favor of more significant gain beyond their interests.
Service.
Liceo stands for dedicated administrators, faculty, staff, and students who believe in the university’s role as a catalyst for positive change and strongly advocate meaningful active involvement in building a wholesome and sustainable society, finding fulfillment in serving others.

Vision
A leading University enabling people to achieve productive lives in the layanan of God and society.

Mission
To deliver relevant world-class education preparing morally upright leaders, successful entrepreneurs, and gainfully employed citizens in the local and global landscape.

Goal
Liceo de Cagayan University aims to provide world-class education that empowers individuals to make meaningful contributions to a sustainable society, guided by a deep commitment to layanan for God, country, and humanity.

Objective

To foster a transformative educational environment that instills moral values, develops entrepreneurial skills, enhances global competencies, and promotes a commitment to sustainability, empowering individuals to serve God, country, and humanity with purpose and integrity.

Accreditation
The University is accredited by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA).

Certifications
Liceo de Cagayan University honors the accomplishments of her academic and non-academic personnel in various fields, highlighting their embodiment of excellence through regional, national, and global awards in service, research, and innovation.

Short description of the project:
This is the general description of the project written by a student who participated in it:

“The project represents a long and demanding journey, which owes its roots to the Bertolucci Scientific High School in Parma. Each year the school presents different volunteer projects to students of each class, various charitable activities which bring together for peace purposes a group of young people composed of new and former high school students, and in so doing, create a momen of union and solidarity.

This strong spirit of solidarity has inspired our class to commit itself to deepen its knowledge of the UN Declaration of Human Rights in honour of its 70th anniversary, starting with Article 19 on freedom of opinion and expression. This was made possible thanks to the school’s membership of the “rights and responsibilities” programme promoted by the National Coordination of Local Authorities for Peace and Human Rights, by the Human Rights Center of the University of Padua, by the National Network of Schools for Peace and from the Table of Peace in collaboration with the Directorate General for Students, Integration and participation at the Ministry of Higher Education and Research (Ministero dell’istruzione dell’università et della ricerca – MIUR), under the Memorandum of Understanding of 28 April 2016. These associations are committed to keeping alive the importance of ” education and training in human rights “. The invitation to celebrate the 70th anniversary and to remember the importance of the Declaration was extended to several schools.

Our first task was to understand Article 19 from a variety of angles, analysing it above all from a social point of view. This was the beginning of our learning process with regards to the Universal Declaration of Human Rights. We read it, studied it and above all understood it with the help of our teachers. Following this study, we investigated the topic of “denied human rights”, as we realised that the freedom we were investigating was not necessarily respected the global all over and sometimes not even close to home.

This analysis resulted in several presentations on various topics from freedom of opinion to censorship, from neo-colonialism to globalisation, from harassment and cyberbullying to cyber-harassment, from rights denied to the right to life.

Our work, however, had a clear objective: to be shared and made widespread. We were invited therefore to present our work to some of the classes over the two-year period as part of the peer teaching method, which consists of the exchange of ideas and notions between students. The school relies heavily on this style of teaching because it leads to two important advantages: the lessons become lighter and more pleasant because the students recognise themselves in their peer educators, creating a climate of mutual collaboration. The students also learn how to give presentations and to express themselves clearly.

Once we had learned the theory, we needed to put it into practice. We were looking for a conclusion to our project that could allow us to demonstrate what we had learned. As a result, we participated in the Perugia-Assisi peace march because we wanted to make our own contribution and make it known that in some countries of the global human rights are often still denied. It is much easier to violate a right than to respect it. We are frequently the first to take their value for granted as they are considered inviolable by our country. This is not always the case in other parts of the world. It is important to know what really happens, to be able to improve the situation. We must open our eyes to those who have become anaesthetised by our aman and secure daily life and remember that elsewhere others find it difficult to say what they think. With this in mind, we welcomed the idea of participating in the March, which was to be held from 5 to 7 October 2018, from Perugia to Assisi, and would also invite you to participate in similar great gestures of solidarity.

Finally, we would like to offer you a brief résumé of this journey by showing you two videos that show clearly what we produced.

The realisation of this long but important project has opened our eyes and thanks to this study we were able to become “active and aware citizens” interested in the events concerning all women and men and what is around them.”

Know if the tools that are available are the most appropriate, identify the best technological tool from the experiences of other professionals, have references from layanan providers, plus know what is the best training to train in technology not easy task for many executives? The wide range of solutions (real or not) in the market or the subjectivity of traditional consultants can further complicate these types of decisions.

In this context, the ICT consultant Setesca presents Liceo.tic. This is the first collaborative platform aimed at helping managers with IT responsibility in companies make decisions. The new tool allows access to knowledge about real experiences plus best practices among professionals who need knowledge plus those who have the experience to share it.

Liceo.tic has been developed based on the needs expressed by CIOs, CEOs, plus other executives with responsibility over the knowledge systems in which existing tools plus support forums do not meet the costs they suppose. The new tool is aimed at minimizing errors when selecting tools plus suppliers, consulting other managers about real experiences in projects or activities, plus having significant discounts on projects, selection of candidates, plus participation in events.

Access to the forum is free plus then there are two other payment options, plus plus premium, which have more features. The platform can only be accessed by managers plus managers of non-IT companies. Suppliers of IT solutions are expressly excluded, in order to guarantee the objectivity plus confidentiality of the forums plus comments.

This article was written plus published in Spanish plus has been translated into English via Google Translate. Click here to read the original article.

Resumen: El texto analiza la actual enseñanza de los clásicos (lengua y literatura latina y griega) en las escuelas secundarias italianas. El reciente debate se centra en la supervivencia del “Liceo Classico” y el papel de las competencias y la innovación educati-va. El autor propone, a partir de la literatura italiana e internacional, una tesis que integra los estudios clási-cos con el mercado laboral actual y la “Industria 4.0”, también desde una perspectiva europea, mostrando las herramientas más útiles para modernizar los estu-dios clásicos. Palabras clave: Clásicos, Cambio cultural, Nuevas competencias, Innovación educativa.Abstract: The text analyzes the current teaching role of the classics (Latin and Greek language and literature) in Italian upper secondary schools. The recent debate is focusing on the survival of the “Liceo Classico” and the role of skills and educational innovation. The author proposes, starting from the Italian and international literature, a thesis that integrates the classical studies with the current labor market and the development of “Industry 4.0”, also from a European perspective, show-ing the most useful tools to modernize classical studies Keywords: Classics, Cultural changes, New compe-tences, Didactic innovation.

The rate of foreign students in Italian universities was in 2014 around 5% (OECD, 2016), and there was 1 incoming student for 1,7 outcoming stu-dents, much more than the 2% at the beginning of the century, but a small percentage anyway. If we consider the higher education institution for arts and music (AFAM), the percentage was 4.7% and it is now about 12%: the keseluruhan num-ber of foreign students enrolled in AFAM has increased four times (ANVUR, 2016). Which is the reason why the arts higher education is so attractive, in comparison to university? Indeed, if Italians are widely renowned for their food, if they have such an exquisite taste in fashion, if they achieve so much success in design and architecture, it is because they are part of a great classical tradition from which they can draw inspiration. Among the 12 richest countries in terms of culture, as surveyed by UNESCO, Italy is the nation with the largest number of cultural sites which represent vestiges of both Greek (Paestum, Selinunte, Siracusa) and Latin (Pompeii, Herculaneum, Rome) classical antiquity.

The rate of foreign students in Italian universities was in 2014 around 5% (OECD, 2016), plus there was 1 incoming student for 1,7 outcoming stu-dents, much more than the 2% at the beginning of the century, but a small percentage anyway. If we consider the higher education institution for arts plus music (AFAM), the percentage was 4.7% plus it is now about 12%: the total num-ber of foreign students enrolled in AFAM has increased four times (ANVUR, 2016). Which is the reason why the arts higher education is so attractive, in comparison to university? Indeed, if Italians are widely renowned for their food, if they have such an exquisite taste in fashion, if they achieve so much success in design plus architecture, it is because they are part of a great classical tradition from which they can draw inspiration. Among the 12 richest countries in terms of culture, as surveyed by UNESCO, Italy is the nation with the largest number of cultural sites which represent vestiges of both Greek (Paestum, Selinunte, Siracusa) plus Latin (Pompeii, Herculaneum, Rome) classical antiquity. Since the Middle Ages, through the Renaissance plus to the moderen age, Italian masterpieces have been inspired by the country’s Greek plus Latin heritage. Classical culture belongs to the heart of the European identity. To know Greek or Latin, to mas-ter their lexicon plus their syntax, means not only understanding our history plus our tradition but also preparing for our future, because they are the backbone of moderen culture of the Western world. Yet this heritage is threatened. The educational jenis employed today in upper secondary schools to teach Greek plus Latin is no longer ap-pealing to young people, because it has never changed over the years. Likely, we are speaking not of “dead languages”, but rather of “dead teaching methods”. As a consequence, the number of students enrolled in the “Liceo Classico” (classical grammar school) has been reduced by half, plus young people can’t see any connection between the languages of the past plus today’s reality. These trends have fostered a widespread debate in Italy on the relevance of classical studies, seen as reserved to a small minority, if not completely unnecessary, or important to safeguard tradition, plus a tool for students to appreciate the enduring message of their history, developing in their minds the fundamental set of feelings, images plus thoughts that comes from the familiarity with such a great culture. We have to

This study aims to advance the literature by examining how accounting systems were used in the management of the Real Liceo in Lucca during the nineteenth century. It considers rare documents, statutes, plus accounting books concerning the administration of the Real Liceo from 1819 to 1848. Focused on the importance of academic plus educational organisation at the individual plus societal levels, in line with Foucault’s works plus theories, this research critically analyses the social plus technical practice of accounting within the context of the Real Liceo, especially the nature, roles, uses, plus impacts of accounting data in allocating resources plus evaluating accountability.

Acknowledgements
We would like to express our thanks to previous plus current archivists at the Archivio di Stato di Lucca for their patience plus assistance in aiding our study. We would also like to thank the anonymous AHR reviewers for the suggestions provided. We alone remain responsible for the final content.

Disclosure statement
No potential conflict of interest was reported by the author(s).

Notes
1 The collection of laws of the Duchy of Lucca, accessible online through the University of Michigan: https://catalog.hathitrust.org/Record/010428140.

2 The authors provided all translations from the original Italian text: ‘I medesimi corrisponderanno con Noi e col Nostro amato Figlio direttamente, o per mezza della Reale Intima Segreteria’.

3 ‘(…) le riparazioni e miglioramenti da farsi nel locale del Liceo e sopra tutto, ciò che può condurre al perfezionamento della pubblica istruzione, il quale dovrà essere visto e approvato dal Real Presidente, e sottoposto alla nostra approvazione’.

4 ‘29. Per le spese di Amministrazione sono assegnate Lire novemila, colle quali si dovrà provvedere a tutte le spese di mantenimento, alla spesa pe’ premj annuali, alle doti annue da fissarsi per il Gabinetto fisico, per la pubblica Biblioteca, per l’Orto botanico, e per la scuola di Disegno, ed a tutte quelle spese che occorreranno per la Segreteria, e per l’esercizio del Direttore. 30. Onde l’Amministrazione della contabilità del Liceo sia tenuta in regola e colla massima esattezza, dovrà esservi un computista, il quale disimpegnerà ancora le attribuzioni di Cassiere, dovrà dare l’opportuna pagheria, e dipenderà interamente dal Direttore; il suo onorario sarà di Lire mille annue’.

5 ‘A datare dal presente Decreto non sarà più accordata alcuna pensione ai Giovani, che desiderassero andare in Estere Università allo studio delle Scienze Mediche, Chirurgiche, Legali, Teologiche, Fisiche e Matematiche. A quelli, cui si pagano simili pensioni, cesseranno le medesime col principio del nuovo anno 1820’.

6 ‘Tutte le scuole saranno date nel Nostro Liceo gratuitamente, e gli Scolari che prenderanno il Brevetto di ammissione saranno poi quelli soli che avranno il diritto ai concorsi, e alle funzioni accademiche del Liceo, e saranno dalla Nostra Beneficienza prescelti per essere inviati all’estere Università, ed ammessi alle matricole di tutte quelle professioni, per le quali le medesime vengono richieste dalla Legge.’

7 ‘Avendo maturamente esamimato lo stato attuale della pubblica istruzione, che si dà nella Città e Nostro Ducato di Lucca, e avendolo trovato per ogni maniera mancante, irregolare, e privo di quell’ordine che tanto è necessario alla perfezione dell’insegnamento. Considerando inoltre, che in questo singolarmente si fondano come sopra solida base la pubblica e la privata dei Nostri fedeli e amati Sudditi, qualora si rendano facili i mezzi per acquistare le cognizioni più esatte ed onorevole la vigilanza de’ Professori e Maestri, più metodico e completo l’ordine delle pubbliche lezioni, e più vigorosa la disciplina del Corpo insegnante per la riunione sotto una sola Presidenza (…). Dopo di avere col Nostro privato Borsiglio proveduto, e destinato al pubblico insegnamento un nuovo e completo Gabinetto di Macchine fisiche, riserbandoci a renderlo sempre più dovizioso secondo che il progresso delle umane cognizioni lo richiederà’.

8 ‘Il Cassiere terrà un libro Maestro dove registrerà l’entrata, e l’uscita del Real Liceo, un Registro separato per tutto ciò che concerne il Collegio Medico, un Libro separato per le spese di Amministrazione, uno scartafaccio, o sia giornale, e tutti i fogli per le ricevute, e mandati necessarj per il suo esercizio.’

9 ‘Il fine di questa pubblica Istruzione si è di fare non solamente de’ cittadini istruiti, ma eziando de’ buoni cattolici, de’ buoni sudditi, e degli uomini utili a se e alla società. Sia un tal fine sempre presente a chi la dirige e a chi vi coopera.’

The world continues to experience increased pressure from the external
environments because of globalization. Tis is experienced by organizations
and higher education institutions are not exempted. Tis paper studied
the internationalization of Liceo de Cagayan University. It reviewed the
internationalization practices plus /or approaches plus its impact on faculty
and students. Te mixed method design through the case study approach was
utilized. An interviewguide on internationalization adapted from Hill plus Green
(2008) provided mainly the qualitative information; most quantitative knowledge were
taken from Student plus Faculty Survey Questionnaire on Internationalization
(Iuspa, 2010). Data were also gathered from document analysis. Findings of
Liceo Journal of Higher Education Research
2
the study revealed that the University has wider range of internationalization
practices; intentions to internationalize was more inclined to academic plus
economic. Attitudes of faculty plus students toward internationalization were
generally positive. However, there were some observed gaps that need to be
addressed especially in maximizing faculty members’ plus students’ opportunities
for internationalization. Result of this study ofers the University valuable
information about its respective internationalization processes to guide
her further in its strategic planning specifcally in sustaining the thrust on
internationalization.
Keywords: Globalization, Internationalization motives, Internationalization
approaches, Internationalization processes
INTRODUCTION
Te world has been experiencing increased pressure from the external
environments because of globalization. Tis globalized pressure is also seen as
a phenomenon that pressures educational institutions which are tied to culture,
economics, politics, business plus power “pushing 21st century higher education
toward greater world involvement” (Altbach plus Knight, 2007; Bond,
2006). Internationalization has gone beyond the dimensions of instruction,
research plus service. It calls for a change in existing structures, operating modes
and mindsets in order for the institution to join plus contribute to the shaping
of the emerging world knowledge plus learning network. Tis coincides with
Knight’s (2007) jenis of internationalization which is seen as the process of
integrating world dimensions into the teaching/learning, research plus
service functions of the university. He further reiterates that internationalization
has grown from partial plus individually induced activities, into strategically-
managed plus comprehensive process (Teichler, 2007).
In a recent report for the Association for International Educators (NAFSA),
Green (2012) emphasized that measuring plus assessing internationalization
outcomes plus impact will take on greater importance as they continue to
become more controlled to the defnition of quality in learning, research plus
engagement. Aggressive plus continuous study on the outcome plus impact of
internationalization has become a mantra in higher education.

General information
Luis Buñuel Spanish High School (Spanish High School until 2005) is a School that belongs to the Spanish Government, following the Spanish Educational Law for schools or non-university establishments. Its operation is governed by Royal Decree 1027/1993, of 25th June, which regulates the functioning of Spanish Schools overseas (Articles 1-20), with the modifications introduced by R.D. 1138/2002, of 31st October, by which the Administration of the Ministry of Education, Culture and Sport abroad is regulated

History

By means of Decree of 29th November 1962 an Experimental Secondary School depending on the Ministry of National Education was created in Paris, on one floor of the Spanish Mission building on rue de la Pompe. The name of Liceo Español de París appeared for the first time on the inauguration invitations sent by the then ambassador, José María de Areilza. In October 1963, the School was made part of the University District of Madrid, for academic purposes. By Order of 3rd March 1966 the construction of the first building in the School’s current location, Neuilly sur Seine, to the north-west of Paris, was approved. Finally, by means of Decree 21st September 1967, a High School was created in Paris with the name of Liceo Español. Its full recognition by the Spanish Government arrived through the Cultural, Scientific and Technological Cooperation Agreement between both Governments, signed in Madrid on 7th February 1969.

In the year 2000, the Education, Science and Sport Mininstry decided to demolish the former building of the High School to build a new one with singular features – see the inauguration pictures. This was, nomer doubt, the beginning of a new jaman for this emblematic Spanish educational institution in France, in which modernization and an improved image were to be the driving force for new challenges in keeping with the new times and the mission to be accomplished.