By David Stapleton and James Smith-Cochran”I was told the university is trying to improve its syllabus in the last two years.
I thought it was a great opportunity for a change.
I am so glad I decided to go and take it up.
I found it so easy to work through, but it also has a lot of challenges that we’ve talked about in the past.”
It’s not just the difficulty of trying to navigate the syllabus; the language is a challenge as well.
The syllabus is made up of two parts, and the syllabi are not all in English.
“The syllabus itself has some elements that are not in English,” says Stapley.
“So we can’t use the term ‘syllabus’ in a way that says ‘here’s the syllabics and here’s how you should do it’.”
The first part of the syllabe is called the “class syllabus”, and is a mix of language-learning content that students are expected to learn by heart.
The second part of that syllabus was developed by the Coep Manufacturing Group.
It covers a variety of topics, including the history of the co-op, the history and future of the business, and more.
It includes a list of what to expect as part of your degree, and an introduction to the Coege Coep System of CoEP, a business communication system for teaching and learning.
The Coep mechanical curriculum uses the same system, but has been modified for use in teaching.
The Coeep Mechanical syllabus has been tweaked for students to learn at a much slower pace, but students will still be expected to work together to learn.
“I think it’s a great way for students who aren’t already familiar with the CoEP system, or are going to be, to learn the basics of business communication,” says student Kristina.
“It’s a way for them to learn and learn and keep themselves motivated.”
The syllab is divided into four sections: the Business Communication, CoEP System, the Business Communications and CoEP Language, which covers the language in which students will work with each other.
“If you’ve been taught in CoEP and you’re learning CoEP language, it’s easy to get distracted,” says Kia.
“If you haven’t been taught it, it can be very difficult.
It’s very different to the way you work with someone in English.”
There are some differences in how the syllables are structured, and that can make learning them difficult.
“It’s very hard to know what to look for when you’re working with the syllabs,” says Kristina, who is currently learning English for the first time.
“Sometimes they’ll have a question like ‘how do I do this in Coep?’
You’ll find it a bit difficult to answer it because the syllabulary can be quite dense.”
Kristina also said she found it difficult to work with a co-operative co-ordinator.
“They’re like the boss,” she said.
“I thought, ‘why am I getting to be the boss of the company?’
But the bosses are nice, so they’re really helpful.”
In terms of the learning environment, it also makes learning different for different people.
“We’ve got a different style of learning for the coep workers.
We have a lot more of a collaborative approach with the students.
You can’t just ask students questions,” says Victoria.
“We also have a different learning environment for the student, and you can see the different students from different backgrounds.
We’ve got people from the local school and different backgrounds coming in.
It can be challenging to get to grips with them.”
Stapley said he hopes that Coep will continue to provide the opportunity for students of all ages to learn, and they will be able to develop their knowledge in a more collaborative environment.
“There’s a lot that we can learn from the Coeps,” he said.
“In a way, I hope that Coeps will help us in learning a lot from Coep because we can all learn from them.”
For more on Coep, check out their website.
For more information on CoEP visit their website at coep.coep.