What is the role of the TOD model in improving transport? Secondary students are targeted for study.
Upstream news: 16 April 08:20
In the spring of the twenty-eighth anniversary, the Rector stated that the concept of “three-stage education” was committed to promoting innovation and reshaping of traditional educational paradigms through the three dimensions of “individuable learning, real work-oriented learning, globalized learning communities”.
On 14 April, a three-year inauguration ceremony was held for the eight high-level secondary schools. Panellists, innovative designs, development tests and the integration of works .
The Phnom Penh Street is the country’s first urban complex of high-trading bartoD, with Lee Myong and his peers showing it. Through field visits, surveys, etc., they explored in-depth the important role of the TOD model in improving urban transport conditions and optimizing urban functioning.
“In the course of our three-pronged learning process, we are constantly disclosing our interest and expertise, identifying problems and resolving problems. At the same time, in the course of learning with all, it is constantly increasing its thinking capacity.”
In 1969, the “three-stage” project, which was officially introduced at the forefront of global education, was opened by the first “triple-win” reform pilot programme in the form of “global experience camps” at sail secondary schools. Three-pronged education, namely innovation, creation, entrepreneurship, emphasizes real works orientation, problem identification, interdisciplinary content, mission-oriented learning as a cornerstone, with three main features of individualized learning, real product orientation and globalized campuses.
In the course of this “tripling” study, the learners, with teams, have explored in depth eight outstanding issues related to the development of the nation; produced more than 100 student products to provide solutions to problems identified by them in an innovative, creative and entrepreneurial manner; and established contacts with international mentors and international learning partners from more than 10 schools in different countries to explore local issues, broaden global perspectives and enhance intercultural communication and understanding.
In the spring of the twenty-eighth anniversary, the Rector stated that the concept of “three-stage education” was committed to promoting innovation and reshaping of traditional educational paradigms through the three dimensions of “individuable learning, real work-oriented learning, globalized learning communities”.
“The impact of three initiatives on peers must be far-reaching and long-term. Each of the three new graduates, who will be out of school in the future, will also be able to continuously develop their own strengths and potential to become the talent needed by future societies. Because peers have widened their own perceptions of issues and promoted their own ways of thinking about them, they have shown a broader pattern of self-reflecting, team-building, reflection on the future, society and the world, while demonstrating mobility, expression and communication capabilities.”
Upstream journalists, Ki-moon
Introduction
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