ΑΓΓΛΙΚΑ ΓΙΑ ΤΙΣ ΕΞΕΤΑΣΕΙΣ ΕΣΔΔΑ

Πρόλογος IX

ΤEST ΑΓΓΛΙΚΩΝ ΕΣΔΔΑ 2022

The Global Approach to Research and Innovation 1

SAMPLE TEST 1

Digital technologies in education context and strategies 17

ANSWER KEY SAMPLE TEST 1 24

SAMPLE TEST 2

Learning for Sustainability: Good Practice in Teacher
Education and Gaps in Provision 26

ANSWER KEY SAMPLE TEST 2 34

SAMPLE TEST 3

Impact of the pandemic on fundametal rights in daily life 36

ANSWER KEY SAMPLE TEST 3 44

SAMPLE TEST 4

The world bank -Inclusive Cities 46

ANSWER KEY SAMPLE TEST 4 53

SAMPLE TEST 5

Harnessing Talent in Europe: a new boost for EU Regions 55

ANSWER KEY SAMPLE TEST 5 62

SAMPLE TEST 6

OECD economic surveys /Greece. Executive Summary 64

ANSWER KEY SAMPLE TEST 6 71

SAMPLE TEST 7

Inclusive approaches to prevent violent conflict 73

ANSWER KEY SAMPLE TEST 7 82

SAMPLE TEST 8

Building resilient health systems in the shadow of Covid-19 84

ANSWER KEY SAMPLE TEST 8 92

SAMPLE TEST 9

OECD public governance policy papers 94

ANSWER KEY SAMPLE TEST 9 102

SAMPLE TEST 10

Disability Inclusion 104

ANSWER KEY SAMPLE TEST 10 112

ΤEST ΑΓΓΛΙΚΩΝ ΕΣΔΔΑ 2022

The Global Approach to Research and Innovation

Europe’s strategy for international cooperation in a changing world

GENERAL QUIDELINES

1. The title and the content of the text give a hint about the origin of the passage.

2. While reading (so as not to waste time afterwards if not in bold) it is advisable to underline the words and the expressions we need to explain in multiple choice questions 1-10 so as to view them in a wider context.

3. While reading at first for a general understanding of the text, bear in mind that you will be requested to write a summary and a report (Have a look at what is requested before you start reading).

4. Underline key words that will enable you identify the main idea of each paragraph and leave out unnecessary or repetitive information.

5. If you are reading longer or more challenging texts like this one, consider breaking it up into smaller sections. For example, you could read two paragraphs at a time and then pause to quickly summarize what you just read in your mind. Breaking up what you are reading can help you feel less overwhelmed and give you a better chance of truly comprehending the information in the text.6. Having broken the text in smaller sections I summarize them on the right using my own words as far as possible. Upon working on the text it is advisable to write down some key words and not the whole summary so as not to run out of time…

Part One: Multiple Choice Questions

I. For items 1 to 6, choose the most appropriate synonym for the word in bold from options (A to D) provided below.

1. “We need to cooperate across borders *...+ to promote Europe’s resilience, prosperity, competitiveness, and economic and social well-being”.

A) hardiness B) strength C) adaptability D) resistance

2. “It should support its objectives of open strategic autonomy by, in parallel, modulating its bilateral cooperation with non-EU countries in certain areas.”

Α) applying B) suspending C) upholding D) harmonizing

3. “The EU should therefore continue to offer researchers and innovators a democratic, inclusive and supportive environment, devoid of political interference, defending academic freedom and the opportunity for curiosity-driven research”

A) deprived B) bereft C) free D) destitute

4. “The protection and enforcement of intellectual property rights should contribute to the transfer, promotion and dissemination of technological innovation in a manner conducive to social and economic welfare.”

A) establishment B) appreciation C) development D) propagation

5. “The protection and enforcement of intellectual property rights should contribute to the transfer, promotion and dissemination of technological innovation in a manner conducive to social and economic welfare.”

A) leading B) conductive C) relevant D) accustomed

6. “Making research data as open, standardized and interoperable as possible benefits both the EU and the world when other countries and regions do the same.”

A) interactive B) interpretable C) cross-functional D) applicable

II. State which option (A to D) best reflects the intent of the statements below (7 to 10).

7. “In response to current global trends, the EU should lead by example, promoting rules-based multilateralism, pursuing reciprocal openness in research and innovation cooperation.”

A) The EU should foster cooperation with other nations in research and innovation.

B) The EU should be the unequivocal leader in research and innovation.

C) The EU should be open to promoting new global trends in research and innovation.

D) The EU should impose its own rules in research and innovation.

8. “The Commission therefore presents a new strategy that reaffirms the EU commitment to [...] preserve openness in international research and innovation cooperation, while promoting a level playing field and reciprocity underpinned by fundamental values”

A) to ensure that research and innovation are equally accessed and shared.

B) to ensure that priority is given to those who are more technologically advanced.

C) to ensure that a multi-tiered approach to innovation is implemented.

D) to ensure an openness to committing to European fundamental values.

9. “Some countries are increasingly seeking technological leadership through discriminatory measures and are often instrumentalising research and innovation for global influence and social control.”

A) Some countries take advantage of other countries’ technological development.

B) Some countries discriminate against other countries on the basis of their technological advances.

C) Some countries are frequently using technology as a leverage to exert power and control.

D) Some countries establish their superiority on their capacity to impose technological sanctions.

10. “In line with the Commission’s Gender Equality Strategy 2020-2025 and the EU agenda for gender equality and women’s empowerment in EU external action, the EU should mainstream and integrate the gender dimension in international cooperation.”

A) The EU should develop a strategy for gender equality and diversity.

B) The EU should legalize gender equality and diversity.

C) The EU should focus on empowering women internationally.

D) The EU should make gender equality a prerequisite to international cooperation.

Part Two:

Summary

GENERAL GUIDELINES ON HOW TO WRITE A SUMMARY (Grammarly blog)

Provide a summary of the given text, which should be between 120 to 150 words.

EU aims at pioneering an international collaboration in the fields of research and innovation with the aim of finding solutions to multiple problems that plague the planet such as poverty and the violation of human rights. The EU will guarantee equality and respect for rights and foster lifelong learning and professional mobility. Moreover The Horizon Europe Program is receptive to participants from all over the world. Europe will share the cost of the investment and benefit from the exchange of knowledge and expertise. The prerequisites of this cooperation are the unobstructed work of the scientific community, the respect for the ethics and the lack of manipulation. In accordance with the EU Gender Equality Strategy and the Agenda ,both genders should be equally included in the research. Finally Data should be at the disposal of everybody and the acquired knowledge must trigger political reforms. (141 words)

Part Three:

REPORT

GENERAL GUIDELINES ON HOW TO WRITE A REPORT

• A CPE report is written for a specified audience. This may be a superior, for example, a boss at work, or members of a peer group, colleagues or fellow class members. The content of a report is mainly factual and draws on the prompt material.

Step 1: Title and Introduction

In general, the introduction should outline the aim of the report. Commonly, it begins with an indirect phrase like the one below:

• The purpose of this report is to compare ….. and …..

The objective of this report is to outline the current condition of

Make sure that it is written impersonally, goes straight to the point, is short, coherent and passive forms dominate. The author of the report avoids addressing the reader directly (you).

Step 2: Main Body

QUICK TIPS: Before you start…

It is recommended to use headings and lists so that the reader can quickly find the information they are looking for in your text.

• Do not personalise your report (I,YOU,WE) it should be general information that has facts, figures and sources.

• No colourful and descriptive language – fabulous, remarkable etc.

• Get straight to the point

• Base your arguments on data and figures. The more realistic your report looks, the better the grade

PLAN

Introduction

The purpose of this report is to….

Main Body – Subheading (2)

Give the relevant facts

Main Body – Subheading (3)

Give the relevant facts

Main Body – Subheading (4) (Optional)

Give the relevant facts

Conclusion

Make your recommendations or provide a summary of the main points

Written Composition

The head of your department is asking you for an advisory report on the implementation of the EU’s strategy for research and innovation in the context of entrepreneurship. The focus of this report will be on helping young women setting up their own startup companies with an emphasis on new technologies. Drawing from the information provided in the reference article, write a 250-300- word analysis, in the form of a report, whereby you provide expert advice on developing strategies for implementing EU policies and creating incentives for young entrepreneurs.

Introduction

The purpose of this report is to provide advice regarding the implementation of EU’s strategy for research and innovation in the field of start –up companies by young women.

Europe’s initiative and Targets

Europe is oriented towards strengthening its collaboration with all countries in the fields of research and innovation so as to reap the benefits of this exchange of ideas and expertise. The aims include the elevation of the citizens’ standard of living and the inclusion of both sexes in the procedure. The Horizon Europe Program, the EU Gender equality strategy and the Agenda guarantee that there won’t be any deviation from the targets so women who aspire to set up their own business in a broad European or global environment are offered substantial guidance.

Advice on developing strategies for the implementation of EU policies

Europe undertakes to make all data from the research accessible to stakeholders by creating large datasets. These datasets can advise new female entrepreneurs on how to found a business and the bureaucratic procedures needed especially in a European and a global Market. Furthermore they can be enlightened as to the prospect of being financed by the bank at low interest rates. In addition they can be assisted in order to apply state of the art technology to increase the production and the quality of their services. The datasets can contain success stories of young entrepreneurs who fulfilled their dream to create an e-shop and promoted their goods and services all over the world.

Conclusion

Europe’s ambition to activate all countries in the fields of research and development can provide valuable feedback for the young women who wish to start their own business .All the knowledge and experience acquired can be channeled into the society for the benefit of the citizens. (299 words)

SAMPLE TEST 1

DIGITAL TECHNOLOGIES IN EDUCATION context and strategies*

The World Bank Group (WBG) is the largest financier of education in the developing world, working on education programs in more than 80 countries to provide quality education and lifelong learning opportunities for all.

The WBG works in partnership with governments and organizations worldwide to support innovative projects, timely research, and knowledge sharing activities about the effective and appropriate use of information and communication technologies (ICTs) in education systems -- “EdTech” -- to strengthen learning and contribute to poverty reduction around the world, as part of its larger work related to education.

The World Bank estimated the levels of “Learning Poverty” across the globe by measuring the number of 10-year old children who cannot read and understand a simple story by the end of primary school. In low- and middle-income countries “learning poverty” stands at 53%, while for the poorest countries, this is 80% on average. With the spread of the Coronavirus disease (COVID-19), 180+ countries mandated temporary school closures, leaving ~1.6 billion children and youth out of school at its height and affecting approximately 85% of children world-wide. While most countries are working towards re-opening schools, there are still intermittent closures and use of hybrid learning.

Reflecting on COVID Response and Remote Learning

Technology played and continues to play an essential role to deliver education to the students outside of school. Commendably, all countries were able to deploy remote learning technologies using a

combination of TV, Radio, Online and Mobile Platforms. However, many children in low income countries did not participate in remote learning with about a third of low income countries reporting that 50% of children had not been reached in a joint UNESCO-UNICEF-World Bank survey. The pandemic has also led to significant losses in learning. School closures and limited access to remote learning means that Learning Poverty is likely to worsen from 53% to 63% especially in low-income countries if no remediation interventions are taken.

The crisis has starkly highlighted the inequalities in digital access and that ‘business as usual’ will not work for delivery of education to all children. To close the digital divides in Education and leverage the power of technology to accelerate learning, reduce learning poverty, and support skills development a focus must be placed in bridging the gaps in: i) digital infrastructure (connectivity, devices and software); ii) human infrastructure (teacher capacity, student skills and parental support); and iii) logistical and administrative systems to deploy and maintain tech architecture.

Education systems must adapt. It is against this backdrop that the EdTech team at the World Bank has identified five key questions to address in the short to medium term. These questions touch on the need to re-imagine education, to provide an equitable, engaging and fun learning experience for all children.

How can countries leverage EdTech investments to develop resilient hybrid learning systems? This question requires both reflecting on the lessons from implementation of remote learning during COVID and addressing the new digital infrastructure access divide. The World Bank is working with countries to identify how to address issues of affordable connectivity, device procurement, cloud solutions and multi-modal delivery of education. Moreover, the investments that countries have made in remote learning could be leveraged address existing challenges in education. Many countries are now thinking about a dual role for remote learning: as an insurance policy against future calamites especially in a world experiencing climate change as well as a way to reach out of school children and provide a lifelong education to all citizens.

How can countries recover learning loss, more effectively harness data and personalize learning with technology? The World Bank is deepening its work on adaptive learning systems, remote assessment

and how education systems can more effectively use learning analytics to personalize education. A major part of this work will be developing a new strategy for Education Management Information Systems (EMIS 2.0) to support more effective use of data.

What are the changing roles and new skills for teachers in hybrid learning systems and how can additional human connections be leveraged through technology? The World Bank is exploring teacher competency frameworks, teacher networks, and communities of innovative teachers to support countries to empower teachers. Teachers are still central to learning even, or rather, especially in an environment rich with technology. Evidence is growing that bypassing Teachers and not engaging them with technology does not lead to student learning improvement.

How can countries leverage open technology ecosystems to expand access to quality content and learning experiences? The World Bank will collaborate with partners developing open global public goods and strategies to engage the large ecosystem of innovators in client countries to support the design and development of new educational content and curriculum. The team will develop communities of practice around EdTech innovation hubs and creative talent to develop new open educational libraries. A key content area of focus will be climate change.

How can technology support the development, measurement and accreditation of future skills? The World Bank will support countries to define 21st century competencies in students and teachers; explore ways to more effectively measure these skills and accredit these skills in collaboration with external partners sharing knowledge and experience in communities of practice on hard to measure skills and blockchain for education.

Education technology by itself is not a panacea

Though investment in EdTech has been increasing, learning and outcomes as a result have not changed considerably in many countries. An OECD report found that, when it comes to impact of computer usage in schools as measured through PISA, “impact on student performance is mixed, at best.” COVID however has changed the debate on EdTech from a question of if to a question of how. Experience to date highlights that teaching and learning remotely is not the same as face-to-face

pedagogy. Many teachers with access to e-content, for instance, use it like any another textbook to read from in class. Some adjustments include shorter and more modular content, more engaging content such as edutainment, continuous feedback, smaller group on-line discussions on more open-ended questions. Education at its heart is about human connections and relationships. While we can never replace the magic that happens between great teachers and students in an in-person environment, we should focus on the social aspects of technology to enhance connections from a distance. Much more attention must be directed on how technology will enhance teaching and learning in a blended learning environment reaching students, both in school and at home.

As education systems invest in EdTech, the World Bank advocates these five principles for how to design and implement technology to re-imagine education:

1. ASK WHY: EdTech policies need to be developed with a clear purpose, strategy and vision of the intended education change to address the learning crisis.

2. DESIGN FOR SCALE: EdTech design should be flexible and user-centered with equity and in

3. EMPOWER TEACHERS: Technology should enhance teacher engagement with students through access to content, data and networks allowing them to focus on personalized student learning. EdTech cannot replace teachers, it can only augment teaching inclusion at its heart in order to realize scale and sustainability for all.

4. ENGAGE THE ECOSYSTEM: Education systems should take a whole of government and multi-stakeholder approach to engage and incorporate the most innovative ideas to support student learning. Ministries of Education should leverage all stakeholders in the education system when developing and implementing EdTech programs and policies. The best content, software, applications, algorithms and edutainment will be spread across many innovators in the country and around the world.

5. DATA DRIVEN: Transparent standards and interoperable data architecture supports evidence-based decision making and a culture of learning and experimentation.