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Ghana education system

tech.careerz@gmail.com (SabariNathan) — Sun, 14 Sep 2008 00:23:19 PDT

Basic And Secondary Education
1.0 Educational Policy
The educational system in Ghana is made up of 6 years of primary school, 3 years of junior secondary school (which forms 9 years of basic education) followed by 3 years of senior secondary school. This constitutes 12 years of pre-tertiary education.

Tertiary education consists of 3 to 4 years of training at the Polytechnics, Teacher Training Colleges and other training institutions and university education.

Children start school at the age of 6 years. Basic Education is compulsory and free and it is mandatory for the pupils to complete the 9 years of primary and junior secondary schooling. Secondary education is not compulsory.

1.1 Pre-School Education
There are few pre-schools in the country. Only about 30% of children of age-group 3-6 years have access to a nursery or kindergarten education before entering the formal school. Pre-school education is desirable but not compulsory. These schools are established by private individuals, communities, non-governmental organizations (NGOs), churches etc. The Ghana Education Service (Ministry of Education) has a few model pre-schools in the districts and regions.

1.2 Primary Education
Primary Education being the foundation of the education system has the following objectives:

i) numeracy and literacy i.e. the ability to count, use numbers, read, write and communicate effectively;

ii) laying the foundation for inquiry and creativity;

iii) development of sound moral attitudes and a healthy appreciation of Ghana's cultural heritage and identity;

iv) development of the ability to adapt constructively to a changing environment;

v) laying the foundation for the development of manipulative and life skills that will prepare the individual pupils to function effectively to their own advantage as well as that of their community;

vi) inculcating good citizenship education as a basis for effective participation in national development.

The objective outline above have been incorporated into a revised national curriculum comprising the following subjects for all Primary Schools:

Mathematics
Science
Social Studies
Cultural Studies
Ghanaian Languages
English
Agriculture
Life Skills
Physical Education

1.3 Junior Secondary School
Under the new education reform programme which began in 1987 the Junior Secondary School is to give pupils a broad-based education including pre-disposition to technical and vocation subjects and basic life skills which will enable the pupils to:

i) discover their aptitudes and potentialities so as to induce in them the desire for self-improvement.

ii) Appreciate the use of the hand as well as the mind and make them creative and self-employable.

All Junior Secondary Schools are day schools with mixed sexes.

The following comprise the curriculum of the Junior Secondary School:

1. Mathematics

2. Integrated Science

3. Social Studies

4. Cultural Studies

5. Ghanaian Languages

6. English Language

7. French ( optional)

8. Agriculture

9. Life Skills

10. Physical Education

11. Technical Drawing

12. Basic Technical Skills

13. Vocational Skills

Every pupil is expected to study all the subjects except French, which is optional and may be studied only if there is a qualified teacher on the staff. 12 Vocational subjects have been approved for study in Junior Secondary Schools throughout the country. Each school is required to select for study 2 of those subjects for which materials are available locally.

1.4 Senior Secondary School
Education at this level is designed to cater for students ages 16 to 18 years and lasts for 3 year after the 9 years of basic education.

The objectives of the Senior Secondary School system are:

i) to reinforce and build on knowledge, skills and attitudes acquired at the Junior Secondary School level;

ii) to produce well developed and productive individuals equipped with the qualities of responsible leadership capable of fitting into a scientific and technological world and to contribute to the socio-economic development of their own areas and country as a whole;

iii) to increase the relevance of the content of the curriculum to the culture and socio-economic problems of the country.

Senior Secondary School students study 7 Core Subjects:

1. English

2. Mathematics

3. Science

4. Agricultural and Environmental Studies

5. Life Skills

6. Ghanaian Language

7. Physical Education (which is not examined externally at the Senior Secondary School Certificate Examination).

In addition, each student selects 3 subjects from a wide range of programme - options consisting of 3 subjects to be studied under 5 specialised programmes.

These programmes are:-

i) Agriculture Programme

ii) Technical Programme

iii) Business Programme

iv) Vocational Programme

v) General (Arts & Science) Programme

At both basic and secondary levels of education, the enquiry method is the instructional method used. Pupils and students are led to use their creative skills on projects and find out things for themselves. Students are encouraged to read, observe, explore and experiment.

2.0 School Activities
In addition to academic work and training in skills, students participate in co-curricular activities such as sports and games, cultural activities, clubs and societies e.g. Red Cross, Red Crescent, Evergreen Club, Boys Scout, Girls Guide, Boys Brigade, Girls Brigade, Scripture Union etc.

Students engage in these activities outside normal class hours, usually on the school compound before they go home. In the secondary boarding schools, there is ample time at the week-end for these activities. Sometimes the students organise trips to places of interest or join students in other schools for various activities.

3.0 Off Campus Activities
Students get involved in community activities, especially when the local community is carrying out projects such as clean-up campaign and school construction work. The Voluntary Work camps Association of Ghana (VWAG) organises student workcamps during the long vacation in support of community development projects.

Students also participate in public campaigns on health, population control, food production, afforestation, environmental protection, drug abuse, teenage pregnancy etc. Other community celebrations like durbars of chiefs, traditional festivals, agricultural shows, science exhibitions and national and international events enjoy massive student participation.

In Ghana students are not expected to do part-time work. A few obtain jobs after school, in their leisure hours and during school vacation. Parents are supposed to cater for all the needs of their children until they finish school and are in a position to fend for themselves. However, some students help their parents in their economic ventures such as trading and farming. Students who undertake odd jobs e.g. weeding, selling goods for commission, do so to get some pocket-money. Parents normally provide money that will cover their children's genuine expenditure on transportation, lunch or snack.

There is no official regulation on the provision of pocket-money to students at home or in school.

Senior Secondary School Curriculum
The Senior Secondary School curriculum consists of a Core Curriculum and 5 Specialised Programmes. Each school can offer 2 or more of such Specialised Programmes. Each specialised programme is made up of 2 or more options. Students are required to select 1 option consisting of a package of 3 subjects.

The Core Curriculum consists of 7 subjects namely:

1. English Language

2. Ghanaian Language

3. Science

4. Mathematics

5. Agricultural and Environmental Studies

6. Life Skills

7. Physical Education

With the exception of Physical Education, which will not be assessed externally, all core subjects will be examined internally and externally. The 5 Specialised Programmes are:

1. Agriculture

2. Business

3. Technical

4. Vocational (Home Economics and Visual Arts)

5. General (Arts and Science) Education. Read More>>

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Germany education system

tech.careerz@gmail.com (SabariNathan) — Sun, 14 Sep 2008 00:24:36 PDT

Kindergarten (literally “children’s garden”) is both a German word and a German invention. The kindergarten pre-school educational philosophy has been widely adopted around the world. It is thus somewhat ironic to discover that kindergarten in Germany is not usually part of the state-supported school system (except in former East Germany), even though about 85 percent of German youngsters between the ages of three and six attend voluntary community and church-supported kindergartens.It was the Swiss Johann Heinrich Pestalozzi (1746-1827) who first developed many of the basic pedagogical approaches and teacher training principles that today’s educators all over the world take for granted. Zurich-born Pestalozzi’s ideas had spread as far as the United States by the 1860s, and his theories influenced Friedrich Froebel (1782-1852), the German founder of the first kindergarten, as well as many other educators and philosophers.

The educational system in the German-speaking countries generally follows the European model of free public education and a variety of secondary schools for academic and vocational education, rather than the American model of a single comprehensive high school for all students. Although there are some differences among them, Austria, Germany, and Switzerland all have a primary school (Grundschule or Volksschule) that begins at age six and lasts four years (five or six in some places), a secondary level that generally starts at age 11 (grade 5) and is divided into a less academic Hauptschule (to grade 10) leading to vocational education, an intermediate Realschule (not in Austria) leading to a technical or business school, and the academically oriented Gymnasium that leads to the Abitur or Matura diploma and a university education. Special education classes or special schools are offered for students with mental or physical disabilities. Read More>>

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University of Koblenz

The German University

Georgia education system

tech.careerz@gmail.com (SabariNathan) — Sat, 13 Sep 2008 23:59:19 PDT

State Board of Education

The Georgia Board of Education with the State Superintendent of Schools will provide the statewide leadership necessary to ensure the opportunity for each public school student to be successful. We will work to create an environment in which local schools and systems are empowered to develop policies and programs that meet the educational needs of their students, that support teachers, and that involve parents and communities in the education process. Read More>>

Structure of Education>>

Gambia Education System

tech.careerz@gmail.com (SabariNathan) — Sat, 13 Sep 2008 23:55:20 PDT

In 1988 the government of the Gambia was gravely concerned about the large numbers of children not access the formal school system and and the quality of the education for children in the school system. Before the 1988 � 2003 Education Policy was formulated, less than 50% of Gambian children went to school. The curriculum was irrelevant in some critical subject content to the needs and experiences of Gambians. In 1988 the Department of State for Education decided to spend the next five years concentrating on three issues:

1. ACCESS, 2. QUALITY , 3. RELEVANCE.

Up to that point the school system provided six years of primary schooling before entrance into Junior Secondary. This system was inflexible and adversely affected movement from primary to secondary school. This was changed to 6-3-3-2, which increased primary schooling to nine years with three years at Junior Secondary and two years at Senior Secondary school.

To solve the problem of facilities, the policy makers piloted the initative of `double shifting', allowing the same classsroom to be used twice during the day, which doubled the pupils getting an education.

The education of Gambian children was severely hampered by the lack of textbooks, particularly, relevant textbooks and other resource materials. The textbook loan scheme was introduced and textbooks were designed which were more relevant to the Gambian social and economic environment and the young person's experience.

In 1995 a Review of the Education Policy took place with extensive consultations with all the stakeholders in education, at government and non-governmental levels. At the same time a Public Expenditure Review took place in tandem with a review of policy. Lack of sufficient trained teachers continued to be a problem in trying to improve on the quality of education in the Gambia. The review revealed that there was inconsistency in spending in relation to spending on third level, which was free, while primary schooling was fee paying. One initiative to overcome this was course recovery, that all teacher training and other students at Gambia College were obliged to pay their contribution towards their training, this freed up resources to be put into Basic Education. The overall funding of Gambia College was increased and the intake of trainee teachers was increased.

Master Plan

A Master Plan was prepared at the directorate to assist in the implementation of education policy and covers the following issues:

Basic Education: Increasing the number of children who will have access to Basic Education is a vital part of the plan. The original target percentage of children with access to schooling for the period of the plan was 83%. During the revision of the plan the target number was revised upward, to 90%. The methods to achieve this are an extension of doubt-shift and multi-grade teaching, new construction and rehabiliation of existing facilities and incorporation of English into Madrassa education

Teaching Staff: Improvement of the supply and deployment of teachers, incentives/subsidies for the poort, and examine the extent and needs of special needs students. Increased Intake of Teachers: Gambia College has increased numbers of trainee teachers from 100 to 240.

Teaching Facilities: To facilitate access of greater numbers of Gambian children, the number of classrooms is increasing, under a Classroom Construction Programme initiative.

Early Childhood Education: Up to 1995 there was no means at central government level to finance Early Childhood Education, however, the department wanted be a position to offer Early Childhood Education at some future time. It was recognised at the highest levels within the department that the returns on investment in early childhood education are high It was felt necessary to look for policy direction and co-ordination of the services already being offered by local organisations and NGO's.

Early Childhood Education unit has prepared a White Paper on ECE. On a practical level, six hundred facilitators of pre-school facilities (covering age 4yrs � 6yrs) have been given the opportunity to attend facilitator training courses at Gambia College.

School feeding programme and special education activities: These initiatives are helping very poor or disabled children to have the opportunity to access education who were previously excluded.

Girls' Education: The enrolment of girls is growing faster, the issue now is retention of girls at school. This issue is being discussed within communities and at national level. Cost is the main barrier for families to overcome and the Scholarship Trust Fund has provided bright students with the opportunity to be sponsored at secondary level. To combat this the trust fund covers tuition, uniforms and examination fees. In regions where the intake of girls was lowest, URD/CRD, all Junior Secondary places for girls are free. The next issue to overcome is the shortage of Female Teachers. Rural communities want female teachers as role models.

Curriculum Revision: The curriculum is being revised, with a new emphasis on thematic approaches. In the new curriculum Communication Skills, Literacy and Numeracy, Life Skills will run across several subjects. The new curriculum however requires some in-service training for teachers. Read More>>

France education system

tech.careerz@gmail.com (SabariNathan) — Sat, 13 Sep 2008 10:10:02 PDT

The French educational system is reputed to be one of the most thorough in the world. Public education is free at the primary and secondary levels and is compulsory from age six to sixteen. Universities are public and tuition is nominal. The majority of schools (85%) are State run (L'ÉCOLE PUBLIQUE). Private schools (L'ÉCOLE PRIVÉE), often Catholic, are partially subsidized and fully regulated by the State.

We have found that these private schools have been helpful in assisting the English speaking pupils/students into integrating into the French school system. There is more flexibility in dispensing the student of required French courses to allow more time for 'French as a foreign language' tutoring. Some of these schools even allow the tutor (paid for by the parents) onto their premises; something unheard of in the public school system. There also seems to be a general consensus that these schools look more at the 'individual needs' of the student. This is perhaps why many French parents send their children to private schools when the public school experience has not had good results. These Private/Catholic schools are open to the general public and count among their population a good number of non-Catholics and /or secular students. Catechism is waived upon request.

Another aspect of Private schools is that they, for the most part, have Saturday morning off; whereas many Public schools work on Saturday morning. Also, most public schools have up to a 2 hour lunch break, with school ending at 5:00 to 6:00 p.m., whereas Private schools tend to insist on EVERYONE lunching at school, thus having a shorter break, which ends the day at 4:00 to 4:30 p.m. Another surprising factor is that these Private schools are NOT overpriced, with lunch being the greatest expense. There are certainly exceptions to this, especially private non-parochial schools.

French education is centralized with a nationwide curriculum imposed by the Ministry of Education that ensures national uniformity. This curriculum is dense and demanding. The approach to education is aimed towards the examination process at both the secondary and university levels.

GRADING

There are 3 trimesters (3 month grading periods) per school year. At the end of each trimester a "CONSEIL DE CLASSE" is held. This meeting includes the teacher(s), two student delegates (not in primary school), parent delegates, and an administrative representative (principal or vice-principal). The teacher briefly gives a profile of the class. In some Public schools this description includes a general level grouping. For example: group 1 is strongest, group 1-2 is second, group 2 is third, and group 2-3 is fourth (students experiencing difficulty) group 3 is last (students who might repeat the year if they don't improve). Most of the meeting is taken up discussing the pupils/students having difficulty. Remarks made at this meeting may show up on the report card. The report card is sent out approximately one week after the "CONSEIL DE CLASSE."

This meeting is also a forum whereby, delegate students, and delegate parents (voted in at the beginning of the year) may express concerns. If a "CONSEIL" expresses 'concern' over a student's progress, the parents' should take immediate action by seeing the teacher and taking steps to turn the situation around. For, a warning not heeded in December and confirmed at the 2nd "CONSEIL" (before Easter) may slot that child for being left back in June. Private school may have more frequent report cards.

Being left back in France is not considered the extreme measure it is in the U.S. Generally, Public schools consider it more worthwhile for a weak student to consolidate his foundations by repeating the year than to move on to a higher grade on a shaky substructure. Also, French course curriculum is dense and, Math and Science are more heavily emphasized. This is perhaps why French students and parents are more or less in accordance with this practice. Thirty percent of French students repeat at least one year during their scholastic years.

GRADING POLICY AND ENGLISH PUPILS/STUDENTS

We have found that 3 trimesters (1 school year) is too short a period to expect ALL immigrant English speaking students to adapt to the system/language. We find that 5 trimesters is enough to have the student become fully functional in the system. Upon arrival at a French school, some administrators would recommend having the English speaking child go into a grade 1-YEAR YOUNGER. This may or may not be judicious, for, no matter which grade the student goes into, the problem remains whole; HE DOES NOT MASTER THE LANGUAGE.

If, upon his arrival, the student goes into his normal grade, he has a fair chance of passing the year. If he arrives part way through the school year, the school would most likely take for granted his repeating the year. At the end of the first school year, parents may find that their child would have made a world of progress, and yet be asked to repeat the year. We recommend that parents negotiate with the school to have their child move onto the NEXT GRADE and repeat that grade if necessary. In fact we believe that an English speaking student needs 5 trimesters to fully adapt to the language/rhythm/system.

In primary school, parents have the final word on whether their child moves on to the next grade. Not all Primary school principals are forthcoming on this rule.

If parents and COLLÈGE (grades 6,7,8,9) administrators are at odds on this subject, the case may go to a "COMMISSION" (administrative type jury) for judgement. If the ruling doesn't go your way, you may find a sympathetic ear in an 'ÉCOLE PRIVÉ'. There are some grades that CANNOT be passed through negotiations. CM 2, for example is a key year. If the teacher recommends repeating the year, it may be difficult for the parents to go against that decision. Remember, Junior High School classes last only 50 minutes and the students don't have the same constancy that Primary school provides. The teacher may have assessed the pupil as not being 'ready' for this change. Poor grades would reinforce that assessment. Grade 9 has a national test in June called 'LE BREVET'. A student cannot be accepted into LYCÉE (grade 10) without having passed that test. Also, be aware of tracking in this grade. Weaker students may be encouraged to go to 'LYCÉE TECHNIQUE', (an improved version of a vocational high school.)

In high school (LYCÉE - grades 10, 11, 12), the hours are longer, the number of subjects increased, and the course content denser. A student usually recognizes when he is too far behind in a given subject(s) and a consensus of parents, student, and school authority is normally reached. Once again, if this is not the case, the student can always apply to an 'ÉCOLE PRIVÉ' at the next grade level. In 12th grade (TERMINALE), the final high school diploma 'LE BACCALAURÉAT' is contingent on the student passing the series of final exams known by the same name. Even if the student has passing grades all year long, he will repeat the year if he fails the series of finals. If he is failing all year long in one or more subjects and passes the exam(s), he gets his diploma.

YOUR CHILD AND CULTURE SHOCK

Your child will take his cues from you. If you remain positive, finding solutions to your problems one by one, he will do the same.

If you accept different attitudes, methods of doing, types of relationships, so will he. Remember his experiences, challenges and accomplishments are greater than his classmates, but not necessarily recognized or rewarded as such.

Encourage your child to develop a friendship with a classmate. He most likely will need to take the first step and invite the classmate home. A friend in the class becomes a resource person if information is not understood. Speaking on the phone with the child's parents will give you greater access to information concerning the class, class work, teacher, expectations, and other concerns.

Also, getting a tutor immediately upon arrival is of the utmost importance.

HELPING YOUR CHILD ADAPT TO THE SCHOOL SYSTEM

The best way to help your child adapt to the school system is to get him TUTORING. Three types of tutoring are necessary:

First, French as a second language - No matter what grade your child is in, the French taught in class is beyond his level.

Even in 1st, 2nd, or 3rd grade, French children return home to parents that correctly pronounce and use the language. Spelling and verb conjugation are more complex to a foreigner.

The tutor should start at the beginning, and cover every aspect of language learning.

Secondly, the tutor should be in contact with the teacher to assure the student does as much homework as possible, as soon as possible and by the same token, let the teacher know of the student's added effort.

The tutor must be guided by the teacher's curriculum, pace and advice. The teacher must be made to feel that the tutor is there to assist her, NOT replace her. The more homework the student does, the easier the teacher can assess progress. Read More>>

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Students in France protest educational system

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Finland Education System

tech.careerz@gmail.com (SabariNathan) — Wed, 20 Aug 2008 18:02:31 PDT

Education System Chart

The Finnish education system is based on providing all children and young people with equal basic education services. In Finland, education is compulsory, starting from the year in which the child becomes seven years old and ending when he/she is 16.

Both municipal and private day-care services are available for children below school-starting age, up to the age of six. All 6-year-olds are entitled to pre-school education for one year before starting basic education. Pre-school education is available in both schools and day-care centres.

Pupils normally start their comprehensive school education in a local school indicated by the municipality. Having completed comprehensive school, young people may seek further education in upper secondary schools or vocational schools.

Some upper secondary schools specialize in education with an emphasis on music, physical education, the fine arts, languages or the natural sciences, for example. The schools have no grades. The idea is to complete the courses in three years. The upper secondary school-leaving certificate qualifies the student for studies in universities and other university-level institutes. Matriculation examinations are arranged twice a year. Upper secondary schools for adults also provide an opportunity to take the matriculation examination and to supplement the upper secondary school curriculum.

Vocational schools provide vocational qualifications. The studies take three years. Practical training is part of vocational school education. In addition to written exams, professional skills must be demonstrated in practice. Completing vocational education qualifies the student to seek admission to polytechnics or universities.

Finland also operates an apprenticeship training system. Young people already in working life can obtain basic vocational qualifications through apprenticeship training.

Finland has two types of higher education institutes, universities and polytechnics. The universities concentrate on academic and scientific research and teaching methods. The role of polytechnics is to respond to the needs of working life. The education focuses on developing professional skills.

Adult education and training offers citizens the opportunity to obtain education and complete qualifications at any stage of life. Adults can study either in the same educational institutions as young people, or at institutions and units aimed at adults, as is done in liberal adult education. Vocational upper secondary qualifications, further vocational qualifications and specialist vocational qualifications can also be obtained through competence tests independent of how the vocational skills have been acquired. Read More >>

Finland tops global school table

Finnish pupils spend the shortest amount of time in lessons

Finland's claim to have the best school system has been reinforced by the latest international comparisons.

First results from the PISA study of 40 countries put it top overall in the maths, reading and science tests.

PISA is a three-yearly appraisal of 15 year olds in the principal industrialised countries, organised by the OECD economic grouping.

The UK as a whole was excluded for failing to provide enough results, though Northern Ireland did well.

Maths focus

PISA - the Programme for International Student Assessment - aims to assess the knowledge and skills needed for full participation in society, rather than mastery of a curriculum.

The 2003 PISA study focused on mathematics

It compares Organisation for Economic Co-operation and Development (OECD) member nations and "partner countries" and regions, such as Russia and Brazil.

The tests were taken by more than a quarter of a million students, representing about 23 million in the participating countries.

The focus of the 2003 study was mathematics, with problems mainly set in real-world situations, covering space and shape, change and relationships, quantity and uncertainty.

Hong Kong had a slightly higher mean score than Finland but on overall proficiency, Finland came top, ahead of South Korea then Canada, with Indonesia bottom.

The OECD used seven proficiency levels in increasing order of skill, from "below Level 1" to Level 6.

BEST MEAN SCORES: MATHS

Hong Kong-China: 550

Finland: 544

South Korea: 542

Netherlands: 538

Liechtenstein: 536

Source: OECD PISA 2003 data

Half or more of the 15-year-olds reached at least Level 4 in Finland, South Korea and Hong Kong.

In Mexico, only 3% did so - with an even lower percentage in Indonesia and Tunisia.

In most countries that are members of the OECD, at least three quarters of students reached Level 2 - but more than a quarter were unable to complete those tasks in Italy, Portugal and the US.

"These students fail to demonstrate consistently that they have baseline mathematical skills," the report said. Read More >>

Virtual Education in Research>>

Why is Finland’s Education System the Best in the World? - Read it

Finnish education system 1 of 2

Finnish education system 2 of 2

Fiji Education System

tech.careerz@gmail.com (SabariNathan) — Wed, 20 Aug 2008 17:52:35 PDT

Fiji’s educational system consists of six-year free primary schooling and seven-year secondary education. Private religious schools are a source of racial division, where the first four years of studding are taught in different languages (i.e., Fijian, Hindi, Chinese, Rotuman or English). English is instructed at higher forms, it is the compulsory subject of study. After the finishing of the secondary education, students may pursue their first degree program. They have to study three years to get a bachelor’s degree of arts and sciences and four years to get a bachelor’s degree of law or arts and sciences with a Graduate Certificate of Education. There are more technical institutes and teacher training colleges in Fiji and just a few universities. Schooling is not obligatory in Fiji and yet in 1995 nearly 30 percent of Fiji’s children were attending school full-time, and about 96 percent of the kids under the age of 7 were attending school. Fiji’s education system is unique by its direct independence of religious organizations. Just 668 primary and 139 secondary schools in the country, are ruled by the Ministry of Education and the rest are controlled by loads of religious and cultural authorities. Primary school students don’t pay any tuition fees. The Government pays $30 for a child and it contributes to non-government secondary schools by means of salary grants, provision and equipment. During 1994, the total contribution to education was 17.5 percent of Fiji’s estimated national budget of $832,100,300. $35 million has been allocated to the University of the South Pacific; $8 million came to the Fiji Institute of Technology; and $4.9 million to the Fiji School of Medicine. Practically all the schools in Fiji can be attended by students of all races and both sexes. The racial mix depends on the school location and the community close to it.

Peculiar features of the Fiji’s system education:

- Fiji schools are attended by nearly 220,000 students.
- Non-government schools come to 98 per cent.
- Schools are managed by community religious authorities.
- There are many tiny and far apart schools.
- Every school should follow the prescriptive curriculum.
- The average Fijian teacher wage amounts $10,000 per year.
- Teachers with a small experience work in rural schools.
Read More>>
Read the System Article>>
Read the Government Portal Information>>

Distance Education System via Satellite Communication Network by

KDD Engineering and Consulting, Inc. (KEC)

Antenna of Hub Station in Fiji
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Falkland Islands Education System

tech.careerz@gmail.com (SabariNathan) — Wed, 20 Aug 2008 17:41:38 PDT

In the Falkland Islands schooling is free and compulsory for all children between the ages of 5 - 16 years.

There is a Primary and Secondary School in Stanley and four small settlement schools on large farms. Other rural pupils are taught individually or in families.

The education system is based on United Kingdom methods and examination systems.

Grants are available to students who wish to pursue A-level, Vocational and Higher Education. The Islands have built links with several colleges, including Peter Symonds' in Winchester and Chichester College.

Each year a number of contract teaching positions are available in Falkland Islands. More information can be obtained from the Recruitment Officer at Falkland Islands Government Office, Falkland House, 14 Broadway, London SW1H 0BH. Read More>>

A Short Overview>>

Ethiopia Education System

tech.careerz@gmail.com (SabariNathan) — Wed, 20 Aug 2008 17:36:04 PDT

Education: Ethiopia has a base of traditional education (church) with its own script which is very elaborate and complex. The development of modern education in Ethiopia is at an early stage. The literacy rate at present is one of the lowest in Africa and is estimated at 50 %. In 1999 there were about 9.6 million primary, 3 million junior secondary and 5.7 million senior secondary school students.

First Cycle Primary Schools, Grades 1-4: Children enter primary school at various ages because of the agrarian nature of the economy and the possibility of transfer from traditional church or mosque education to modern education. Teaching is in the Mother Tongue for the majority of children depending on their regions. English is taught as a foreign language. There are about 15 Teacher Training Institutes and there is a plan to increase TTIs through distance education, correspondence etc.

Second Cycle Primary Schools, Grades 5-8: Admission to first and second cycle primary schools is open to all students. Usually schools combine the two cycles in a compound. A substantial number of teachers are certified by going through a one or two years teacher training scheme. There are 8 Teacher Training Colleges for this cycle of teachers. Primary enrollment is about 50%.

Secondary Schools: At the end of the second cycle of primary education all students in all regions are required to take the 8^th Grade National Examination which is administered by the National Office for Examination (NOE) in order to ensure the quality of primary education and coverage of the curriculum (standard). Selection to secondary schools is based on the National Examination results and availability of openings in the regional schools. Students are streamlined after the National Examination results to various academic, vocational, agricultural, industrial sciences and home economic fields. The core curriculum for all programs include: English, Mathematics, Physical and Life Sciences, Social Studies, National Languages and Physical Education. Secondary enrollment is about 30 percent.

The Ethiopian General Secondary Education Certificate Examination (EGSECE) -10^th Grade National Examination Last year (June 2001) students have sat for the New National Examination at the end of 10^th grade which is known us the Ethiopian General Secondary Education of Certificate Examination (EGSECE). These students will be streamlined into Academic (College preparation) and Vocational and Technical schools based on their results. Those going into academic fields are expected to sit for college entrance examination after two years of preparation and the others will either join the labor market or be self employed. It is hoped that the first College Entrance Examination will be given sometime April/May 2003.

Examination: The educational system in Ethiopia is organized in cycles or levels of formal schooling. The first and second cycle primary education is demarcated by internal (classroom) examination at the end of each cycle and by a National Examination (external examination) at the end of the second cycle. The secondary education begins from 9^th grade and ends by 12^th grade. At the end of 12^th grade students sit for the Ethiopian School Leaving Certificate Examination (ESLCE) which is administered once a year in March/April with results due in August or September. Students are required to complete 12 years of primary and secondary education and pass the 8^th and 12^th grade National Examinations in order to apply for any higher education. Examinees should score a minimum of 2.00 on a scale of 4.00 at least five subjects: English, Mathematics (both compulsory) and any other three subjects.

Higher Education: The foundation of universities and colleges is a consequence of primarily a national initiative in a country which has little tradition of formal education. The Ethiopian University system has developed in eclectic fashion and has not been modeled on any single foreign system. The first higher education institute, the Addis Ababa University College was established in 1950. At present there are 6 universities and 20 colleges including 10 private colleges accredited by the MOE. The government has taken the initiative in opening new universities and colleges and expanding and upgrading the already existing colleges of engineering, education and health sciences in various regions of the country. Tertiary enrollment is about 1 percent. Read More >>

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Galmudug State Education System

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Estonia Education System

tech.careerz@gmail.com (SabariNathan) — Wed, 20 Aug 2008 17:18:54 PDT

The Estonian educational system covers pre-school education, basic education, upper secondary or vocational education, and post-secondary education at universities and at other post-secondary institutions. Some schools are funded by private capital, although the majority of schools are funded by state or local government budgets

The education system is divided into three parts:

* Primary education
* Secondary education
* Post-secondary education

The principal objective of Estonia’s educational system is to develop Estonian society into an open learning environment, where every person can be considered as a life long learner.

The Education Act, adopted in 1992, states the following as the general goals of education: to promote the development of personality, family and the Estonian nation; to promote the development of national minorities, the Estonian economic, political and cultural life and the preservation of nature in the global economic and cultural context; to teach the values of citizenship; and to set up the prerequisites for creating a tradition of life long learning nation-wide.

The most relevant trend in recent years, mainly as a result of the development of private universities and post-secondary institutions, is the continuous growth in the number of students pursuing post-secondary education. The enrolment of public universities has also increased.Read More>>

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Amazing Resume Creator

tech.careerz@gmail.com (SabariNathan) — Tue, 19 Aug 2008 19:19:39 PDT

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Resumes and Enhancing Your Image

tech.careerz@gmail.com (SabariNathan) — Tue, 19 Aug 2008 19:13:04 PDT

There's a lot of buzz around video resumes but used incorrectly, they could hurt your chances of getting hired.

How to Write a Strong PR Resume: Three Tips

tech.careerz@gmail.com (SabariNathan) — Tue, 19 Aug 2008 19:18:38 PDT

Learn best way to crafting a PR resume that will land you your dream PR job.

Basic Resume Tips From CareerTV

tech.careerz@gmail.com (SabariNathan) — Tue, 19 Aug 2008 19:09:54 PDT

Resume Cover Letters & A great tip! - Part 2

tech.careerz@gmail.com (SabariNathan) — Tue, 19 Aug 2008 19:08:44 PDT

Resume Cover Letters & A great tip! - Part 1

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El Salvador Education System

tech.careerz@gmail.com (SabariNathan) — Mon, 18 Aug 2008 18:08:54 PDT

Public education was a higher priority than health care for government spending, and statistics reflected this disparity. School attendance and literacy in general increased notably in El Salvador as a whole during the twentieth century, particularly during the 1960s, when an ambitious program of school construction was carried out. Officially, literacy increased from 26.2 % of the adult population in 1930 to 59.7 % in 1971. By 1980 only 31 % of the population aged ten years or older was considered illiterate.

The Salvadoran education system included one year of preschool, nine years of basic education, three years of secondary education, and higher education at two universities and several specialized postsecondary institutions. The curriculum at the basic and secondary levels, developed by the Ministry of Education, was uniform throughout the nation. The provision of education, suffered from a rural-urban dichotomy. nationwide statistics displayed the weakness of the school system on the secondary level; in a 1976 study, only 34 % of students reached grade nine, and 15 % reached grade twelve.

Salvadoran law mandates free, compulsory elementary public schools through the 9th grade. Education through the 12th grade is available, and students completing 12 grades obtain the bachillerato degree (high school diploma). enforcement is often lax, particularly in rural areas and in urban slums, and the civil war of the 1980s damaged educational programs. El Salvador has about 3,200 primary and secondary schools with a total enrollment of 1.3 million students. But only slightly more than half of the school-age children actually attend school, and only a third finish the 9th grade. According to a 2001 estimate for people over age 15, the literacy rate was 89 %—89 % for men and 87.9 % for women. Read More >>

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Egypt Education System

tech.careerz@gmail.com (SabariNathan) — Mon, 18 Aug 2008 17:59:23 PDT

Education is highly valued in Egypt and for children between the ages of six and fifteen education in Egypt is free and compulsory. There is still quite a high drop out rate unfortunately, due in part to levels of poverty, and adult literacy levels in Egypt are only around 57.7%. The education system is divided into either the State System or the Azharite Religious System. Schools in the former system and private schools fall under the administration and supervision of the Ministry of Education and schools in the Azharite Religious System are supervised directly by the Egyptian Prime Minister.

For international expatriates living in Egypt they have the option of sending their children to a local state school or enrolling them in one of the many private and fee paying international schools that exist mainly in Cairo and Alexandria. This article provides an overview of the education system in Egypt as well as a closer look at the options available to international students of all ages who wish to study in Egypt.

The state education system in Egypt is currently undergoing a period of semi-reform with specific focus being applied to the state of the secondary education system which presently streams children at an early age into general, technical or vocational secondary education and further streams those studying in the general secondary education establishments into either studying humanities or science or mathematics.

New proposals under scrutiny at the moment are for the creation of a secondary education system in Egypt that is modelled on the American high school diploma so that children are offered a wider choice of subjects to study. In the meantime, Egyptian children who follow the state education system through to completion and who wish to go on to post-secondary education, university or college can do so depending on their final exam scores. Public higher educational establishments in Egypt are free for Egyptian students with students only having to pay to enrol whereas private higher educational establishments are fee paying.

The Azharite education system has schools known as ‘institutes’ for primary, prep and secondary age students with girls and boys taught separately and all students attending have to be of the Muslim faith. While a certain amount of emphasis is placed on the teaching of non-religious subjects, the foundation and fundamentals of Azharite education in Egypt are religious. Students who do well in their studies can go on to study at the ancient Al-Azhar University in Cairo.

It’s fair to say that the vast majority of expatriate families living and working in Egypt send their children to one of the fee paying international schools or else they send them to a boarding school in the country from which they originate. In terms of the international schools available in Egypt the majority are to be found in Cairo with a few in Alexandria and there are also a number of international language schools in locations such as Luxor where education is taught in part in English and in part in Arabic and/or French.

Education in Egypt for international students usually follows the UK or US curricula with options available for children of all ages in Cairo and Alexandria. Some favourites with expatriate parents include The American School of Alexandria and the Alexandria International School or the British International School of Cairo or the Maadi British International School in Cairo.

Since 2005 there has been a British university near Cairo, it was inaugurated by the Prince of Wales in March 2006 and it is affiliated with the UK based University of Loughborough. The British University in Egypt as it is known is located in Al Sherouk which is 37 kilometres from Cairo and it currently has faculties for the teaching of engineering, computer science and business administration with future proposed faculties to include pharmacy, dentistry, nursing, teacher training, English, Middle Eastern studies and British policy studies.

A number of other British and some American further education establishments have affiliated with various teaching institutions in Egypt to offer accreditation and additional teaching resources, for example it’s possible to study for a diploma in economics from the London School of Economics at the Advanced Management Institute of the Arab Academy for Science and Technology in Cairo. Or alternatively one can study for an Edinburgh Business School MBA at the American University in Cairo.Read More>>

Pre-higher education
Duration of compulsory education:
Age of entry: 6
Age of exit: 14

Structure of school system

Primary School
Length of program in years: 5
Age level from: 6 to: 11
Certificate/diploma awarded: Primary School Certificate

Preparatory School
Length of program in years: 3
Age level from: 11 to: 14
Certificate/diploma awarded: Basic Education Completion Certificate

General Secondary School
Length of program in years: 3
Age level from: 14 to: 17
Certificate/diploma awarded: Thanaweya a' Amma (General Secondary Education Certificate (GSEC)

Technical Secondary School (for technicians)
Length of program in years: 3
Age level from: 14 to: 17
Certificate/diploma awarded: Technical Education Diploma

Technical Secondary School (for high level technicians)
Length of program in years: 5
Age level from: 14 to: 19
Certificate/diploma awarded: Advanced Technical Diploma.

Ecuador Education System

tech.careerz@gmail.com (SabariNathan) — Mon, 18 Aug 2008 17:38:25 PDT

EDUCATIONAL SYSTEM—OVERVIEW

In the nineteenth century, Ecuador's education structure was under the control of the Catholic Church. During this century various political leaders had a tremendous effect on the education system. Ecuador has had a strong history of educators. As early as 1835, Vicente Rocafuerte began to change the education system of Ecuador. A strong believer in education, he was known to say "to govern is to educate." He stated that any government that holds power as a result of elections must have an education system that provides intellectual development and training for positions in industry and commerce. The National Assembly granted Rocafuerte the power to execute his educational objectives but they also required that he do the same for the Indian masses. Rocafuerte requested the creation of Colegio Santa Maria del Socorro, an all girl school in Quito. In 1836 he furthered his cause by attempting to establish a directorate to supervise curriculum and instruction throughout Ecuador. The purpose of this agency was to deal with university and secondary education. This agency, for example, developed the University of Quito's curriculum. Since it did not cover primary education, a slow educational development resulted at that level. In 1838 Rocafuerte established educational agencies to provide regional supervision in Guayaquil, Cuenca, Marabi, Loja, Chimborazo, and Imbabura. At this time primary education consisted only of religious and moral education, reading, writing, Spanish, and weights and measurements. The secondary school program differed from school to school and its curriculum was based on a variety of subject matters.

Arguably, the most significant education reform that Ecuador has ever experienced was that of Juan Leon Mera' in the 1850s. It based educational reform on the restoration of and emphasis on Ecuadorian themes in the entire educational system. Mera showed how "national education could encourage the integration of the country and define its cultural identity" (Paladines 1997). Gabriel Garcia Moreno took over the presidency of Ecuador in 1861. He made education the Church's responsibility. Secular educators were prohibited from teaching anything that would be considered different from church doctrine. Moreno wanted to create a system of primary schools. The Christian Brothers and the Sisters of the Sacred Heart took over the primary schools for boys and girls respectively.

The secondary schools, which prepared students for the university, were to be run by the Jesuits. At this time, primary education was free and mandatory. This increased the school population to 14,731 in 1871. In 1904, the structure of secondary schools was reorganized by reducing the program from seven to six years. The liberal arts program was reduced to the first three years of the program. In the last three years of secondary school a student must either specialize in philosophy, math, or natural science. The secondary school program required students to complete the following courses: moral and religious instruction, civics, hygiene, Spanish grammar, geography of Ecuador, world geography, history of Ecuador, world history, English or French, mathematics, literature, natural sciences, cosmography, physics, chemistry, philosophy, drafting, and penmanship.

There is no doubt that the governments of Ecuador have made good efforts to extend universal education through primary school. The Ministry of Education's 1970 plan addressed retention problems at the primary level and proposed workable solutions, a restructured curriculum, and increased practicality. Truly compulsory since the constitution of 1945, primary school has had a couple of serious leaps in the number of students attending. Perhaps the greatest leap was in the 1960s when primary enrollment almost doubled, secondary enrollment almost tripled, and those attending colleges and universities grew by 500 percent.

If the constitution of 1945 made primary school attendance mandatory by law, subsequent legislation required school attendance by all youth between the ages of 6 and 12. Before the 1960s primary schools in rural areas did not necessarily have a building nor did they uniformly offer education in grades one through six. In many areas no school existed within a reasonable radius until organizations like the Peace Corps stepped in. In other areas, only grades one through three or four were taught. The tuition free public educational system is mandatory from ages 6 to 14. In practice, however, many children drop out before age 15, and, in rural areas, only about one-third complete sixth grade. The government is striving to create better programs for the rural and urban poor, especially in technical and occupational training. In recent years, it has also been successful in reducing illiteracy. Enrollment in primary school has been increasing at an annual rate of 4.4 percent, faster than the population growth rate.

Primary education begins at age 6 with the first grade and ends at age 12 with sixth grade. Secondary education consists of two three-year cycles, a basic cycle, and a diversified cycle. This latter cycle may lead to higher education. University studies last from four to seven years, depending on specialization. The age limits for compulsory education are from 6 to 14. The minimum age for entry into preprimary education is four for kindergarten and six for the first grade of primary school. Preprimary education, which is noncompulsory, is two years. Primary school is six years. The primary years are divided into two cycles of three years each, and exams are given at the conclusion of each cycle.

Based on information from Banco Central del Ecuador, enrollment levels in 1979, 1983, 1984, and 1985 were respectively as follows: In primary school, 1,427,627; 1,677,364; 1,672,068; and 1,741,967. In the secondary school first cycle for the same years, 345,569; 405,445; 438,718; and 452,262. For the secondary school second cycle for the same years, 189,876; 244,833; 267,058; and 277,368. In higher education the total in 1979 was 225,343.

In 1989 the Confederation of Indigenous Nationalities of Ecuador (CONAIE) signed a historic agreement with the Ministry of Education that established a national program of bilingual, bicultural education designed and managed by CONAIE and its member organizations. It claims that 45 percent of Ecuador is indigenous, yet there is only 1 indigenous member of Congress (1995). It also claims that 80 percent of the rural, mostly indigenous population lives in poverty; that indigenous farmers produce 75 percent of Ecuador's basic foods while only having 35.5 percent of the arable land; and that these people are endangered by Ecuador having the highest rate of deforestation in the Americas.

Literacy rates have changed somewhat in terms of urban males and females. In 1950, approximately 89 percent of urban males were literate while in 1982 at least 96 percent were literate. In 1950, approximately 79 percent of urban females were literate while in 1982 about 94 percent were literate. In 1962, approximately 92 percent of urban males were literate while in 1974, about 94 percent of urban males were literate. In 1962, approximately 86 percent of urban females were literate while in 1974 that percentage had risen to 89 percent. In 1950 only 51 percent of rural males were literate but by 1982 that number had climbed to 80 percent. In 1950 only 38 percent of rural females were literate but by 1982 that number had climbed to 71 percent.

Traditionally, the school year is different in the sierra and costa regions. In the sierra, schools have operated from October to July; in the costa, they operate from April or May to December or January. This arrangement has been based on both climatic and economic considerations and has led to nationwide coordination problems as well as perpetuating a divisive regionalism. A proposal for a unified school year has not only been discussed but also enacted. Read More>>

Read >>Youth and Education Issues in Ecuador.
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Dominican Republic Education System

tech.careerz@gmail.com (SabariNathan) — Mon, 18 Aug 2008 18:14:06 PDT

Formal education included the primary, the secondary, and higher education levels. The six-year primary cycle was compulsory. Three years of preschool were offered in some areas, but not on a compulsory basis. There were several types of secondary school; most students (90 percent) attended the sixyear liceo, which awarded the bachillerato certificate upon completion and was geared toward university admission. Other secondary programs included teacher training schools, polytechnics, and vocational schools. All primary and secondary schools were under the formal jurisdiction of the Secretariat of State for Education and Culture (Secretaria de Estado de Educación y Cultura). In 1984 there were an estimated 5,684 primary schools and 1,664 secondary schools.

Despite the compulsory nature of primary education, only 17 percent of rural schools offered all six grades. This explained to some degree the lower levels of secondary enrollment. For those who did go on to the secondary level, academic standards were low, the drop-out rate reportedly was high, and all but the poorest students had to buy their textbooks--another disincentive to enrollment for many.

The government decreed major curriculum reforms at the primary and secondary levels in the 1970s in an effort to render schooling more relevant to students' lives and needs. Expanded vocational training in rural schools was called for as part of the reforms. Few changes had been fully implemented by the early 1980s, however. Primary school teachers were trained in specialized secondary schools; the universities trained secondary-school teachers. In 1982, however, roughly half of all teachers lacked the required academic background. A chronic shortage of teachers was attributable to low pay (especially in rural areas), the relatively low status of teaching as a career, and an apparent reluctance among men to enter the profession.

Education expanded at every level in the post-Trujillo era. Enrollment as a proportion of the primary school-aged population grew by more than twenty percentage points between the mid-1960s and the mid-1980s, and that of the secondary school-aged population nearly quadrupled. By the mid-1980s, the primary school population was virtually fully enrolled, but only 45 percent of those of secondary school age were enrolled.

Problems accompanied educational expansion. Teaching materials and well-maintained facilities were lacking at every level. Salaries and operational expenses took up most of the education budget, leaving little surplus for additional investment and growth. In addition, although an estimated 74 percent of the population was literate in 1986, the expansion of educational programs and facilities left a sizable backlog of illiterates largely untouched. Although there were some programs in adult literacy, in 1981 fully one-third of the population over twenty-five years of age had never attended school; in some rural areas the proportion rose to half. Read More>>
Read << National Policies for Education - Dominican Republic.>>

Excellence in Teaching at Bishop Byrne High School

Fountain of Life School

Dominica Education System

tech.careerz@gmail.com (SabariNathan) — Mon, 18 Aug 2008 17:18:52 PDT

Churches have played a significant role in Dominica through the establishment of institutions for formal and informal education. The influence of the church began with the arrival of the colonizers, and institution played an important role in subduing the Caribs and Westernizing the African slaves. Direct involvement in formal education by the churches began in the 1800s, when the Roman Catholic and Methodist churches, which had already established congregations in various parts of the islands, became involved in providing primary education. Secondary education began in the 1850s, when nuns of the Roseau Convent started classes for a limited number of girls in the city. The Dominica Grammar School for boys was established by the government in 1893, and in 1932 the Roman Catholic St. Mary's Academy opened its doors to Roman Catholic boys. Soon after, the Methodists started a secondary school for girls.

Until the 1960s, the difficulty of access by road and the continuing concentration of most services in the capital prevented all but a select few students living in the city from attending secondary school. It was only with the construction of roads and schools throughout the island that formal education became available to the resident rural population. This period of the 1960s also saw the emergence of a public educational system, especially on the primary level. In the mid-1980s, all but two of the nation's sixty-six primary schools were operated by the government. Dominica's six secondary schools were equally divided between government and religious institutions. Enrollment figures for 1984 indicated that 17,456 students attended primary schools and 3,443 went to secondary schools. Beyond the secondary level, Dominica had a two-year technical college that in 1984 enrolled 120 students.

An island-wide network of day-care centers and preschools-- operated by a Roman Catholic women's organization called the Social League--served children up to the age of five. Since the mid-1970s, the preschool program has benefited from training and financial support provided by the government and international agencies.

Children attended the primary school system between the ages of five and fifteen. By age fifteen, they were usually in third form (equivalent to eighth grade in the United States) and prepared to enter secondary school. Four of the secondary schools accepted students at the age of twelve on the basis of their performance on a Common Entrance Exam administered by the Ministry of Education. In the period from 1979 to 1984, only 28 percent of the 11,346 students who sat for this examination passed. A great deal of controversy surrounded the Common Entrance Exam, which was viewed by many educators as an inadequate assessment of a student's potential to perform at the secondary-school level. Critics also suggested that the test was too limited in scope to assess capacity for training other than that provided by the traditional secondaryschool curriculum.

Secondary school continued up to fifth form (the equivalent of tenth grade). Most students ended their formal education at this point; few continued private studies in preparation for the Advanced Level exams to qualify them for university entry at the sophomore level. Technical training was available at the Government Technical College, which conducted courses in such areas as electrical engineering, mechanics, woodwork and carpentry, and agriculture, as well as a parallel program in the academic subjects taught at the secondary schools.

Campuses of the University of the West Indies (UWI) are located on the islands of Trinidad, Barbados, and Jamaica. The prohibitive cost of study at UWI (approximately US$6,000 per year) meant that in the absence of a scholarship, loan, or independent family income, many capable students from Dominica were unable to continue their education. In 1980 the UWI Extra-Mural Department introduced a local program that enabled high-school students and working adults to study for and take the Advanced Level exams. Those attaining passing grades were able to take courses in Dominica equivalent to the first year of university education. This program has allowed students to cut one full year out of their overseas university costs. Since 1970, loans also have been available at competitive interest rates (9 to 10 percent) from the local Development Bank for overseas study; repayment does not commence until after the course of studies is completed.

In the late 1980s, there were no laws requiring children to attend school, and it was not uncommon for school-age children to work full- or part-time. Education has, however, been the channel through which many have advanced themselves materially and socially. Dominica has a better than 87-percent literacy rate, and peers, family, and community have pressured young people to attend school and to do well. The pressure for formal education, however, has unfortunately depreciated the value of farming as a career.Read More>>

Djibouti Education System

tech.careerz@gmail.com (SabariNathan) — Mon, 18 Aug 2008 17:15:13 PDT

Introduction
Djibouti lies at the Horn of Africa. In 1999, it had an estimated population of 629,000.

The Vocational Training Certificate (Brevet de Techniciens Supérieurs, BTS), was created with the main objective of providing highly trained staff in the areas of economics, management, and computer science. Upon completion, diplomas are granted by the French universities that oversee the training program.

History of Higher Education
The country has no university in the strictest sense. The political will to establish a university in the country was expressed during the election in 1999. The new university was to start in September 2000, in collaboration with French universities, and deliver diplomas after two years of education. A couple of two-year higher degrees programs--equivalent to an associate degree (Diplôme d’Etudes Universitaires Générales, DEUG lettre and DEUG MIAS (Mathematiques Informatique et Applications aux Sciences, Mathematics, Computer Science and Scientific Applications) hosted at the Center for Training National Education Staff (Centre de Formation des Personnels de l’ Education Nationale, CFPEN)--have been launched with the financial and technical support of the French Government.

Governance and administration
The education system of Djibouti is modeled after the French system adopting the same pedagogical model and administrative structures. As a consequence, the system is expensive to operate and is probably inadequate and irrelevant to the socio-economic development of the nation.

The educational system has not been adapted to the local needs because of its closer link with the French system in terms of academic schedule, programs, pedagogical approach, administration, and teacher training.

Student Enrollment
The number of students has multiplied eight folds from 17 in 1990 to 137, in 1997 with the most significant increase recorded in 1993-94. Important courses in history, geography, and Arabic are offered with specific focus on regional and environmental context. Since the introduction of this training option, 114 students have obtained their DEUG and, 23 students were expected to graduate in 2000.

Trends in student enrollments
Year	1993-94	1994-95	1995-96	1996-97	1997-98
Number of students	7,296	8,182	8,917	9,812	10,976
Source: MEN 1999.

Students registered in Baccalauréat and the estimated eligible candidates
Year	Candidates for Baccalauréat	Eligible candidates for higher education
1998-1999	650	377
1999-2000	798	463
2000-2001	859	498
2001-2002	961	557
2002-2003	1,083	626
2003-2004	1,232	714

Source: Service de planification DGEN (2000) in MEN 2000.

An estimated 865 Djiboutian students are currently studying in foreign countries on government scholarships, and 70% are based in France. In 1999, the total yearly cost of foreign study to the government was about US$4.34 million.

Faculty
Courses are primarily taught by French professors. Some of these professors are based in Djibouti, while others are visiting professors from the University of Montpelier (France) who teach two to three weeks a year. This faculty exchange was made possible by agreement between the CFPEN and the University of Montpellier.

Research and Publishing

The Advanced Institute for Scientific and Technical Study and Research (Institut Supérieur d’Etudes et de Recherches Scientifiques et Téchniques, ISERST) is the only research institution in the country. ISERST performed technical and scientific research in areas of national priority, such as soil sciences, ecophysiology, agronomy, renewable energies and energy conservation, hydrogeology, hydrochemistry, geology and social sciences. The institute has a total of 16 researchers (5 PhD).

Read Education strategy note>>

Denmark (Danish) Education System

tech.careerz@gmail.com (SabariNathan) — Mon, 18 Aug 2008 16:54:37 PDT

The Danish Education System offers a wide range of education on all levels also for people with an international background.
Basic education

In Denmark there is nine years of compulsory education for everyone. Upon the parents' request, a child must be accepted into the first grade in the calendar year in which the child turns 6 before 1 October. In addition there is pre-school class which the municipalities are required to offer and 10th form, both of which are optional. The municipal school system offers mother tongue instruction for children from EC/EEA countries, the Faroe Islands and Greenland. Also, the local authorities have an option to offer mother tongue instruction in other languages. A number of international schools offer instruction in English, German or French.

Upper secondary education

After the primary and lower secondary school a wide range of upper secondary education programmes are available. The upper secondary schools (gymnasium) prepare students for higher education while other upper secondary education programmes place emphasis on technical or business oriented subjects. There are many opportunities for academically oriented foreigners who may, for instance, opt for an International Baccalaureate or an International Business Baccalaureate.

Higher education

Foreign students may be admitted to Danish higher education either as guest students, international students or as regular students along with the Danish applicants.

Higher education comprises the universities offering research based undergraduate and graduate programmes as well as PhD programmes; the so called university colleges providing medium-cycle higher education by offering 3-4 year professional bachelor’s degree programmes; and business and technical colleges and academies offering short-cycle higher education programmes lasting 2 years. Furthermore the private sector offers a range of educational programmes e.g. in banking. To benefit from the last mentioned programmes good Danish skills are essential. Read More >>

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Education Tour

Czech Republic Education System

tech.careerz@gmail.com (SabariNathan) — Mon, 18 Aug 2008 16:53:41 PDT

The Czech education system is based on a long tradition beginning in 1774, when compulsory school attendance was instituted. Currently, there are all types of education – starting with preschool, through elementary, secondary, university and postgraduate and ongoing education.

Education Tour

Preschool education

Children may enter this first level of education before they begin the compulsory school attendance, as a complement to family-based education. This purpose is served by creches and nursery schools. These institutions are intended to raise elementary habits of learning and also provide social contact among children. Both are important for children's smooth transition to elementary school.

In cooperation with parents and educators, kids learn how to think logically and discuss, training their memories and exercising their imaginations. At the same time, these skills help to evaluate their intellectual and educational levels before entering elementary school.

Elementary education

Children usually gain elementary education at elementary schools. Compulsory school attendance takes nine years, usually from the age of 6 till the age of 15. However, children may receive this level of education at various types of schools that can also utilize different types of educational programs.

These are the types of schools that provide children with elementary education:

Elementary school (state or private): Children pass the entire nine-year compulsory school attendance, divided in two cycles.
Grammar school: Within the eight-year or six-year grammar schools, pupils can complete elementary education and continue education at the midlevel.
Conservatory: Eight-year dance conservatories allow students to complete elementary education and continue education at the midlevel.
Special school: Children with some disability may be integrated in special classes of elementary school, or they can attend a special school.
Special and assisted schools are intended for children with mental disabilities.
In recent years, the system of home education has also been experimentally tested.

The following are among the elementary types of education programs for compulsory school attendance:

Elementary school

General school
National school

For individual education programs, different attitudes to pupils are characteristic, as well as the system of teaching, work with curriculum, etc. The specific form of curriculum is decided by the headteacher.

Since the school year 2004/05, the following were established as alternative education programs for a period of testing:

Waldorf schools
Montessori nursery and elementary schools
Montessori elementary schools level II

These programs can be applied by schools only within three education programs.

To evaluate the results of students' work, there is a classification scale of grades from 1 (the best) to 5 (the worst) applied in the Czech Republic. Halfway through and at the end of each school year, pupils obtain a summary classification (report cards) that state the received grades for each subject.

If a pupil gets 5, he/she must be re-examined in the respective subject at the end of summer holidays (usually in August). If he/she passes the retake exam, he/she can enter the next level class in September. If he/she fails, he/she must re-do the last class again.

Secondary education

Pupils who have fulfilled the nine-year compulsory school attendance can apply for study at a secondary school. By graduating the medium education level one can obtain:

Secondary education when student gets a report on a final exam after one to two years of study.
Secondary education with vocational certificate – completed after two to three years of study by a report on a final exam and a vocational certificate stating professional capability, e.g. in the area of crafts. Graduates in there subjects usually do not continue in the classical education system and rather go to work in the selected branch.
Secondary education with a leaving examination, when usually after four years of study a student gets a report on a leaving examination. A leaving examination consists of several smaller exams – an exam of the Czech language and other exams according to study specialization and also the student's choice. After 2008, the leaving exam should consist of two parts, common (state) and profiling (specific for individual types of schools). The objective is to provide better comparability of this exam among different schools.
Grammar schools
Secondary vocation schools
Secondary apprentice training centers

Secondary education can be achieved by students also at eight-year or, more precisely, six-year grammar schools at which they have already completed several classes of elementary education.

In addition, secondary schools can institute (extension course) programs that can be attended by students who have successfully completed at least three years in a related field of study, completed with a vocational certificate. An extension course takes two years in the daily form of study.

Tertiary education

Tertiary education is included in studies following completed secondary education with a leaving exam. Tertiary education includes advanced vocational and university education. The teaching system is almost identical with the system at the college, vocational colleges; however, certain rules of secondary education apply (holidays, fixed timetables, etc.).

Higher vocational education deepens general and professional knowledge and takes three years in the daily form, practice included, and three and a half years for medicine and certain other fields of study. Study is finished by a certificate, a specific exam on selected subjects, a practical exam and the defense of a graduate examination paper – of course, everything in relation to the subject studied. Together with the certificate, students are awarded the title of certified specialist (the abbreviation DiS. is added after a name).

At vocational colleges, students must pay tuition fees. These tuition fees range from several thousand Czech crowns per year to several tens of thousands.

University education is available to all applicants with completed secondary education (i.e. leaving exam) who successfully pass the entrance exam. The system of entrance exams is specified individually by each college, and serves for testing the knowledge and skills of applicants.

Most universities have the following accredited degree programs:

Bachelor's: Usually a three-year course of study in which students get an elementary survey of highly specialized areas. Students can either leave their studies after these three years, or they can complete it by means of a leaving exam including the defense of a bachelor's thesis, or may continue into the master's program, where they can achieve a narrower specialization.
Master's: Operates either as five-year (or, more precisely, six-year), or as two-year programs following bachelor's studies. During the course, students gain both a basic survey of highly specialized subjects and a certain grade of specialization. The program culminates with students taking required state leaving exams and defending their diploma thesis.
Engineering: Relates to technical and economic fields.

After students pass these types of university study, some continue in their specialization through doctoral programs. Passing this program is often conditioned with certain publication work and sometimes also by training.

At college, students can study either in attendance form (formerly daily study), distance form (formerly extramural studies), or combine both forms of study (combined study). Read More>>
Read Structure of Education System.
Read the Special Article written byJaelee Watanabe for Bridge magazine.

Cyprus Education System

tech.careerz@gmail.com (SabariNathan) — Sat, 16 Aug 2008 17:41:35 PDT

The educational system Pre-school education is provided by Greek-language state schools and by Greek-language and foreign-language private schools.

It is provided for children aged between three years and five years and eight months. Attendance is compulsory for children aged between four years and eight months and five years and eight months.

Attendance at a private nursery school costs from €120 to €343 per child per month; the cost at the state schools is lower. There are also state and private child care centres for children up to three years of age.

Primary education

Primary education is provided free of charge at state schools for children aged between five years and eight months and 11 years and eight months. Age is the only criterion for the admission of children to primary education. From the 2006-2007 school year proof of pre-school attendance (from four years and eight months to five years and eight months) is a condition for enrolment in primary schools. The school year is divided into three terms of three months, with attendance on five days of the week. Primary education is also provided by English-language, French-language and Russian-language private schools.

Lower secondary education

Lower secondary education is provided free for children aged between 11 years and eight months and 15 years of age. Children are admitted to lower secondary education on the criterion of age and subject to possession of a primary school leaving certificate. The school year is divided into three terms of three months, with attendance on five days of the week. Lower secondary education is also provided by English-language and French-language private schools.

More than 30 private primary and secondary schools (Greek-language, English-Language, French-language and Russian-language) operate with Ministry of Education and Culture approval. The cost of attendance is between €4,286 and €6,343 per year.

Upper secondary education

Upper secondary education is provided free of charge for children aged between 15 and 18 years of age. At this level, too, the school year is divided into three terms of three months, with five-day attendance. Pupils who wish to be trained in a technical occupation can attend a technical school. There are also private English-language and French-language upper secondary schools.

Children who do not speak Greek are given special lessons in the language to make it easier for them to join state schools at which attendance is compulsory and free.

State university

Cyprus has three state university institutions: the University of Cyprus, the Technology University and the Open University. There is also a large number of private tertiary-level colleges. The Ministry of Education and Culture has approved twenty-one private tertiary schools and evaluates and certifies the academic titles of those schools every two years. There are also state tertiary-level schools such as the Higher Technical Institute, the Forestry College and the Higher Hotel Institute. Read More>>

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