Sentence examples for quality of the curriculum from inspiring English sources

But first, we should be talking not about the quality of teachers, but about the quality of the curriculum.

He said he has questions about the quality of the curriculum and the choice of Pearson Education Inc. to provide it.

Despite the 2-year delay caused by an additional approval step and the high workload of the regulatory authorities, these steps significantly improved the quality of the curriculum.

The selection of the qualified candidates for secondary education as well as the evaluation of the quality of the curriculum is done by MOEVT in collaboration with the local governments.

Moreover, support services; quality of the program, curriculum, and instruction; academic integration; social integration with faculty; and familial integration each individually contributed to explaining the likelihood of online doctoral persistence.

The program external assessors' inputs also will determine the quality of the program's curriculum and contents as benchmarked with other top international universities.

Powell said: "With concerns from the OECD about the quality of the maths curriculum in schools and cuts to post-16 education, which have seen sixth-form colleges dropping Stem (science, technology, engineering and mathematics) A-levels, it is hard to see how the Tories can achieve it under the current circumstances".

How much a student learns is defined by two things: the quality of the teaching curriculum and the amount of knowledge students absorb from it.

The assessment of the performance of medical school graduates during their first postgraduate years provides an early indicator of the quality of the undergraduate curriculum and educational process.

Measuring an educational or learning environment has become an essential approach for evaluating the quality of the medical curriculum and training programmes by identifying the strengths, weaknesses, and priority areas for improvement [ 1– 3].

A semi-structured questionnaire followed by either a face-to-face or telephone interview was designed to collect information about several topics, including the strengths and weaknesses of the training sessions, the difficulties in delivery of the program, the quality of curriculum materials, and how components of the program were run during the intervention period.